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The dramatic impact of explicit instruction on learning to read in a new writing system ...
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| 2 |
Impact of Instructional Technology on Student Motivation and Vocabulary Knowledge
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| 3 |
Un laboratoire de la didactique du français langue étrangère : la méthode directe à l’épreuve de l’altérité (1880-1900)
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In: Langue française, N 208, 4, 2020-11-24, pp.63-78 (2020)
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Trends in Teaching Pre-Assignment Preparation Strategies in ASL-English Interpreter Education Programs
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2020)
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| 5 |
Direct EFL Instruction for Gifted Students: A Case Study
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In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 18, Iss 2, Pp 327-341 (2018) (2018)
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Instructional influences on English language learners' storytelling
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| 7 |
The Effect of Direct and Indirect Written Corrective Feedback on the Acquisition of Rule-Based and Item-Based Linguistic Features
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| 8 |
Using academic coaching to increase the fidelity of implementation of special education educators teaching direct instruction programs
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Abstract:
The majority of students with disabilities have difficulty with reading. By the 4th grade, 69% of students with disabilities read at the “below basic” level (Cortiella & Horowitz, 2014). Students who struggle with reading require intensive, reading support. One evidence-based, reading intervention approach, Direct Instruction (DI), has been demonstrated in the literature as effective for teaching students with disabilities to read (Gersten, Becker, Heiry, & White, 1984; Schieffer, Marchand-Martella, Martella, Simonsen, & Waldron-Soler, 2002). DI programs follow a prescribed and highly-structured format for the delivery of reading instruction. Research on fidelity of implementation (FOI), however, has shown that when practitioners do not follow carefully structured interventions such as DI programs as prescribed, the effectiveness of the programs can be compromised. In other words, when FOI is not present, variations in the dependent variable cannot be explicitly attributed to independent variable manipulations and conclusions may not be considered valid. One strategy to increase FOI is to provide academic coaching to teachers in the classroom. Research on academic coaching has demonstrated the capacity of directed coaching to change teacher behavior (Kretlow & Bartholomew, 2010). To date, no studies have specifically examined the efficacy of academic coaching on special educators’ capacity to improve their delivery of a structured, evidence-based program such as DI reading. The purpose of the proposed study is to examine the efficacy of academic coaching on the FOI of teachers using DI reading programs. Using a sign-case design methodology, the study examined the relation between individualized, academic coaching and special educators’ fidelity of implementation of DI reading. ; PhD ; Communication Sciences and Special Education ; Special Education ; Kristin Sayeski ; Kristin Sayeski ; Cynthia O. Vail ; Jennifer Lindstrom ; Scott Ardoin
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Keyword:
academic coaching; Corrective Reading; Direct Instruction; fidelity of implementation; Reading Mastery; single subject research; teacher coaching; treatment fidelity
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URL: http://purl.galileo.usg.edu/uga_etd/bennett_kathleen_e_201608_phd
http://hdl.handle.net/10724/36622
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| 9 |
The Comparative Effect of Direct and Indirect Corrective Feedback in Process-Based Vs. Product-Based Writing Instruction on EFL Learners` Writing Performance
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In: Journal of Applied Linguistics, Vol 9, Iss 19, Pp 84-103 (2016) (2016)
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| 10 |
Ninth grade students' understanding of diffusion and osmosis after participation in direct or inquiry-based lessons : a mixed methods study.
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| 11 |
Educators’ Opinions and Perceptions of the Direct Instruction Program, and its Effectiveness for Educating Students with Autism Spectrum Disorders
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| 12 |
Metaphorical Interpretation: Measuring and Facilitating Growth.
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| 13 |
The effect of a professional development model on teachers' knowledge, beliefs and instructional practices in teaching early reading
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Scarparolo, Gemma. - : Edith Cowan University, Research Online, Perth, Western Australia, 2014
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In: Theses: Doctorates and Masters (2014)
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| 14 |
Effects of Cooperation Games on Social Interactions of Students with Emotional and Behavioral Disorders
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2014)
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| 15 |
Clever talk : using literature to boost vocabulary through explicit teaching in early childhood
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In: Theses: Doctorates and Masters (2013)
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| 16 |
The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8
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In: Doctoral Dissertations and Projects (2013)
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| 17 |
Beyond the basics with Bakhtin: a dialogical look at Markus Zusak's The Book Thief
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| 18 |
Extra-curricular Undergraduate Research Training: Notes on the Pedagogical Practices Behind the Sydney Undergraduate Journal of Musicology
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In: Journal of University Teaching & Learning Practice (2013)
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| 19 |
Being There: A Grounded-Theory Study of Student Perceptions of Instructor Presence in Online Classes
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In: Educational Administration: Theses, Dissertations, and Student Research (2012)
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| 20 |
The Effects of Fluency Training on Implementation Fidelity of a Reading Intervention Conducted by Paraprofessionals
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In: All Graduate Theses and Dissertations (2009)
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