We examined the effects of a professional development (PD) with coaching model designed
to improve literacy and co-taught instruction for students with and without disabilities in co …

Background Growing evidence supports the efficacy of multicomponent, explicit, phonics-
based reading instruction for students with intellectual and developmental disabilities (IDD) …

Can genetic screening be used to personalize education for students? Genome-wide
association studies (GWAS) screen an individual's DNA for specific variations in their …

Previous research used the learning hierarchy (LH) as a heuristic to select reading
interventions based on the level of accuracy defined as the percentage of words read …

Teachers of students with emotional and behavioral disorders face unique challenges in the
classroom that are often not addressed in teacher preparation, which may result in …

The purpose of this study was to explore whether or not English learners (ELs) have the
same annual rates of reading progress as non-EL counterparts in Grades 1 through 3 when …

There are still many unanswered questions regarding the application of response to
intervention (RTI) to making eligibility decisions for specific learning disabilities (SLD). Both …

Many students in the upper elementary grades and beyond uniquely struggle with reading
comprehension, necessitating explicit instruction and remediation in this area. This study …

Purpose: Phonological awareness and alphabet knowledge are fundamental building
blocks for literacy development. We identified preschoolers with persistent delays in these …

A strong foundation in early literacy supports children's academic pursuits and impacts
personal, social, and economic outcomes. Therefore, examining the adequacy of early …