Exceptional Children最新文献_第6页

How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties. 初始单词阅读和语言技能如何影响阅读困难学生的阅读理解结果。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2019-01-01 Epub Date: 2018-10-08 DOI: 10.1177/0014402918782618

Sharon Vaughn, Greg Roberts, Philip Capin, Jeremy Miciak, Eunsoo Cho, Jack M Fletcher

{"title":"How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties.","authors":"Sharon Vaughn, Greg Roberts, Philip Capin, Jeremy Miciak, Eunsoo Cho, Jack M Fletcher","doi":"10.1177/0014402918782618","DOIUrl":"10.1177/0014402918782618","url":null,"abstract":"This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-ELs with significant reading difficulties. The study investigated heterogeneity in response to instruction among 400 struggling readers in fourth grade (n = 183 for non-EL; n = 217 for EL) who received an intensive reading intervention. At pretest, word reading, listening comprehension, and reading comprehension were measured, and at posttest, reading comprehension was measured again. Results from moderated multiple regression analyses showed a significant three-way interaction such that reading comprehension at posttest was higher for ELs than non-ELs with similar levels of low word reading but relatively higher levels of listening comprehension. However, non-ELs outperformed ELs with similar levels of relatively high word reading and average to high listening comprehension. The findings suggest that pre-intervention skill profiles may need to be interpreted differently for ELs and non-ELs with significant reading difficulties in relation to language and literacy outcomes.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"85 2","pages":"180-196"},"PeriodicalIF":2.8,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0014402918782618","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37349316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 22

Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention? 学生干预前数学缺陷的严重程度是否会影响对一年级普遍有效干预的反应？

IF 2.8 3区教育学

Exceptional Children Pub Date : 2019-01-01 Epub Date: 2018-09-14 DOI: 10.1177/0014402918782628

Lynn S Fuchs, Douglas Fuchs, Jennifer K Gilbert

{"title":"Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?","authors":"Lynn S Fuchs, Douglas Fuchs, Jennifer K Gilbert","doi":"10.1177/0014402918782628","DOIUrl":"10.1177/0014402918782628","url":null,"abstract":"The purpose of this analysis was to assess whether effects of 1st-grade mathematics intervention apply across the range of at-risk learners' initial skill levels. Students were randomly assigned to control (n=213) and 2 variants of intervention (n=385) designed to improve arithmetic. Of each 30-minute intervention session (48 over 16 weeks), 25 minutes were identical in the 2 variants, focused on number knowledge that provides the conceptual bases for arithmetic. The other 5 minutes provided non-speeded conceptual practice (n=196) or speeded strategic practice (n=199). Contrasts tested effects of intervention (combined across variants) versus control and effects between the variants. Moderation analysis indicated no significant interactions between at-risk children's pre-intervention mathematics skill and either contrast on any outcome. Across pre-intervention math skill, effects favored intervention over control on arithmetic and transfer to double-digit calculations and number knowledge and favored speeded over non-speeded practice on arithmetic.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"85 2","pages":"147-162"},"PeriodicalIF":2.8,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6333415/pdf/nihms969739.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36875628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Elementary Students' Use of Dialect and Reading Achievement: Examining Students with Disabilities. 小学生方言使用与阅读成绩:以残疾学生为例。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2017-10-01 Epub Date: 2017-09-19 DOI: 10.1177/0014402917727248

Brandy Gatlin, Jeanne Wanzek

引用次数: 5

Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder. 突发性读写干预对学龄前自闭症谱系障碍儿童的影响。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2017-10-01 Epub Date: 2017-07-03 DOI: 10.1177/0014402917705855

Roxanne F Hudson, Elizabeth A Sanders, Rosanne Greenway, Sharon Xie, Maya Smith, Colin Gasamis, Jay Martini, Ilene Schwartz, Jacob Hackett

{"title":"Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder.","authors":"Roxanne F Hudson, Elizabeth A Sanders, Rosanne Greenway, Sharon Xie, Maya Smith, Colin Gasamis, Jay Martini, Ilene Schwartz, Jacob Hackett","doi":"10.1177/0014402917705855","DOIUrl":"https://doi.org/10.1177/0014402917705855","url":null,"abstract":"Combining data from a series of three planned, consecutive independent randomized controlled trials (RCTs), the present study investigates two literacy interventions for preschool children with autism spectrum disorder (ASD). For the first cohort, children were randomized to interactive book reading treatment (IBR)or a business-as-usual (BAU) control condition; in Cohort 2, children were randomized to phonological awareness treatment (PA)or BAU; in Cohort 3, children were randomized to IBR or PA. Both treatments were implemented weekly in the classroom from November to May. Combined across cohorts, data from n =47 IBR, n =42 PA, and n =44 BAU students from 57 classrooms in 8 districts were available for analysis. Model results showed that IBR had significantly greater pretest-posttest gains than the sample mean on expressive vocabulary and listening comprehension (d*=0.29 and 0.30), whereas PA had significantly greater phonological awareness gains (d*=0.39).","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"84 1","pages":"55-75"},"PeriodicalIF":2.8,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0014402917705855","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36109024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 30

Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes. 教学压力太大?教学质量、学生参与和IEP结果。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2017-07-01 Epub Date: 2017-08-09 DOI: 10.1177/0014402917690729

Venus Wong, Lisa A Ruble, Yue Yu, John H McGrew

引用次数: 74

Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention. 从儿童层面预测对循证数学干预的反应。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2017-07-01 Epub Date: 2017-08-09 DOI: 10.1177/0014402917690728

Sarah R Powell, Paul T Cirino, Amelia S Malone

{"title":"Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention.","authors":"Sarah R Powell, Paul T Cirino, Amelia S Malone","doi":"10.1177/0014402917690728","DOIUrl":"10.1177/0014402917690728","url":null,"abstract":"We identified child-level predictors of responsiveness to 2 types of mathematics (calculation and word-problem) intervention among 2nd-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested on mathematics and general cognitive measures and posttested on mathematics measures. We assigned classrooms randomly assigned to calculation intervention, word-problem intervention, or business-as-usual control. Intervention lasted 17 weeks. Path analyses indicated that scores on working memory and language comprehension assessments moderated responsiveness to calculation intervention. No moderators were identified for responsiveness to word-problem intervention. Across both intervention groups and the control group, attentive behavior predicted both outcomes. Initial calculation skill predicted the calculation outcome, and initial language comprehension predicted word-problem outcomes. These results indicate that screening for calculation intervention should include a focus on working memory, language comprehension, attentive behavior, and calculations. Screening for word-problem intervention should focus on attentive behavior and word problems.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"83 4","pages":"359-377"},"PeriodicalIF":2.8,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5560604/pdf/nihms-841218.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35284482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student and Teacher Outcomes of the Class-Wide Function-Related Intervention Team Efficacy Trial. 全班级功能相关干预团队效能试验的学生和教师结果。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2016-10-01 Epub Date: 2016-10-05 DOI: 10.1177/0014402916658658

Howard Wills, Debra Kamps, Kandace Fleming, Blake Hansen

引用次数: 32

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners. 多层支持系统对风险学习者计算、字题和代数前表现的影响。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2015-07-01 DOI: 10.1177/0014402914563702

Sarah R Powell, Lynn S Fuchs, Paul T Cirino, Douglas Fuchs, Donald L Compton, Paul C Changas

引用次数: 45

To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading. 等待1级还是立即干预:一项检查阅读一年级干预反应(RTI)的随机实验。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2014-10-01 DOI: 10.1177/0014402914532234

Stephanie Al Otaiba, Carol M Connor, Jessica S Folsom, Jeanne Wanzek, Luana Greulich, Christopher Schatschneider, Richard K Wagner

{"title":"To Wait in Tier 1 or Intervene Immediately: A Randomized Experiment Examining First Grade Response to Intervention (RTI) in Reading.","authors":"Stephanie Al Otaiba, Carol M Connor, Jessica S Folsom, Jeanne Wanzek, Luana Greulich, Christopher Schatschneider, Richard K Wagner","doi":"10.1177/0014402914532234","DOIUrl":"https://doi.org/10.1177/0014402914532234","url":null,"abstract":"This randomized controlled experiment compared the efficacy of two Response to Intervention (RTI) models - Typical RTI and Dynamic RTI - and included 34 first-grade classrooms (n = 522 students) across 10 socio-economically and culturally diverse schools. Typical RTI was designed to follow the two-stage RTI decision rules that wait to assess response to Tier 1 in many districts, whereas Dynamic RTI provided Tier 2 or Tier 3 interventions immediately according to students' initial screening results. Interventions were identical across conditions except for when intervention began. Reading assessments included letter-sound, word, and passage reading, and teacher-reported severity of reading difficulties. An intent-to-treat analysis using multi-level modeling indicated an overall effect favoring the Dynamic RTI condition (d = .36); growth curve analyses demonstrated that students in Dynamic RTI showed an immediate score advantage, and effects accumulated across the year. Analyses of standard score outcomes confirmed that students in the Dynamic condition who received Tier 2 and Tier 3 ended the study with significantly higher reading performance than students in the Typical condition. Implications for RTI implementation practice and for future research are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"81 1","pages":"11-27"},"PeriodicalIF":2.8,"publicationDate":"2014-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0014402914532234","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"32925274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 108

Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities. 情绪障碍或学习障碍儿童口语阅读流畅性的发展。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2013-01-01 DOI: 10.1177/001440291408000204

Jeanne Wanzek, Stephanie Al Otaiba, Yaacov Petscher

引用次数: 42