NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20260
Since 20250
Since 2022 (last 5 years)0
Since 2017 (last 10 years)3
Since 2007 (last 20 years)6
Descriptor
Statistical Analysis6
Comparative Analysis4
Response to Intervention4
Kindergarten3
Control Groups2
Cross Cultural Studies2
Cultural Differences2
Experimental Groups2
Foreign Countries2
Hypothesis Testing2
Intervention2
Learning Disabilities2
Pretests Posttests2
Program Effectiveness2
Reading Achievement2
Reading Fluency2
Reading Skills2
Ability1
Academic Failure1
Acceleration (Education)1
Achievement Gains1
Adolescents1
Alphabets1
At Risk Students1
Attribution Theory1
More ▼
Source
Journal of Learning…6
Author
Baker, Scott K.1
Beach, Kristen D.1
Bocian, Kathleen M.1
Capodieci, Agnese1
Cary, Mari Strand1
Clarke, Ben1
Colomer Diago, Carla1
Cornoldi, Cesare1
Coyne, Michael D.1
Doabler, Christian T.1
Fan, Weihua1
Fien, Hank1
Fogarty, Melissa1
Hagan-Burke, Shanna1
Hawkins, Jacqueline1
Jansen, Ben1
Jiang, Han1
Johnson, Sharon1
Kim, Minjung1
Koen, Bobbie Jean1
Kwok, Oi-man1
Little, Mary E.1
Miranda, Ana1
O'Connor, Rollanda E.1
Oslund, Eric1
More ▼
Publication Type
Journal Articles6
Reports - Research6
Tests/Questionnaires1
Education Level
Early Childhood Education3
Kindergarten3
Primary Education3
Elementary Education2
Grade 11
Grade 21
Higher Education1
Audience
Location
Australia1
California1
China1
Connecticut1
Florida1
Italy1
Spain1
Texas1
Vermont1
Laws, Policies, & Programs
Assessments and Surveys
Dynamic Indicators of Basic…2
Peabody Picture Vocabulary…2
Woodcock Reading Mastery Test1
What Works Clearinghouse Rating
Does not meet standards1
Showing all 6 results Save | Export
A Cross-National Comparison of Attributional Patterns toward Students with and without Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Woodcock, Stuart; Jiang, Han – Journal of Learning Disabilities, 2018
Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and China. Australian and Chinese…
Descriptors: Foreign Countries, Learning Disabilities, Cross Cultural Studies, Cultural Differences
The Location and Effects of Visual Hemisphere-Specific Stimulation on Reading Fluency in Children with the Characteristics of Dyslexia
Peer reviewed Peer reviewed
Direct linkDirect link
Koen, Bobbie Jean; Hawkins, Jacqueline; Zhu, Xi; Jansen, Ben; Fan, Weihua; Johnson, Sharon – Journal of Learning Disabilities, 2018
Fluency is used as an indicator of reading proficiency. Many students with reading disabilities are unable to benefit from typical interventions. This study is designed to replicate Lorusso, Facoetti, Paganoni, Pezzani, and Molteni's (2006) work using FlashWord, a computer program that tachistoscopically presents words in the right or left visual…
Descriptors: Reading Fluency, Reading Skills, Reading Difficulties, Visual Stimuli
Attitudes of Primary School Teachers in Three Western Countries toward Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Cornoldi, Cesare; Capodieci, Agnese; Colomer Diago, Carla; Miranda, Ana; Shepherd, Katharine G. – Journal of Learning Disabilities, 2018
In recent years, teachers in Western countries have developed beliefs and attitudes related to working with students with specific learning disabilities (LD) that may be critical in shaping their educational practices with them; however, their beliefs and attitudes differ across political and geographical contexts and may be influenced by specific…
Descriptors: Elementary School Teachers, Learning Disabilities, Teacher Attitudes, Comparative Analysis
Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Clarke, Ben; Doabler, Christian T.; Smolkowski, Keith; Baker, Scott K.; Fien, Hank; Cary, Mari Strand – Journal of Learning Disabilities, 2016
This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were…
Descriptors: Intervention, Kindergarten, At Risk Students, Number Concepts
Access to a Responsiveness to Intervention Model: Does Beginning Intervention in Kindergarten Matter?
Direct linkDirect link
O'Connor, Rollanda E.; Bocian, Kathleen M.; Sanchez, Victoria; Beach, Kristen D. – Journal of Learning Disabilities, 2014
In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…
Descriptors: Response to Intervention, Kindergarten, Young Children, Models
Examining the Effects of Linking Student Performance and Progression in a Tier 2 Kindergarten Reading Intervention
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Simmons, Deborah C.; Kim, Minjung; Kwok, Oi-man; Coyne, Michael D.; Simmons, Leslie E.; Oslund, Eric; Fogarty, Melissa; Hagan-Burke, Shanna; Little, Mary E.; Rawlinson, D'Ann – Journal of Learning Disabilities, 2015
Despite the emerging evidence base on response to intervention, there is limited research regarding how to effectively use progress-monitoring data to adjust instruction for students in Tier 2 intervention. In this study, we analyzed extant data from a series of randomized experimental studies of a kindergarten supplemental reading intervention to…
Descriptors: Intervention, Reading Instruction, Kindergarten, Reading Achievement