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1.
Philippe Tremblay 《Journal of Research in Special Educational Needs》2013,13(4):251-258
We compared two instructional models (co‐teaching inclusion and solo‐taught special education) for students with learning disabilities (LD) with regard to their effect on academic achievement and class attendance. Twelve inclusive classes (experimental group) and 13 special education classes (control group) participated in the study. In grade 1, there were eight inclusive classes and nine special education classes with a total of 353 students (195 without disabilities, 58 with LD in inclusion and 100 with LD in special education classes). The data were collected from academic tests. Although our results revealed no significant difference between the two models in terms of target population, objectives and assigned resources, significant differences were observed in the effects on student outcomes in reading/writing and on attendance, as the inclusion model was shown to be globally more effective compared with the special education setting. 相似文献
2.
Richard L. Sparks Marjorie Artzer Jon Patton Leonore Ganschow Karen Miller Dorothy J. Hordubay Geri Walsh 《Annals of dyslexia》1998,48(1):239-270
In this study, the benefits of multisensory structured language (MSL) instruction in Spanish were examined. Participants were
students in high-school-level Spanish attending girls’ preparatory schools. Of the 55 participants, 39 qualified as at-risk
for foreign language learning difficulties and 16 were deemed not-at-risk. The at-risk students were assigned to one of three
conditions: (1) MSL—multisensory Spanish instruction in self-contained classrooms (n=14); (2) SC—traditional Spanish instruction provided in self-contained classrooms (n=11); and (3) NSC—traditional Spanish instruction in regular (not self-contained) Spanish classes (n=14). Not-at-risk students (n=16) received traditional Spanish instruction in regular classes similar to the instruction provided to the NSC group.
All three at-risk groups made significant gains over time on some native language skills regardless of teaching method. The
MSL group also made significant gains on a foreign language aptitude measure. The MSL group and the not-at-risk group made
greater gains than the two other at-risk groups on foreign language aptitude and native language measures of reading comprehension,
word recognition, and pseudoword reading.
Although most at-risk learners achieved an “expected” level of foreign language proficiency after two years of instruction,
significant group differences were found. On measures of oral and written foreign language proficiency, the MSL and not-at-risk
groups scored significantly higher than the at-risk groups instructed using traditional methods. After two years of Spanish
instruction, no differences in foreign language proficiency were found between the MSL group and the not-at-risk group. 相似文献
3.
Wolbers KA 《Journal of deaf studies and deaf education》2008,13(2):257-277
This article reports the findings of balanced and interactive writing instruction used with 16 deaf and hard-of-hearing students. Although the instruction has been used previously, this was the first time it had been modified to suit the specific needs of deaf children and the first time it had been implemented with this subpopulation of students. The intervention took place in two elementary classrooms (N = 8) and one middle school classroom (N = 8) for a total of 21 days. A comparison of pre- and posttest scores on both writing and reading measures evidenced that students made significant gains with use of genre-specific traits, use of contextual language, editing/revising skills, and word identification. Students showed neither gains nor losses with conventions and total word count. In addition, a one-way multiple analysis of variance was used to detect any school-level effects. Elementary students made significantly greater gains with respect to conventions and word identification, and middle school students made significantly greater gains with editing and revising tasks. 相似文献
4.
Not Such a Simple Story: Contradictory Evidence from a Review of Story Structure Research for Students At‐Risk 
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下载免费PDF全文 Michael N. Faggella‐Luby Sally Valentino Drew Jean B. Schumaker 《Learning disabilities research & practice》2015,30(2):61-75
The Common Core State Standards and the continued inclusion of students with learning disabilities (LD) in Tier 1 classrooms are changing how close reading of texts occurs in English Language Arts classrooms. Therefore, understanding the potential impact of literacy‐related evidence‐based practices during Tier 1 instruction that includes students with reading‐related disabilities is essential. This article reviews the research on story‐structure instruction for students with LD and at‐risk for failure. Findings across 16 studies indicate several features of strong methodological designs including random assignment and inclusion of students with LD. However, substantial limitations in the research base include contradictory outcomes, limited outcomes disaggregated for students with LD, reliance on researcher‐developed measures, a lack of instructional features to support students with LD, and limited features of feasible implementation. 相似文献
5.
Yojanna Cuenca-Sanchez Margo A. Mastropieri Thomas E. Scruggs Julie K. Kidd 《Exceptionality》2013,21(2):71-93
We examined the effectiveness of the Self-Regulated Strategy Development (SRSD) model of writing instruction with a self-determination training component for middle school-age students with emotional and behavioral disorders. We randomly assigned students to experimental or comparison treatments during which special education teachers provided the intervention. Students in the experimental groups received instruction on how to plan and write persuasive essays, were trained on self-determination skills, and were taught how to use persuasive writing to self-advocate. Students in the comparison condition received writing instruction with the established school writing curriculum. Instruction for both groups lasted 33 days, four days a week during 30-minute sessions. Experimental students significantly outperformed comparison students at posttest in all the persuasive essay-writing components assessed, in their ability to recall the parts of a persuasive essay, in the self-efficacy measure, and on self-determination knowledge. Experimental students were able to maintain gains in almost all writing measures and were able to generalize to content areas, although comparison students slightly increased in number of words. Student and teacher interviews revealed an overall satisfaction with SRSD procedures and the results. 相似文献
6.
This article examines the Common Core State Standards as they apply to writing and students with learning disabilities (LD). We first consider why the implementation of these standards is advantageous to writing instruction for students with LD as well as the challenges in implementing them. Next, we make the following four recommendations in terms of their implementation: (1) increase general and special education teachers’ knowledge about writing development; (2) create a writing environment in which students with LD can thrive; (3) employ evidence‐based writing practices in general education classes (where most students with LD are taught); and (4) use evidence‐based writing practices effective with students with LD. We conclude by considering research that still needs to be undertaken to help educators maximize the probability that students with and without LD meet the writing benchmarks proposed in these Standards. 相似文献
7.
Yola Center Louella Freeman Gregory Robertson 《International Journal of Disability, Development & Education》2001,48(2):207-232
A within-school study of the effects of two different early literacy instructional programs on the reading proficiency of Year 1 students was undertaken in three schools in New South Wales, Australia all of which used Reading Recovery. The first program under examination was a "meaning"-oriented program used by six Kindergarten and Year 1 classrooms in the three schools. The second program, a "code"-oriented one, was implemented in the same six Kindergarten and Year 1 classrooms one year later. The code-oriented program, known as Schoolwide Early Language and Literacy (SWELL), stresses the explicit instruction of phonological awareness and the alphabetic code in context. All students, including both regular and Reading Recovery students, in the six non-SWELL classrooms were tested on four early literacy measures at the end of Year 1 when they had completed two years of schooling (comparison group). At the end of the following year, all Year 1 students in the six SWELL classrooms were tested on the same early literacy measures, when they had completed two years of schooling (experimental group). Results indicated that all regular and Reading Recovery students in SWELL classes significantly outperformed their regular and Reading Recovery counterparts in non-SWELL classes on tests measuring pseudoword decoding, reading connected text, invented spelling, and a standardised reading measure at the end of Year 1. However, Reading Recovery students as a group, whether in SWELL or non-SWELL classes, did not reach the average level of their peers on any of the four literacy measures used. Implications for the most effective combination of whole-class and tutorial programs for children at-risk of literacy failure are considered in the discussion. 相似文献
8.
Gina N. Cervetti Jacqueline Barber Rena Dorph P. David Pearson Pete G. Goldschmidt 《科学教学研究杂志》2012,49(5):631-658
This study investigates the efficacy of an integrated science and literacy approach at the upper‐elementary level. Teachers in 94 fourth grade classrooms in one Southern state participated. Half of the teachers taught the treatment unit, an integrated science–literacy unit on light and energy designed using a curriculum model that engages students in reading text, writing notes and reports, conducting firsthand investigations, and frequent discussion of key concepts and processes to acquire inquiry skills and knowledge about science concepts, while the other half of the teachers taught a content‐comparable science‐only unit on light and energy (using materials provided by their districts) and provided their regular literacy instruction. Students in the treatment group made significantly greater gains on measures of science understanding, science vocabulary, and science writing. Students in both groups made comparable gains in science reading comprehension. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 631–658, 2012 相似文献
9.
This paper presents an experimental evaluation of a trial implementation of reciprocal teaching procedures by high school teachers to address reading comprehension deficits in a group of their students. Forty-six students with the lowest scores on a standardized test of reading comprehension in seven eighth-grade classes participated in the study. Following 3 hours of instruction in reciprocal teaching procedures, four classroom teachers and two support teachers ran eight reciprocal teaching groups. Four of these groups, 20 students in all, were exposed to between 12 and 16 reciprocal teaching sessions, while 15 students in the other four groups received between six and eight sessions. The remaining 11 students served as a no-treatment comparison group. Pre- and posttest scores on the standardized test served as the dependent measure. Significant gains were observed with students in the extended program, with no significant differences observed between the short program and comparison groups. Follow-up assessments of extended program students between 3 and 7 months later showed a maintenance of comprehension gains. Implications for high schools are discussed in terms of the absence of student progress with insufficient spaced practice in metacognitive skill training and strategic resourcing for remedial comprehension instruction. 相似文献
10.
One of the most controversial issues in special education over the last 40 years has been the extent to which students with learning disabilities (LD) should be educated in general education classrooms. Recent mandates in federal law requiring that all students with disabilities have access to the general education curriculum and make adequate yearly progress relative to this content have intensified this debate. In this article, a brief summary of research regarding the nature of instruction that produces significantly improved educational outcomes for students with LD is provided. This is followed by a review of research related to the delivery of this high‐quality instruction in inclusive, general education classrooms and in resource settings. We conclude that this research provides the foundation for reconsidering full inclusion and how services are delivered for elementary students with LD. 相似文献
11.
A phonological awareness program was evaluated in a small-scale study using thirty eight children from three intact kindergarten classes at an American school on the outskirts of London. The average age of the children was five years four months. There was one experimental class and two control classes. The experimental class received a Danish training program of metalinguistic games and exercises. One control class used a kindergarten reading and writing program called Success in Kindergarten Reading and Writing which incorporates phonological awareness skills, but in an informal way. The other control class followed the normal kindergarten program. The results showed that the children in the experimental group and the Success in Kindergarten group had significantly greater gains in reading and spelling measures given at the end of the year. They also did better on six of the metalinguistic tests, with the experimental group showing significantly greater gains in all the tests of phoneme awareness than the other two groups. The implications of a formal versus informal phonological awareness training program are discussed. 相似文献
12.
Robert G. McKenzie 《Learning disabilities research & practice》2009,24(3):143-150
The highly qualified mandate of the No Child Left Behind Act and Individuals with Disabilities Education Act has created unnecessary confusion, particularly among secondary‐school special educators and administrators with respect to instruction in core academic subjects. The pursuit of compliance solutions to meet this requirement has generally distracted stakeholders from re‐examining the mission of secondary‐school special education for students with learning disabilities (LD). Because effective subject matter instruction within inclusive classrooms is dependent upon general and special educators capitalizing on each other's areas of expertise, the necessity of requiring special educators to possess a comparable level of subject matter knowledge as the general educator is not only of questionable merit, but often counterproductive. This article poses and examines several fundamental philosophical questions related to the delivery of core academic subject matter to students with LD. 相似文献
13.
《Journal of research on educational effectiveness》2013,6(4):322-353
Abstract We examined the extent to which strategies instruction, using the Self-Regulated Strategy Development (SRSD) model, would enhance the writing, engagement during writing, and behavior of 44 second-grade students identified as having behavioral and writing difficulties. This study occurred within a comprehensive, integrated, three-tiered model of prevention that included behavioral, social, and academic components. Students were randomly assigned to an experimental or control condition. Students in the experimental condition received SRSD as a Tier 2 intervention. They were individually taught strategies for planning and composing, first for opinion essays and then for stories. Students met with their instructor 3 to 4 times per week for 30-min sessions, spending 3 to 4½ weeks in intervention for each genre. Students in the control group received the regular writing program. SRSD instructed students made significantly greater gains in writing quality and composition elements than control students for both opinion essays and stories. Students in the experimental condition also made greater gains than controls in academic engagement when writing opinion essays in their regular classroom. Transfer and behavioral effects, however, were limited. Implications are discussed. 相似文献
14.
Joe D. Nichols 《Educational Research and Evaluation》2013,19(3):246-260
ABSTRACT The effects of cooperative group learning on students’ persistence, self‐regulation, and efforts to please teachers and parents were examined. Eighty‐one high school geometry students were randomly assigned to either a cooperative learning or traditional lecture group. Twenty‐seven students received cooperative group instruction for nine weeks and then received traditional classroom instruction for nine weeks. Twenty‐five students received traditional instruction for nine weeks and then received cooperative group instruction for nine weeks. Twenty nine students received traditional classroom instruction for 18 weeks. Participants completed pre, post, and post‐posttest motivation questionnaires at each phase of the project. Students in the cooperative group classrooms exhibited significantly greater gains in persistence, self‐regulation, and efforts to please their parents and teacher. The implications of these findings for motivation theory and cooperative group structures are discussed. 相似文献
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Linda H. Mason Megan Dunn Davison Carol Scheffner Hammer Carol A. Miller J. James Glutting 《Reading and writing》2013,26(7):1133-1158
Many students struggle with gaining knowledge and writing about content text material and therefore require effective intervention. In a randomized controlled trial study, 77 low-achieving fourth-grade students received reading comprehension instruction or reading comprehension plus writing instruction or were assigned to a no-treatment control. Knowledge outcomes were evaluated through students’ retelling and performance on a standardized reading test. Written language-based outcomes were analyzed using a computer software program for semantic and syntactic measures. Analyses indicated that students in reading comprehension instruction and reading comprehension plus writing instruction outperformed the control group on oral and written retelling, a standardized reading test, and semantic measures. Syntactic measures, however, did not show statistically significant differences by treatment or control group. Implications for including language instruction and assessments within multi-component instruction are suggested. 相似文献
18.
The authors investigated the impact of explicit instruction and peer-assisted writing on students' writing motivation and self-efficacy for writing. Eleven teachers and their 206 fifth- and sixth-grade students participated in a 2 (explicit instruction vs. writing opportunities without explicit instruction) × 2 (peer-assisted writing vs. writing individually) experimental intervention study with a pretest-posttest design. The four experimental conditions were compared with a business-as-usual (BAU) condition. The five-week interventions were implemented in authentic classes by regular class teachers, who received a prior professional development training. Multilevel analyses showed that students who wrote with a peer were more autonomously motivated at posttest than BAU students. Additionally, BAU students and students receiving explicit instruction were more controlled motivated than students who were offered ample writing opportunities while practicing individually. Theoretical and educational implications are discussed in view of realizing a bright pathway towards autonomous writing motivation. 相似文献
19.
This paper reports a research study into the effects of rich, sustained visual arts instruction on 103 inner city 9‐year‐olds in two major US cities. We use the lenses of social learning theory, theories of motivation and self‐efficacy, and recent research on artistic thinking to investigate the programs' effects on children's self‐beliefs and creative thinking. The study enlisted a pre–post measure, treatment‐comparison group design along with structured observations of participant and comparison group classrooms. The arts students made significant comparative gains on a self‐efficacy scale and on an ‘originality’ subscale of a standard creativity test. These effects are attributed to children's engagement in art and to the social organization of instruction including reinforcing peer and student–adult relationships. Relationships between self‐efficacy beliefs and tendencies to think originally are explored. 相似文献
20.
Özlem Sila Olgun PhD 《The Teacher Educator》2013,48(2):113-125
The main purpose of this study was to investigate the effects of active learning on preservice teachers' dignity, energy, self-management, community, and awareness (DESCA) abilities, attitudes toward teaching, and attitudes toward science. Third year preservice teachers (n = 77) from two different classes were involved in the study. One intact class was assigned as the experimental group, whereas the other intact class was assigned as the comparison group. The comparison group students received the instruction by traditional teaching, and the experimental group received instruction through an active learning paradigm. DESCA abilities and attitudes were measured before and after instruction. Results revealed that there was a significant difference favoring the active learning instruction on preservice teachers' DESCA scores; however, there was no significant difference on preservice teachers' attitudes toward teaching and science. 相似文献