Author pages are created from data sourced from our academic publisher partnerships and public sources.
What We Need to Know about Responsiveness to Intervention (and Shouldn't Be Afraid to Ask).
During the past several years, one of the most frequently addressed topics at conferences and in professional journals is responsiveness to intervention (RTI). This is because it is viewed by many as… Expand
What is the Reading Component Skill Profile of Adolescent Struggling Readers in Urban Schools?
The purpose of this descriptive study was to examine the component reading skills of adolescent struggling readers attending urban high schools. Specifically, 11 measures of reading skills were… Expand
The Effects of Strategic Morphological Analysis Instruction on the Vocabulary Performance of Secondary Students with and without Disabilities
This study tested the effects of teaching high school students with learning disabilities (LD) and other students enrolled in general education classes a morphemic analysis strategy for analyzing and… Expand
The Effects of an After-School Tutoring Program on the Academic Performance of At-Risk Students and Students with LD
Improving the educational outcomes for students who are at risk for academic failure is an important issue for educators and policymakers. Recently, before- and after-school tutoring programs have… Expand
What We Know About Using Research Findings
- R. Gersten, S. Vaughn, D. Deshler, E. Schiller
- Psychology, Medicine
- Journal of learning disabilities
- 1 September 1997
This article discusses the alternative roles and responsibilities that researchers might assume to bridge the gap between special education research and classroom practice. Literature is reviewed… Expand
Response to Intervention in Middle Schools: Practices and Outcomes.
- S. Prewett, Daryl F. Mellard, D. Deshler, J. P. Allen, R. Alexander, Amelia Stern
- 1 August 2012
Response to intervention (RTI) is advocated in elementary school as a system-wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on… Expand
Ensuring Content-Area Learning by Secondary Students with Learning Disabilities
Three factors tied with secondary student success in content-area reading are demonstrated: (a) validated teacher-focused and student-focused interventions, (b) integrated and comprehensive service… Expand
Instructing Adolescents with Learning Disabilities
A previous meta-analysis indicated that eight instructional factors—Questioning, Sequencing and Segmentation, Skill Modeling, Organization and Explicit Practice, Small-Group Setting, Indirect Teacher… Expand
Literacy Challenges and Opportunities for Students with Learning Disabilities in Social Studies and History
The Common Core State Standards for literacy in history and social studies present opportunities and challenges for teachers of and adolescents with learning disabilities (LD). In addition to reading… Expand
Literacy Instruction, Technology, and Students with Learning Disabilities: Research We Have, Research We Need
Technology, whether assistive (AT) or instructional (IT), has played an uneven role in the field of learning disabilities since its inception more than a half century ago. In addition, technology is… Expand