Exceptional Children最新文献_第7页

Single-Case-Design Research in Special Education: Next-Generation Guidelines and Considerations 特殊教育的单一案例设计研究:新一代指南和考虑

IF 2.8 3区教育学

Exceptional Children Pub Date : 2022-11-22 DOI: 10.1177/00144029221137656

Jennifer R. Ledford, Joseph M. Lambert, James E. Pustejovsky, Kathleen N. Zimmerman, Nicole Hollins, Erin E. Barton

引用次数: 9

Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction 新一代分数干预与交错教学的长期优势

IF 2.8 3区教育学

Exceptional Children Pub Date : 2022-11-20 DOI: 10.1177/00144029221135565

Lynn S. Fuchs, Amelia S. Malone, Kristopher J. Preacher, Eunsoo Cho, Douglas Fuchs, Paul Changas

引用次数: 0

Executive Function Profiles of Kindergarteners and First Graders at Risk for Emotional and Behavioral Disorders 具有情绪和行为障碍风险的幼儿园和一年级儿童的执行功能特征

IF 2.8 3区教育学

Exceptional Children Pub Date : 2022-11-13 DOI: 10.1177/00144029221135573

Michelle M. Cumming, Daniel V. Poling, Yuxi Qiu, Debra A. Prykanowski, Aniva Lumpkins, Ann P. Daunic, Nancy Corbett, Stephen W. Smith

引用次数: 1

Multitiered Systems of Support, Adaptive Interventions, and SMART Designs. 多层次支持系统、适应性干预和智能设计。

IF 4.3 3区教育学

Exceptional Children Pub Date : 2021-10-01 Epub Date: 2021-11-13 DOI: 10.1177/00144029211024141

Greg Roberts, Nathan Clemens, Christian T Doabler, Sharon Vaughn, Daniel Almirall, Inbal Nahum-Shani

引用次数: 0

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IF 2.8 3区教育学

Exceptional Children Pub Date : 2021-09-08 DOI: 10.1177/00144029211042447

John Wills Lloyd, William J. Therrien

引用次数: 0

Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities. 证据的现状:检验Orton-Gillingham阅读干预对有或有单词水平阅读障碍风险的学生的影响。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2021-07-01 Epub Date: 2021-02-22 DOI: 10.1177/0014402921993406

Elizabeth A Stevens, Christy Austin, Clint Moore, Nancy Scammacca, Alexis N Boucher, Sharon Vaughn

{"title":"Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities.","authors":"Elizabeth A Stevens, Christy Austin, Clint Moore, Nancy Scammacca, Alexis N Boucher, Sharon Vaughn","doi":"10.1177/0014402921993406","DOIUrl":"https://doi.org/10.1177/0014402921993406","url":null,"abstract":"Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to reading for students with or at risk for word-level reading disabilities (WLRD). Evidence from a prior synthesis and What Works Clearinghouse reports yielded findings lacking support for the effectiveness of Orton-Gillingham interventions. We conducted a meta-analysis to examine the effects of Orton-Gillingham reading interventions on the reading outcomes of students with or at risk for WLRD. Findings suggested Orton-Gillingham reading interventions do not statistically significantly improve foundational skill outcomes (i.e., phonological awareness, phonics, fluency, spelling; effect size [ES] = 0.22; p = .40), although the mean ES was positive in favor of Orton-Gillingham-based approaches. Similarly, there were not significant differences for vocabulary and comprehension outcomes (ES = 0.14; p = .59) for students with or at risk for WLRD. More high-quality, rigorous research with larger samples of students with WLRD is needed to fully understand the effects of Orton-Gillingham interventions on the reading outcomes for this population.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"87 4","pages":"397-417"},"PeriodicalIF":2.8,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0014402921993406","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39501953","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: 26

Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less from a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction. 使用调节分析识别一年级儿童从阅读理解项目中获益的多与少:迈向能力-治疗互动的一步。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2019-01-01 Epub Date: 2018-10-29 DOI: 10.1177/0014402918802801

Douglas Fuchs, Devin M Kearns, Lynn S Fuchs, Amy M Elleman, Jennifer K Gilbert, Samuel Patton, Peng Peng, Donald L Compton

{"title":"Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less from a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction.","authors":"Douglas Fuchs, Devin M Kearns, Lynn S Fuchs, Amy M Elleman, Jennifer K Gilbert, Samuel Patton, Peng Peng, Donald L Compton","doi":"10.1177/0014402918802801","DOIUrl":"https://doi.org/10.1177/0014402918802801","url":null,"abstract":"Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conducted a component analysis of the program's decoding/fluency (DF) and reading comprehension (COMP) dimensions, creating DF and DF+COMP treatments to parse the value of COMP. Students (N = 125) were randomly assigned to the 2 active treatments and controls. Treatment children were tutored 3 times per week for 21 weeks in 45-min sessions. Children in DF and DF+COMP together performed more strongly than controls on word reading and comprehension. However, pretreatment word reading appeared to moderate these results such that children with weaker beginning word reading across the treatments outperformed similarly low-performing controls to a significantly greater extent than treatment children with stronger beginning word reading outperformed comparable controls. DF+COMP children did not perform better than DF children. Study limitations and implications for research and practice are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"85 2","pages":"229-247"},"PeriodicalIF":2.8,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0014402918802801","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36901923","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: 12

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