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Beyond the Red Pen: A Functional Grammar Approach to Evaluating the Written Language of Deaf Students
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Kilpatrick, Jennifer Renée; Wolbers, Kimberly A. – Psychology in the Schools, 2020
Deaf students often differ from their hearing peers in written language development. Providing developmentally appropriate instruction is ideal, yet current methods of writing assessment do not provide teachers with sufficient information regarding the written language (i.e., syntactic) development of deaf students. In this research, we use a…
Descriptors: Grammar, Written Language, Deafness, Students with Disabilities
Sources of Variance in Curriculum-Based Measures of Silent Reading.
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Brown-Chidsey, Rachel; David, Linda; Maya, Cynthia – Psychology in the Schools, 2003
Curriculum-Based Measurement silent reading (CBM-SR) items have been found to be reliable and valid for measuring reading comprehension skills. This generalizability study reports the findings from administration of three CBM-SR passages to fifth through eighth grade students in one school district. Implications for the use of CBM-SR items for…
Descriptors: Curriculum Based Assessment, Intermediate Grades, Measures (Individuals), Reading Comprehension
Depressive Symptomatology in Learning-Disabled and Nonlearning-Disabled Students.
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Hall, Cathy W.; Haws, Denise – Psychology in the Schools, 1989
Examined the level of depressive symptomatology in 100 learning-disabled and normal fourth through sixth grade students, using the Children's Depression Inventory (CDI) and behavior ratings by classroom teachers. Significant positive correlations were found between learning-disabled students and CDI scores and between CDI scores and teacher…
Descriptors: Behavior Rating Scales, Depression (Psychology), Intermediate Grades, Learning Disabilities
Internalizing Symptoms and Affect of Children with Emotional and Behavioral Disorders: A Comparative Study with an Urban African American Sample.
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Sanders, Deanna E.; Merrell, Kenneth W.; Cobb, Harriet C. – Psychology in the Schools, 1999
Self-reported internalizing symptoms of seriously emotionally disturbed (SED) and regular education students were compared using the Internalizing Symptoms Scale for Children. The SED group reported significantly higher levels of internalizing distress than the regular education group. Results are discussed in terms of future research needs and…
Descriptors: Affective Behavior, Behavior Disorders, Black Students, Emotional Disturbances