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Direct linkRiggs, Reed – ProQuest LLC, 2018
Constructionist research on L2 learning has focused on the degrees to which skewed frequency (Goldberg, Casenhiser & White, 2007; Casenhiser & Goldberg, 2005; Goldberg, Casenhiser, & Sethuraman 2004) in a person's linguistic environment can facilitate "entrenchment," "schematization," and "contingency…
Descriptors: Mandarin Chinese, Language Usage, Native Speakers, Second Language Learning
Ennis, Robin Parks – Education and Treatment of Children, 2016
Students with emotional and behavioral disorders (EBD) often struggle to be effective writers. Self-regulated strategy development (SRSD) is one approach to writing instruction that has demonstrated success for students with EBD. However, there is little research exploring its utility to teach writing to students with EBD in social studies. The…
Descriptors: Emotional Disturbances, Behavior Disorders, Writing Skills, High School Students
Ennis, Robin Parks; Jolivette, Kristine; Terry, Nicole Patton; Fredrick, Laura D.; Alberto, Paul A. – Journal of Behavioral Education, 2015
One promising intervention to support the writing skills of students with and at risk for emotional and behavioral disorders is self-regulated strategy development (SRSD). The purpose of this study was to extend this line of inquiry to a residential setting with teachers serving as interventionists and determine the effects of the SRSD using the…
Descriptors: Writing Skills, Writing Instruction, Emotional Disturbances, Behavior Disorders
White, Mark W.; Houchins, David E.; Viel-Ruma, Kimberly A.; Dever, Bridget V. – Education and Treatment of Children, 2014
This study investigated the effects of the "Expressive Writing (EW)" direct instruction curriculum on the expository writing skills of secondary grade students with serious emotional and behavioral disabilities (EBD). The "EW" program targets writing mechanics, sentence writing, and editing but does not include pre-writing…
Descriptors: Expository Writing, Writing Instruction, Direct Instruction, Writing Skills
Ennis, Robin Parks – ProQuest LLC, 2013
Students with emotional and behavioral disorders (E/BD) have academic deficits that affect their success in school; however, few researchers have investigated what strategies work best for this population, especially in the area of writing. One promising intervention to support the writing skills of students with and at-risk for E/BD is…
Descriptors: Metacognition, Learning Strategies, Writing Achievement, Writing Evaluation
Ennis, Robin Parks; Jolivette, Kristine; Boden, Lauren J. – Education and Treatment of Children, 2013
Self-regulated strategy development is an evidence-based practice for use
with students with emotional and behavioral disorders (E/BD). This study
adds to the current research base by conducting the first investigation in a
residential facility for students with E/BD and the first classwide investigation
at the elementary level with students with…
Descriptors: Emotional Disturbances, Behavior Disorders, Children, Residential Programs
Peer reviewedEdwards, Lana; Chard, David J. – Behavioral Disorders, 2000
A sample language arts/history curriculum based on state curriculum standards was created and implemented in a classroom for 22 secondary students with emotional/behavioral disorders in a residential treatment program. Emphasis on story elements and narrative summary writing resulted in improvements in both summary writing skills and academic…
Descriptors: Academic Achievement, Behavior Disorders, Curriculum Development, Educational Quality
Peer reviewedStocking, Vicki Bartosik; Goldstein, David – Roeper Review, 1992
Course selection of 795 gifted adolescents in a summer residential program differed along traditional gender lines in mathematics, science, and writing/literature. Girls and boys performed equally well in all types of classes; main effects in achievement and motivation were found only for type of class. The Scholastic Aptitude Test served as a…
Descriptors: Academic Achievement, Aptitude Tests, Course Selection (Students), Gifted
Kemp, Faye, Ed.; And Others – 1988
The proceedings include, after the keynote address by E.M. Childers and the conference agenda, the following papers: "An Additional Handicap: Visual Perceptual Learning Disabilities of Deaf Children" (Vivienne Ratner); "Minimum Competency Testing" (Carl Williams); "Transitional Planning for Hearing Impaired Students in the Mainstream" (Helen…
Descriptors: Auditory Perception, Community Programs, Curriculum Development, Deaf Interpreting
