Zobrazeno 1 - 10
of 20
pro vyhledávání: '"Derek B. Rodgers"'
Publikováno v:
Education Sciences, Vol 14, Iss 8, p 849 (2024)
Morphological processing is the use of morphological structure during word reading. This study investigated whether middle school students applied morphological structure automatically when reading words. In addition, this study asked whether student
Externí odkaz:
https://doaj.org/article/95dfba54305b4192a79c22fec1bb9d50
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
IntroductionIntellectual disability (ID) is a significant limitation in both intellectual ability and adaptive functioning, but many studies of participants with ID only include a measure of overall intellectual functioning when describing their samp
Externí odkaz:
https://doaj.org/article/07583a3cbca74745990fbe5b54e4ee0c
Autor:
Mackenzie E. Savaiano, Pamela Shanahan Bazis, Michael Hebert, Derek B. Rodgers, Madison Bosilevac, Bridget Leutzinger, Madison Thompson
Publikováno v:
Journal of Visual Impairment & Blindness. 116:724-728
Introduction and Methods We do not have an accurate count of the number of teachers of students with visual impairments working in the field, and it is a difficult number to estimate. As part of a national survey, states were contacted to estimate ho
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e94721a5c4dc315ae1ebd4e36db2be5b
https://doi.org/10.1177/0145482x221129285
https://doi.org/10.1177/0145482x221129285
Writing Interventions for Students With Intellectual and Developmental Disabilities: A Meta-Analysis
Autor:
Derek B. Rodgers, Susan J. Loveall
Publikováno v:
Remedial and Special Education. 44:239-252
Students with intellectual and developmental disabilities (IDD) are likely to experience writing challenges that can negatively impact their overall academic, vocational, and social success. The goals of this study were to determine what writing inte
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6218c29e0c053ed0553a0f9d820883fd
https://doi.org/10.1177/07419325221108896
https://doi.org/10.1177/07419325221108896
Publikováno v:
American Journal on Intellectual and Developmental Disabilities. 127:135-148
There is limited available research on the post-high school outcomes of young adults with Down syndrome (DS). The purpose of this study, therefore, was to characterize employment, community-based living, and community engagement outcomes and their co
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::17d2c5d6bf4351e0f9d8a5eb2aba8415
https://doi.org/10.1352/1944-7558-127.2.135
https://doi.org/10.1352/1944-7558-127.2.135
Publikováno v:
Journal of Learning Disabilities. 56:210-224
Learning disabilities (LD) may affect a range of academic skills but are most often observed in reading. Researchers and policymakers increasingly recommend addressing reading difficulties encountered by students with LD using evidence-based practice
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::75d200ac489af501a0d1863c9fba4832
https://doi.org/10.1177/00222194221077688
https://doi.org/10.1177/00222194221077688
Autor:
Amanda M. Kern, Derek B. Rodgers
Publikováno v:
The Physical Educator. 27
The purpose of this study was to measure reading and writing skills over time for middle school students with and without dyslexia. Seven participants in grades 6–8 participated in a 10-week assessment study. Five of seven participants were diagnos
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::038ffad58ae007f2ad09eaecbfe3b3da
https://doi.org/10.18666/ldmj-2022-v27-i2-11698
https://doi.org/10.18666/ldmj-2022-v27-i2-11698
Publikováno v:
Exceptional Children. 88:145-162
We estimated effects of writing interventions on the level and trend of writing fluency—rate of total words written over time—by students with and without disabilities. Using mixed-effects regression and an information-theoretic ranking of compet
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f99ff6dc1e50706ee9a95e0fac7f258a
https://doi.org/10.1177/00144029211027537
https://doi.org/10.1177/00144029211027537
Autor:
Ariel M. Aloe, Alyssa C. Smyth, William E. Pelham, Natalie Hong, Derek B. Rodgers, Gregory A. Fabiano, Xin Zhao, Amy R. Altszuler, Nicole K. Schatz, Brittany M. Merrill, Leah Ward, Marcela Ramos, Stefany Coxe, Fiona L. Macphee, Rabia Karatoprak Ersen, Zhijiang Liu
Publikováno v:
Review of Educational Research. 91:718-760
Interventions for attention-deficit/hyperactivity disorder (ADHD) include positive behavior supports (e.g., parent training, school-based contingency management, behavioral peer interventions), training interventions (e.g., organizational skills trai
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d90700d6021efcbc4cd4aa3f7e3130e9
https://doi.org/10.3102/00346543211025092
https://doi.org/10.3102/00346543211025092
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