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Hansen, Blake D.; Wills, Howard P.; Kamps, Debra M.; Greenwood, Charles R. – Journal of Emotional and Behavioral Disorders, 2014
Children with emotional and behavioral disorders (E/BD) struggle to achieve social and academic outcomes. Many studies have demonstrated self-management interventions to be effective at reducing problem behavior and increasing positive social and academic behaviors. Functional behavior assessment (FBA) information may be used in designing…
Descriptors: Self Management, Self Control, Behavior Problems, Emotional Disturbances
Pane, John F.; Griffin, Beth Ann; McCaffrey, Daniel F.; Karam, Rita – RAND Corporation, 2014
This addendum to previously published results presents alternative analyses of data from large-scale effectiveness studies of Cognitive Tutor Algebra I in middle schools and high schools. These alternative analyses produce results that are substantively the same as previously reported. We find a significant positive effect of 0.21 standard…
Descriptors: Algebra, Statistical Significance, Pretests Posttests, Reader Response
Hitchcock, John; Dimino, Joseph; Kurki, Anja; Wilkins, Chuck; Gersten, Russell – National Center for Education Evaluation and Regional Assistance, 2011
Collaborative Strategic Reading (CSR) is a set of instructional strategies designed to improve the reading comprehension of students with diverse abilities (Klingner and Vaughn 1996). Teachers implement CSR at the classroom level using scaffolded instruction to guide students in the independent use of four comprehension strategies; students apply…
Descriptors: Reading Comprehension, Reading Strategies, Educational Strategies, Validity
Sato, Edynn; Rabinowitz, Stanley; Gallagher, Carole; Huang, Chun-Wei – National Center for Education Evaluation and Regional Assistance, 2010
This study examined the effect of linguistic modification on middle school students' ability to show what they know and can do on math assessments. REL West's study on middle school math assessment accommodations found that simplifying the language--or linguistic modification--on standardized math test items made it easier for English Language…
Descriptors: Test Items, Standardized Tests, Mathematics Tests, Testing Accommodations
Silverman, Rebecca; Hines, Sara – Journal of Educational Psychology, 2009
This study compared traditional and multimedia-enhanced read-aloud vocabulary instruction and investigated whether the effects differed for English-language learners (ELLs) and non-English-language learners (non-ELLs). Results indicate that although there was no added benefit of multimedia-enhanced instruction for non-ELLs, there was a positive…
Descriptors: Vocabulary, Young Children, Vocabulary Development, English (Second Language)
Garet, Michael S.; Cronen, Stephanie; Eaton, Marian; Kurki, Anja; Ludwig, Meredith; Jones, Wehmah; Uekawa, Kazuaki; Falk, Audrey; Bloom, Howard S.; Doolittle, Fred; Zhu, Pei; Sztejnberg, Laura – National Center for Education Evaluation and Regional Assistance, 2008
To help states and districts make informed decisions about the professional development (PD) they implement to improve reading instruction, the U.S. Department of Education commissioned the Early Reading PD Interventions Study to examine the impact of two research-based PD interventions for reading instruction: (1) a content-focused teacher…
Descriptors: Early Reading, Reading Instruction, Professional Development, Intervention
Susanne James-Burdumy; Wendy Mansfield; John Deke; Nancy Carey; Julieta Lugo-Gil; Alan Hershey; Aaron Douglas; Russell Gersten; Rebecca Newman-Gonchar; Joseph Dimino; Bonnie Faddis – National Center for Education Evaluation and Regional Assistance, 2009
This document reports on the impacts on student achievement for four supplemental reading curricula that use similar overlapping instructional strategies designed to improve reading comprehension in social studies and science text. Fifth-grade reading comprehension for each of three commercially-available curricula (Project CRISS, ReadAbout, and…
Descriptors: Educational Strategies, Control Groups, Reading Comprehension, Observation
Cooke, Nancy L.; Gibbs, Susan L.; Campbell, Monica L.; Shalvis, Shawnna L. – Journal of Direct Instruction, 2004
This study examined the reading gains of students with mild disabilities who were taught with one of two programs: "Horizons Fast Track A-B" (Engelmann, Engelmann, & Seitz-Davis, 1997) or "Reading Mastery Fast Cycle" (Engelmann & Bruner, 1995). A quasi-experimental design with preexisting groups was used to examine…
Descriptors: Reading Programs, Instructional Effectiveness, Program Effectiveness, Mild Disabilities