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Direct linkCarter, Erik W.; Asmus, Jennifer; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Dan M.; Born, Tiffany L.; Brock, Matthew E.; Cattey, Gillian N.; Chen, Rui; Cooney, Molly; Fesperman, Ethan; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory; Moyseenko, Kerrie A.; Riesch, Lindsay M.; Shalev, Rebecca A.; Vincent, Lori B.; Weir, Katie – Exceptional Children, 2016
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51…
Descriptors: High School Students, Severe Disabilities, Randomized Controlled Trials, Peer Relationship
Wanzek, Jeanne; Vaughn, Sharon; Roberts, Greg; Fletcher, Jack M. – Exceptional Children, 2011
This experimental study reports findings on the effects from a year-long reading intervention providing daily 50-min sessions to middle school students with identified learning disabilities (n = 65) compared with similar students who did not receive the reading intervention (n = 55). All students continued to receive their special education…
Descriptors: Middle School Students, Intervention, Reading Fluency, Learning Disabilities
Bryant, Diane Pedrotty; Bryant, Brian R.; Roberts, Greg; Vaughn, Sharon; Pfannenstiel, Kathleen Hughes; Porterfield, Jennifer; Gersten, Russell – Exceptional Children, 2011
The purpose of this study was to determine the effects of an early numeracy preventative Tier 2 intervention on the mathematics performance of first-grade students with mathematics difficulties. Researchers used a pretest-posttest control group design with randomized assignment of 139 students to the Tier 2 treatment condition and 65 students to…
Descriptors: Control Groups, Intervention, Mathematics Achievement, Numeracy
Deborah C. Simmons; Michael D. Coyne; Shanna Hagan-Burke; Oi-man Kwok; Leslie Simmons; Caitlin Johnson; Yuanyuan Zou; Aaron B. Taylor; Athena Lentini McAlenney; Maureen Ruby; Yvel C. Crevecoeur – Exceptional Children, 2011
This study compared the effects of 2 supplemental interventions on the beginning reading performance of kindergarteners identified as at risk of reading difficulty. Students (N = 206) were assigned randomly at the classroom level either to an explicit/systematic commercial program or to a school-designed practice intervention taught 30 min per day…
Descriptors: Spelling, Intervention, Beginning Reading, Effect Size
Carolyn A. Denton; Caroline Kethley; Kim Nimon; Terri B. Kurz; Patricia G. Mathes; Minyi Shih; Elizabeth A. Swanson – Exceptional Children, 2010
The effectiveness study examined a supplemental reading intervention that may be appropriate as one component of a response-to-intervention (RTI) system. First-grade students in 31 schools who were at risk for reading difficulties were randomly assigned to receive Responsive Reading Instruction (RRI; Denton, 2001; Denton & Hocker, 2006; n =…
Descriptors: Reading Difficulties, Intervention, Early Reading, Reading Instruction
Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Kwok, Oiman; Taylor, Aaron B.; Davis, Matthew J.; Kim, Minjung; Simmons, Leslie – Exceptional Children, 2011
This study examined the effects of an intensive shared book-reading intervention on the vocabulary development of preschool children who were at risk for vocabulary delay. The participants were 125 children, who the researchers stratified by classroom and randomly assigned to one of two shared book-reading conditions (i.e., the experimental, Words…
Descriptors: Intervention, Oral Reading, Preschool Children, Vocabulary Development
Browder, Diane M.; Ahlgrim-Delzell, Lynn; Courtade, Ginevra; Gibbs, Susan L.; Flowers, Claudia – Exceptional Children, 2008
This study evaluated the impact of a curriculum called the Early Literacy Skills Builder on the language and early literacy skills of students with significant developmental disabilities. Students in the control group received the ongoing sight word and picture instruction prescribed by their individualized education programs. Results indicate…
Descriptors: Control Groups, Experimental Curriculum, Research Needs, Individualized Education Programs
Fuchs, Lynn S.; Seethaler, Pamela M.; Powell, Sarah R.; Hamlett, Carol L.; Fletcher, Jack M. – Exceptional Children, 2008
This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks.…
Descriptors: Reading Difficulties, Problem Solving, Effect Size, Word Problems (Mathematics)
Dropout Prevention for Youth with Disabilities: Efficacy of a Sustained School Engagement Procedure.
Peer reviewedSinclair, Mary F.; Christenson, Sandra L.; Evelo, David L.; Hurley, Christine M. – Exceptional Children, 1998
Ninety-four 7th- and 8th-grade students with learning and emotional/behavioral disabilities received intervention services that incorporated monitoring and school engagement strategies. Half continued to receive services through grade 9. On two of three measures, students receiving continued intervention services were significantly more likely to…
Descriptors: Behavior Disorders, Dropout Prevention, Emotional Disturbances, Grade 7
