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Literacy by Design: A Universal Design for Learning Approach for Students With Significant Intellectual Disabilities

  • Peggy Coyne
  • Bart Pisha
  • Bridget Dalton
  • Lucille A. Zeph
  • Nancy Cook Smith

Abstract

Literacy instruction for students with significant intellectual disabilities traditionally emphasizes isolated skills instruction focusing on sight words and basic vocabulary. Recent research suggests these students benefit from high-quality instruction ...
Restricted accessResearch articleFirst published Aug 31, 2010
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Is a Three-Tier Reading Intervention Model Associated With Reduced Placement in Special Education?

  • Jeanne Wanzek
  • Sharon Vaughn

Abstract

Patterns of identification for special education services across three cohorts of students in kindergarten through third grade before and after implementation of a schoolwide, three-tier reading prevention model in one large school district are reported. ...
Restricted accessResearch articleFirst published Feb 24, 2010
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Reading Comprehension Instruction for Students With Learning Disabilities, 1995—2006: A Meta-Analysis

  • Sheri Berkeley
  • Thomas E. Scruggs
  • Margo A. Mastropieri

Abstract

Meta-analysis procedures were employed to synthesize findings of research for improving reading comprehension of students with learning disabilities published in the decade following previous meta-analytic investigations. Forty studies, published between ...
Restricted accessOtherFirst published Dec 8, 2009
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Early Intervention in Reading: From Research to Practice

  • Holly M. Menzies
  • Jennifer N. Mahdavi
  • James L. Lewis

Abstract

This study documents the implementation of research-based strategies to minimize the occurrence of reading difficulties in a first-grade population. Three strategies were implemented: (a) A system of progress monitoring was used to assess student progress ...
Restricted accessResearch articleFirst published Apr 1, 2008
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Making Connections in Mathematics: Conceptual Mathematics Intervention for Low-Performing Students

  • Leanne R. Ketterlin-Geller
  • David J. Chard
  • Hank Fien

Abstract

In this study, the authors examined the effects of two supplemental interventions on the mathematics achievement of low-performing intermediate-grade students. A conceptually based intervention designed to reteach fundamental mathematics was evaluated ...
Restricted accessResearch articleFirst published Feb 1, 2008
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