Zobrazeno 1 - 10
of 10
pro vyhledávání: '"Patricia Sampson Graner"'
Publikováno v:
Journal of learning disabilities. 54(6)
Two studies investigated the effects of a live, collaborative Professional Development (PD) program versus individualized PD with a multimedia software program. For both studies, teachers were randomly assigned to either a Virtual Workshop (VW) group
Autor:
Patricia Sampson Graner
Publikováno v:
Perspectives on School-Based Issues. 14:55-60
Students who lack proficiency with general literacy skills and strategies will be doubly challenged to successfully acquire discipline-specific skills and strategies necessary for success in rigoro...
Publikováno v:
Learning Disabilities Research & Practice. 28:17-27
The Common Core State Standards for literacy in history and social studies present opportunities and challenges for teachers of and adolescents with learning disabilities (LD). In addition to reading challenges, students must engage in higher order t
Publikováno v:
Topics in Language Disorders. 32:69-84
Publikováno v:
Theory Into Practice. 49:315-322
This article discusses the Content Literacy Curriculum (CLC) as a framework for conceptualizing and implementing Response to Intervention (RTI) at the secondary level. It is our belief that the CLC offers an excellent RTI implementation framework for
Publikováno v:
Topics in Language Disorders. 25:93-105
Publikováno v:
Intervention in School and Clinic. 40:67-75
The No Child Left Behind (NCLB) Act is potentially the most significant educational initiative to have been enacted in decades. Among the salient elements of this initiative are requirements that all students have qualified teachers and be given the
The problems faced by adolescents with disabilities or adolescents at risk for academic failure trying to succeed within the rigorous secondary curriculum are great but not insurmountable. While the “performance gap” between what students are exp
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a4905d1fa4bcbce4bb6e879d5bc3238a
https://doi.org/10.1016/b978-0-12-388409-1.00011-4
https://doi.org/10.1016/b978-0-12-388409-1.00011-4
Autor:
Dannette Allen-Bronaugh, Virginia W. Berninger, Jean B. Crockett, Todd Cunningham, Susan De La Paz, Donald D. Deshler, Michael Dunn, Elizabeth A. Filippi, Jack M. Fletcher, John G. Freeman, Esther Geva, Steve Graham, Patricia Sampson Graner, Jessica L. Hagaman, Karen R. Harris, Allyson Harrison, Clara Hauth, Katherine Herbert, Ena Holtermann, Ingrid Jackson, Sylvia Linan-Thompson, Charles A. MacArthur, Linda H. Mason, Margo A. Mastropieri, Jeremy Miciak, Cheryl L. Morgan, Zoi Philippakos, Robert R. Reid, Marcia Rock, Thomas E. Scruggs, Danielle Stomel, H. Lee Swanson, Victoria Timmermanis, Judith Wiener, John Woodward
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b660eb094dbdb931ba58a14754895f92
https://doi.org/10.1016/b978-0-12-388409-1.00022-9
https://doi.org/10.1016/b978-0-12-388409-1.00022-9
Literacy supports for adolescent struggling readers: taking action through comprehension instruction
In response to the urgent national need to implement evidence-based literacy supports for adolescent struggling readers (ASRs), this chapter provides a framework for addressing reading comprehension instruction. Schools face significant challenges in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::774cdb6e0792eeb68b31dd16ee3bc7ef
https://doi.org/10.1108/s0735-004x(2010)0000023005
https://doi.org/10.1108/s0735-004x(2010)0000023005