Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Elementary School Students | 2 |
| Phonics | 2 |
| Reading Skills | 2 |
| Alphabets | 1 |
| Autism | 1 |
| Coding | 1 |
| Comparative Analysis | 1 |
| Construct Validity | 1 |
| Decoding (Reading) | 1 |
| Disabilities | 1 |
| Educational Legislation | 1 |
| More ▼ | |
Source
| Exceptionality | 2 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Elementary Education | 2 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
Audience
Location
| California | 1 |
| Colorado | 1 |
| Florida | 1 |
Laws, Policies, & Programs
| Individuals with Disabilities… | 1 |
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
| Dynamic Indicators of Basic… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkPark, Yujeong; Benedict, Amber E.; Brownell, Mary T. – Exceptionality, 2014
The factor structure of the CORE Phonics Survey was analyzed using a sample of 165 students in upper elementary school with specific learning disabilities. Confirmatory factor analysis was used to identify the hypothesized constructs of the CORE Phonics Survey and predictive validity of the CORE Phonics Survey to predict students' success in word…
Descriptors: Factor Structure, Factor Analysis, Phonics, Reading Skills
Ahlgrim-Delzell, Lynn; Rivera, Christopher – Exceptionality, 2015
Mandates such as No Child Left Behind (2001) and Individuals with Disabilities Education Improvement Act (2004) shifted the emphasis of instruction to include skills that access the general curriculum for students with moderate to severe intellectual disability. The purpose of this study was to describe changes in literacy instruction of teachers…
Descriptors: Severe Intellectual Disability, Moderate Intellectual Disability, Comparative Analysis, Literacy Education
