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Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education
This article presents quality indicators for experimental and quasi-experimental studies for special education. These indicators are intended not only to evaluate the merits of a completed researchExpand
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Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention
This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schoolsExpand
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Academic Benefits of Peer Tutoring: A Meta-Analytic Review of Single-Case Research
Abstract. Peer tutoring is an instructional strategy that involves students helping each other learn content through repetition of key concepts. This meta-analysis examined effects of peer tutoringExpand
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Recommended Outcomes for Families of Young Children with Disabilities
The Early Childhood Outcomes (ECO) Center was funded by the Office of Special Education Programs to promote the development and implementation of child and family outcome measures for infants,Expand
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Academic Engagement: Current Perspectives on Research and Practice
Abstract Classroom behaviors that enable academic learning are the focus of this article. A brief perspective is offered on the development and validation of one enabler—engagement in academicExpand
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The Research to Practice Gap in Special Education
In the last 100 years, research discoveries and new knowledge have transformed the lives of many around the world. Special education research has provided equally startling advances leading toExpand
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Developing a General Outcome Measure of Growth in the Expressive Communication of Infants and Toddlers
Abstract Proficiency in expressive communication is an important outcome in early childhood necessary for cognitive and social development. The development of an experimental measure for assessingExpand
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Longitudinal Analysis of Time, Engagement, and Achievement in At-Risk versus Non-Risk Students
  • C. Greenwood
  • Psychology, Medicine
  • Exceptional children
  • 1 May 1991
This longitudinal study investigated the effects of time spent in academic instruction and time engaged on elementary students' academic achievement gains. Three groups were compared over grades asExpand
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The Response to Intervention (RTI) Approach in Early Childhood
Seeking to achieve greater effectiveness in educating the nation’s youth, the Response to Intervention (RTI) approach is increasingly being implemented in US schools (Berkeley, Bender, Peaster, &Expand
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Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten
This article describes the implementation of small-group reading instruction as secondary- and tertiary-level components of a three-tier model of prevention and intervention. The study consisted ofExpand
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