Zobrazeno 1 - 10
of 53
pro vyhledávání: '"Christopher J. Lemons"'
Autor:
Megumi E. Takada, Christopher J. Lemons, Lakshmi Balasubramanian, Bonnie T. Hallman, Stephanie Al Otaiba, Cynthia S. Puranik
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
There have been a handful of studies on kindergarteners’ motivational beliefs about writing, yet measuring these beliefs in young children continues to pose a set of challenges. The purpose of this exploratory, mixed-methods study was to examine ho
Externí odkaz:
https://doaj.org/article/d3653cfc151d4556bb63f9350c1cdfa6
Publikováno v:
Education Sciences, Vol 11, Iss 10, p 638 (2021)
Students with disorders of intellectual development (ID) experience challenges in reading and writing, indicating the need for research-based interventions. This systematic review and meta-analysis investigated the effects of reading and writing inte
Externí odkaz:
https://doaj.org/article/82a84fa196e14f13b78b059b91cc0692
Autor:
Samantha A. Gesel, Rachel E. Donegan, Jungyeong Heo, Yaacov Petscher, Jeanne Wanzek, Stephanie Al Otaiba, Christopher J. Lemons
Publikováno v:
Reading and Writing. 36:1-28
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c3833f2e8357d8c5aee41d4e3cd9c3e1
https://doi.org/10.1007/s11145-022-10296-0
https://doi.org/10.1007/s11145-022-10296-0
Publikováno v:
Exceptional Children. 88:421-441
Research supports the efficacy of intensive literacy instruction for children with moderate intellectual disabilities and Down syndrome (DS). However, much of the literature features measures closely aligned with evaluated interventions. Despite thei
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::947ed0645a09f90ca31287941e36e52d
https://doi.org/10.1177/00144029221081006
https://doi.org/10.1177/00144029221081006
Publikováno v:
The Journal of Special Education. :002246692311669
Curriculum-based measures (CBMs), which allow educators to monitor progress over time and make instructional decisions based on student performance, represent a fixture of general approaches to reading and data-based instructional frameworks. However
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1db72d96a46a603c160b4617a010230c
https://doi.org/10.1177/00224669231166915
https://doi.org/10.1177/00224669231166915
Publikováno v:
Journal of Learning Disabilities. 54:269-283
The purpose of this review was to synthesize research on the effect of professional development (PD) targeting data-based decision-making processes on teachers’ knowledge, skills, and self-efficacy related to curriculum-based measurement (CBM) and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6074fb7af12a00831f6cf21b6c9d666e
https://doi.org/10.1177/0022219420970196
https://doi.org/10.1177/0022219420970196
Publikováno v:
Exceptional Children. 87:92-112
Curriculum-based measurement (CBM) is a systematic, ongoing assessment framework that allows special educators to monitor students’ progress and determine the need for instructional adaptations. Jenkins and colleagues examined the accuracy and time
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::397d3549d25b1b29cda66d0d0e97dcb4
https://doi.org/10.1177/0014402920924845
https://doi.org/10.1177/0014402920924845
Publikováno v:
Intervention in School and Clinic. 56:217-223
Being able to identify the main ideas within a complex multi-paragraph content-area text is an essential reading comprehension skill. It is especially important for content-area and special education co-teachers to provide explicit instruction in thi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::942be9de1170e8411adb37b2a54f2a44
https://doi.org/10.1177/1053451220944380
https://doi.org/10.1177/1053451220944380
Publikováno v:
Intervention in School and Clinic. 56:233-240
Several strategies that demonstrate promise are available for educators to improve reading comprehension outcomes for students. However, some students, including students with and at risk for learning disabilities, require more intensive supports to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::097e8a9e093182d27839ed29ddd7edb9
https://doi.org/10.1177/1053451220944378
https://doi.org/10.1177/1053451220944378
Publikováno v:
Journal of Positive Behavior Interventions. 23:118-129
Students with intellectual and developmental disabilities (IDD) require intensive supports, including those that target behavior, to make progress on literacy goals. In this study, we investigated whether computer-assisted instruction (CAI) may be on
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3f7872f4c9a43ab53c1f2762090e2379
https://doi.org/10.1177/1098300720929680
https://doi.org/10.1177/1098300720929680