Zobrazeno 1 - 10
of 33
pro vyhledávání: '"Garrett J. Roberts"'
Publikováno v:
The Elementary School Journal. 123:457-478
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ea9e8291794db6b12a86316b6feb109e
https://doi.org/10.1086/723397
https://doi.org/10.1086/723397
Publikováno v:
Review of Educational Research. 92:209-248
Researchers have noted a nonlinear association between reading instruction dosage (i.e., hours of instruction) and reading outcomes for Grade K–3 students with reading difficulties (K–3 SWRD). In this article, we propose a nonlinear meta-analysis
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::91fdebc749f0786f99c8057d16801b1b
https://doi.org/10.3102/00346543211051423
https://doi.org/10.3102/00346543211051423
Autor:
Bingxin Qi, Garrett J. Roberts, Eunsoo Cho, Jihyun Lee, Brooke Coté, Jacklyn Van Ooyik, Colby Hall
Publikováno v:
Educational Psychology Review. 34:335-361
This best-evidence synthesis reviews the past 20 years of rigorous reading intervention research to identify effective programs of instruction for Grade K–3 English Learners (ELs), as well as to determine the average effect of reading instruction o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8fa4c815a6a9e20c2d8cb2b9b2a0ff63
https://doi.org/10.1007/s10648-021-09629-2
https://doi.org/10.1007/s10648-021-09629-2
Autor:
Garrett J. Roberts, Esther R. Lindström, Zaira Jimenez, Ekta Ghosh, Senaida Mehmedovic, Kimberly McFadden, Mohammad Bahadori Fallah
This study describes a systematic review and synthesis of high-quality intervention research for Grade K-12 students with or at risk for reading difficulties and co-occurring attention-deficit/hyperactivity disorder (SWRD+ADHD) to identify (a) the li
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a337789e3cb66dbc61cdff662e564014
https://doi.org/10.35542/osf.io/qmpe4
https://doi.org/10.35542/osf.io/qmpe4
Autor:
Phil Strain, Garrett J. Roberts, Brigette Amidon, Dina K. Malala, Gloria E. Miller, Gavin W. Watts
Publikováno v:
Beyond Behavior. 29:42-51
Many students with attention-deficit/hyperactivity disorder (ADHD) also have reading deficits. These reading deficiencies in students with ADHD are likely to be more severe than those of students with only reading difficulties. To intensify reading i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::85d6edcfda6df595d760bf2fb14f677c
https://doi.org/10.1177/1074295620902471
https://doi.org/10.1177/1074295620902471
Autor:
Senaida Mehmedovic, Kayla McCreadie, Brooke Coté, Jessica Lerner, Phil Strain, Garrett J. Roberts
Publikováno v:
Journal of Behavioral Education.
Students with co-occurring reading difficulties and inattention tend to respond to reading interventions less favorably than those with reading difficulties without inattention. However, there is limited research on how to increase student engagement
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c9d3d62aad05dfb799b3df1cc943ad6a
https://doi.org/10.1007/s10864-021-09457-y
https://doi.org/10.1007/s10864-021-09457-y
Publikováno v:
Intervention in School and Clinic. :105345122211300
Reading intervention sessions are most effective when students are engaged. Combined interventions that target both reading and engagement may produce stronger outcomes in both domains than separate interventions for each goal. They also have advanta
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::96fcbef19e6c7446f2f419716d1fe60c
https://doi.org/10.1177/10534512221130067
https://doi.org/10.1177/10534512221130067
Publikováno v:
Journal of Positive Behavior Interventions. :109830072211204
A single-case multiple baseline design across three families was used to evaluate the impact of a manualized Prevent Teach Reinforce for Families (PTR-F) process for addressing challenging behavior (CB) when delivered in a remote format (PTR-F: R). R
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::28e833b01048e174a1b7049e09066c82
https://doi.org/10.1177/10983007221120401
https://doi.org/10.1177/10983007221120401
Publikováno v:
Journal of Emotional and Behavioral Disorders. 28:244-256
Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. In addition, students with emotional–behavioral disorders (EBD) can have some of the most challen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::725e96861c2be171101c03632013e86f
https://doi.org/10.1177/1063426619884271
https://doi.org/10.1177/1063426619884271
Publikováno v:
Teaching exceptional children, vol 52, iss 2
Teach Except Child
Teach Except Child
It was almost winter break, and Ms. Salvador, the reading specialist at Awbrey Park Elementary School, was reviewing the fifth-grade progress-monitoring reading data for students receiving intensive small-group reading interventions. She noticed that
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::db723a411771f17c1b3960f35c8a327c
https://doi.org/10.1177/0040059919874306
https://doi.org/10.1177/0040059919874306