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The difficulties experienced by below-average readers in phonological decoding tasks are well documented. Recent research has suggested that additional deficits in perceptual—motor fluency, handedness, and memory may also exist among below-average readers. To evaluate these claims, average and...
The response to intervention (RTI) of English language learners identified as at risk for reading difficulties in the fall of first grade was examined at the end of first grade and at the end of second grade. Students at risk for reading problems were randomly assigned to intervention or control...
The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk...
To evaluate the effects of an intensive tertiary reading intervention, 27 students with severe reading difficulties and disabilities, 14 of whom had demonstrated an inadequate response to 1—2 tiers of prior reading instruction, received a 16-week intervention package involving decoding and...
The primary purpose of this study was to identify student characteristics that reliably predict responsiveness and nonresponsiveness to generally effective early literacy interventions. Participants were 104 children, including 7 with special needs and Individualized Education Programs (IEPs),...
This study compared the social—emotional implications of academic achievement for students with and without learning disabilities (LD) and identified predictors of effort investment. Students with LD showed lower levels of achievement, effort investment, academic self-efficacy, sense of...
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