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Supporting Teachers' Use of Data-Based Instruction to Improve Students' Early Writing Skills
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McMaster, Kristen L.; Lembke, Erica S.; Shin, Jaehyun; Poch, Apryl; Smith, R. Alex; Jung, Pyung-Gang; Allen, Abigail A.; Wagner, Kyle – Grantee Submission, 2019
We examined the effects of a professional development (PD) system designed to support teachers' use of data-based instruction (DBI) to improve early writing outcomes for children with intensive needs. The PD system, called DBI-TLC, provided "tools" for early writing assessment and intervention, "learning modules" including…
Descriptors: Teaching Methods, Faculty Development, Writing Instruction, Writing Skills
Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders
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Boyd, Brian A.; Hume, Kara; McBee, Matthew T.; Alessandri, Michael; Gutierrez, Anibal; Johnson, LeAnne; Sperry, Laurie; Odom, Samuel L. – Journal of Autism and Developmental Disorders, 2014
LEAP and TEACCH represent two comprehensive treatment models (CTMs) that have been widely used across several decades to educate young children with autism spectrum disorders. The purpose of this quasi-experimental study was to compare high fidelity LEAP (n = 22) and TEACCH (n = 25) classrooms to each other and a control condition (n = 28), in…
Descriptors: Autism, Young Children, Teaching Methods, Special Education Teachers
An Investigation of the Effects of Read 180[R] on Fourth Grade Reading Achievement and How Selected Teachers Implement the Program
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Hubbard, Anne Judith – ProQuest LLC, 2011
This study examined the effects of the "READ 180"[R] program on the reading achievement levels of fourth grade students who participated in the "READ 180"[R] program (Scholastic Incorporated, 2005) compared to fourth grade students who were reading below grade level but who were not participating in the "READ 180"[R]…
Descriptors: Reading Materials, Independent Reading, Reading Programs, Written Language
Videotaped Oral Reading Fluency Lab: An Alternative Approach to One-on-One Interventions for Intermediate Elementary Students with Learning Disabilities
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Christner, Beth Anne Reside – ProQuest LLC, 2009
The ability to read aloud fluently is a reflection of one's ability to automatically decode words and comprehend text at the same time (Samuels, 2006), a task which may be difficult for many intermediate elementary students with learning disabilities (LD) (Ferrara, 2005). Previous research shows that audio-assisted repeated readings and…
Descriptors: Feedback (Response), Reading Fluency, Learning Disabilities, Reading Ability