A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD     

Wanzek J  Vaughn S  Wexler J  Swanson EA  Edmonds M  Kim AH 《Journal of learning disabilities》2006,39(6):528-543

Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and reading interventions to students with LD and measured spelling outcomes. Findings revealed that spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple practice opportunities and immediate corrective feedback after the word was misspelled. Furthermore, evidence from spelling interventions that employed assistive technology aimed at spelling in written compositions indicated positive effects on spelling outcomes.  相似文献   

The relative effects of group size on reading progress of older students with reading difficulties   总被引：1，自引：0，他引：1  

Vaughn S  Wanzek J  Wexler J  Barth A  Cirino PT  Fletcher J  Romain M  Denton CA  Roberts G  Francis D 《Reading and writing》2010,23(8):931-956

This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group, and school-provided interventions emphasizing word study, vocabulary development, fluency, and comprehension with seventh- and eighth-graders with reading difficulties. Findings indicate that few statistically significant results or clinically significant gains were associated with group size or intervention. Findings also indicate that a significant acceleration of reading outcomes for seventh- and eighth-graders from high-poverty schools is unlikely to result from a 50 min daily class. Instead, the findings indicate, achieving this outcome will require more comprehensive models including more extensive intervention (e.g., more time, even smaller groups), interventions that are longer in duration (multiple years), and interventions that vary in emphasis based on specific students’ needs (e.g., increased focus on comprehension or word study).  相似文献   

Characteristics of General Education Reading Interventions Implemented in Elementary Schools for Students with Reading Difficulties     

J Wanzek  C Cavanaugh 《Remedial and special education : RASE》2012,33(3):192-202

The implementation of response to intervention requires interventions for struggling students be provided through general education prior to referral for special education. We surveyed elementary teachers (K-3) in one state to examine the characteristics of the supplemental reading interventions that their students receive through general education. Findings reveal differences between grade levels in the amount of time interventions are provided to students, the providers of the intervention, and the material selection for the interventions. No differences between grade levels were noted in the frequency of intervention or instructional group sizes. Three-quarters of the teachers reported providing the supplemental interventions to students in their class. The findings provide insight into the resources utilized by schools to implement supplemental interventions.  相似文献   

Building effective places for multicultural learning     

Jeanne L. Higbee  Heidi Lasley Barajas 《About Campus》2007,12(3):16-22

Architects who use universal design create accessible spaces for diverse users. Jeanne Higbee and Heidi Barajas describe how that model can be adapted to the design of effective learning environments for a wide range of students.  相似文献   

The Classic Horror Stories by H.P. Lovecraft H. P. Lovecraft. Roger Luckhurst,Editor. Oxford: Oxford University Press, 2013.     

Jeanne Tiehen 《Journal of American culture (Malden, Mass. : 2003)》2014,37(2):255-256

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Effect of work:rest cycle duration on fluctuations during intermittent exercise     

Adrien Combes  Jeanne Dekerle  Valérie Bougault 《Journal of sports sciences》2017,35(1):7-13

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Selected resources for emergency and disaster preparedness and response from the United States National Library of Medicine     

Hochstein C  Arnesen S  Goshorn J  Szczur M 《Medical reference services quarterly》2008,27(1):1-20

The Toxicology and Environmental Health Information Program (TEHIP) of the National Library of Medicine (NLM) works to organize and provide access to a wide range of environmental health and toxicology resources. In recent years, the demand for, and availability of, information on health issues related to natural and man-made emergencies and disasters has increased. Recognizing that access to information is essential in disaster preparedness, a new focus of NLM's 2006-2016 Long Range Plan calls for the establishment of a Disaster Information Management Research Center (DIMRC) that will aid in collecting, disseminating, and sharing information related to health and disasters. This paper introduces several of TEHIP's resources for emergency/disaster preparedness and response, such as the Radiation Event Medical Management Web site (REMM) and the Wireless Information System for Emergency Responders (WISER) . Several of NLM's other disaster preparedness and response resources will also be reviewed.  相似文献   

What does the United States want to learn from international comparative studies in education?     

Jeanne E. Griffith  Elliott A. Medrich 《Prospects》1992,22(4):476-485

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On reading: Some thoughts on the old and the new     

Jeanne S. Chall 《Annals of dyslexia》1979,29(1):6-16

Conclusion I have presented some of the problems on which the Orton Society has labored during the past three decades and some of the issues needing battle in the next three. Much has happened in the past 30 years. Many of the dreams of Orton and of the Society have been realized. But I do not think anyone will wish to rest for long, for the victories have brought new problems. And so, to borrow a few words from Dr. Samuel Torrey Orton: if we continue to be “sufficiently keen” and prove ourselves “clever enough,” it would seem that the labors of our next 30 years may be as fruitful, and even more so, than those of our first thirty.  相似文献   

Waterworks: Activities for 1 through 6 year olds     

Jeanne C. James  Randy F. Granovetter 《Early Childhood Education Journal》1990,18(1):20-23

We wrote these activities because water play provides both fun and valuable learning opportunities for young children. Water play can provide calming activities for any child. Water play activities can reinforce the principles of scientific experimentation and mathematical reasoning. They integrate cognitive, fine motor, and gross motor skills. We encourage all teachers and caregivers to provide water play opportunities for the young children in their care. Excerpted from Waterworks,by Jeanne C. James and Randy F. Granovetter. ©1987 Kaplan Press, 1320 Lewisville-Clemmons Road, Lewisville, NC 27023.  相似文献