Zobrazeno 1 - 10
of 74
pro vyhledávání: '"Deborah C. Simmons"'
Autor:
Kimberly A. Williams, Oi-Man Kwok, Deborah C. Simmons, Melissa Fogarty, Maria Henri, Michael D. Coyne, Huan Wang, Leslie E. Simmons, Kevin Dalton, Sharon Ware
Publikováno v:
Journal of Research on Educational Effectiveness. 13:271-297
In this experimental study, we examined the effects of a technology-mediated intervention to improve students’ understanding of academic vocabulary and its impact on measures of vocabulary and comp...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d18b83b74ef38e0639ff3f8b892927af
https://doi.org/10.1080/19345747.2019.1698086
https://doi.org/10.1080/19345747.2019.1698086
Autor:
Deborah C. Simmons, Nathan H. Clemens, Eric L. Oslund, John L. Davis, Oi-Man Kwok, Melissa Fogarty
Publikováno v:
Exceptional Children. 85:197-211
This study utilized secondary analyses of a randomized controlled trial and investigated the extent to which prestest word identification efficiency, reading fluency, and vocabulary knowledge moderated the effects of an intervention on reading compre
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::81f6b80a5d4bd77101d3da6c4d36b809
https://doi.org/10.1177/0014402918787339
https://doi.org/10.1177/0014402918787339
Publikováno v:
Reading and Writing. 31:355-379
The current study examined statistically significant differences between struggling and adequate readers using a multicomponent model of reading comprehension in 796 sixth through eighth graders, with a primary focus on word reading and vocabulary. P
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9be4b114f932cba29c919f051b3cf87f
https://doi.org/10.1007/s11145-017-9788-3
https://doi.org/10.1007/s11145-017-9788-3
Autor:
Huan Wang, Leah Anderson, Oi-Man Kwok, Deborah C. Simmons, Eric L. Oslund, Melissa Fogarty, Leslie E. Simmons, John L. Davis, Ashley Smith, Nathan H. Clemens
Publikováno v:
Journal of Research on Educational Effectiveness. 10:326-353
In this experimental study we examined the effects of a technology-mediated, multicomponent reading comprehension intervention, Comprehension Circuit Training (CCT), for middle school students, the majority of whom were struggling readers. The study
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5545700ef29ab06d00bd677a0ecb68b8
https://doi.org/10.1080/19345747.2016.1227412
https://doi.org/10.1080/19345747.2016.1227412
Autor:
Deborah C. Simmons, Aaron B. Taylor, Oi-Man Kwok, Eric L. Oslund, Leslie E. Simmons, Shanna Hagan-Burke, Michael D. Coyne, Nathan H. Clemens
Publikováno v:
Journal of Learning Disabilities. 50:712-723
This study examined the predictive validity of formative assessments embedded in a Tier 2 intervention curriculum for kindergarten students identified as at risk for reading difficulty. We examined when (i.e., months during the school year) measures
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::84a004a79adf91e3de0c2f68063bd3cc
https://doi.org/10.1177/0022219416664866
https://doi.org/10.1177/0022219416664866
Publikováno v:
Journal of Psychoeducational Assessment. 35:785-798
This study sought to better understand the prevalence of concurrent and specific difficulties in reading fluency and vocabulary among adolescents with low reading comprehension. Latent class analysis (LCA) was used to identify a sample of 180 student
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e2b15388075b6dbd384722c8e3819592
https://doi.org/10.1177/0734282916662120
https://doi.org/10.1177/0734282916662120
Publikováno v:
Learning and Individual Differences. 45:159-165
The influence of poverty on reading achievement begins early in life and accrues over time. Vocabulary knowledge, in particular, is subject to the cumulative disadvantages of poverty and, in turn, has a potent and negative impact on reading comprehen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1419bc55b7d502cdec23275abcd94796
https://doi.org/10.1016/j.lindif.2015.11.013
https://doi.org/10.1016/j.lindif.2015.11.013
Autor:
Deborah C. Simmons, Edward J. Kameenui
Publikováno v:
Focus on Exceptional Children. 28
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::118a387bed6a1831f767596d54705ced
https://doi.org/10.17161/fec.v28i7.6856
https://doi.org/10.17161/fec.v28i7.6856
Autor:
Lisa V. McCulley, Melissa Fogarty, Angela Hairrell, Elizabeth Swanson, Deborah C. Simmons, Sharon Vaughn, Jeanne Wanzek, Stephanie J. Stillman-Spisak
Publikováno v:
Reading & Writing Quarterly. 32:199-222
This study reports vocabulary and reading comprehension instructional practices implemented in middle and high school social studies and language arts classrooms. It also describes text reading practices. We conducted 137 observations of 11 social st
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ac84366ee9240ea77b3cc048cbf8400a
https://doi.org/10.1080/10573569.2014.910718
https://doi.org/10.1080/10573569.2014.910718
Autor:
Deborah C. Simmons
Publikováno v:
Remedial and Special Education. 36:45-51
In this article, I outline thoughts regarding the complexities and possibilities of the next generation of reading intervention for students who do not benefit from typical instructional practices. I ground my recommendations in school-based research
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cd1e71a06e123fa43f789e1fe5a5315a
https://doi.org/10.1177/0741932514555023
https://doi.org/10.1177/0741932514555023