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Bryan G Cook,Jesse I Fleming,Sara A Hart et al. Bryan G Cook et al.
Open-science reforms, which aim to increase credibility and access of research, have the potential to benefit the research base in special education, as well as practice and policy informed by that research base. Awareness of open science i...
Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties [0.03%] 小学中高年级阅读障碍学生的课堂问题行为及其阅读干预反应研究
Garrett J Roberts,Sharon Vaughn,Greg Roberts et al. Garrett J Roberts et al.
This study investigated the extent to which problem behaviors were factors associated with response to a year-long multicomponent reading intervention for fourth- and fifth-grade students with reading difficulties. Students scoring ≤85 sta...
Linguistic Predictors of Single-Word Spelling in First Grade Students with Speech and/or Language Impairments [0.03%] 言语和/或语言障碍的一年级学生单字拼写的语言预测因素
Krystal L Werfel,Stephanie Al Otaiba,Young Suk Kim et al. Krystal L Werfel et al.
The purpose of this study was (a) to compare the single-word spelling performance of first graders across four groups that varied by speech and language status; and (b) to determine the linguistic predictors of first-grade spelling for chil...
Extending the Simple View of Reading to Account for Variation Within Readers and Across Texts: The Complete View of Reading (CVR i) [0.03%] 从读者和文本的角度扩展阅读的简单视图以解释其差异：完整的阅读观(CVR I)
David J Francis,Paulina A Kulesz,Julia S Benoit David J Francis
This study leverages advances in multivariate cross-classified random effects models to extend the Simple View of Reading to account for variation within readers and across texts, allowing for both the personalization of the reading functio...
Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers [0.03%] 课外阅读干预对高年级阅读困难学生的影响研究
Garrett J Roberts,Philip Capin,Greg Roberts et al. Garrett J Roberts et al.
We examined the efficacy of an afterschool multicomponent reading intervention for third- through fifth-grade students with reading difficulties. A total of 419 students were identified for participation based on a 90 standard score or belo...
A Group Contingency Plus Self-Management Intervention Targeting At-Risk Secondary Students' Class-Work and Active Engagement [0.03%] 针对学习面临困境的中学生班级作业和课堂参与度的行为干预项目：结合集体合同与自我管理的优点
Sylvia I Trevino-Maack,Debra Kamps,Howard Wills Sylvia I Trevino-Maack
The purpose of the present study is to show that an independent group contingency (GC) combined with self-management strategies and randomized-reinforcer components can increase the amount of written work and active classroom responding in ...
Does Minority Status Increase the Effect of Disability Status on Elementary Schoolchildren's Academic Achievement? [0.03%] 少数民族身份增加残疾对小学生学业成就的影响吗？
Qiong Wu,Paul L Morgan,George Farkas Qiong Wu
We investigated whether children's reading and mathematics growth trajectories from kindergarten to fifth grade inter-related, and to what extent disability and minority status interacted to predict their achievement trajectories. We conduc...
Leann E Smith,Kristy A Anderson Leann E Smith
The transition of a student out of high school and into the adult world can be a stressful time for many families of high school students. This major life transition can be particularly challenging for students with ASD and their families. ...
Building on Past Successes: Designing, Evaluating, and Providing Effective Treatments for Persons for Whom Typical Instruction Is Not Effective [0.03%] 基于以往的成功：设计、评估和提供有效治疗对于那些不适合接受常规教学的人群
Sharon Vaughn Sharon Vaughn
This article provides an overview of my experiences in special education as a teacher and subsequently as an intervention researcher providing background on where we were in providing instruction to individuals with disabilities 40 years ag...
Home Literacy Environments of Young Children with Down Syndrome: Findings from a Web-based Survey [0.03%] 唐氏综合征儿童的居家识字环境研究：基于网络调查的发现
Stephanie Al Otaiba,Sandra Lewis,Kelly Whalon et al. Stephanie Al Otaiba et al.
Early home literacy experiences, including parent-child book reading, account for a significant amount of childrens' later reading achievement. Yet, there is a very limited research base about the home literacy environments and experiences ...