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Stevens, Elizabeth A.; Capin, Philip; Stewart, Alicia; Swanson, Elizabeth; Vaughn, Sharon – Elementary School Journal, 2023
Providing academic feedback is strongly related to student achievement, yet there is little observational research examining the feedback provided by elementary classroom teachers. Informed by Hattie and Timperley's model of feedback, we conducted an observation study examining the type and direction of feedback provided in 33 teachers'…
Descriptors: Feedback (Response), Elementary School Teachers, Grade 4, Social Studies
Cheng, Michèle P.; Mercer, Sterett H.; Saqui, Sonja – Contemporary School Psychology, 2023
Incorporating student choice is an effective intervention to improve task engagement that may also promote skill and behavioral generalization. In this study, we evaluated the effectiveness of a reading fluency intervention that incorporated student choice of topic and instructional passages using a delayed multiple baseline across student design.…
Descriptors: Elementary School Students, Grade 4, Student Interests, Reading Fluency
Chen, Xiaomeng; Liang, Lelin; Lu, Minghui – International Journal of Disability, Development and Education, 2023
This study explored the effects of visual status and braille reading patterns on the reading accuracy of students with visual impairments in China. The sample consisted of 121 students aged 10-19 years: 48 were students with congenital visual impairments, 25 were students with adventitious visual impairments, and 48 were sighted students. Students…
Descriptors: Foreign Countries, Braille, Visual Impairments, Blindness
Sönmez, Nesrin; Alptekin, Serpil – World Journal of Education, 2020
In this study, it was aimed to determine the effects of the Simultaneous Prompting (SP) package jointly with the systematic review and corrective feedback in teaching a student with poor performance in mathematics to recall the multiplication facts. One of the single subject designs, the multiple probes design across behaviors (sets) is used in…
Descriptors: Mathematics Skills, Recall (Psychology), Mathematics Instruction, Prompting
Hawkins, Renee O.; Marsicano, Richard; Schmitt, Ara J.; McCallum, Elizabeth; Musti-Rao, Shobana – Education and Treatment of Children, 2015
An alternating treatments design was used to compare the effects of two reading fluency interventions on the oral reading fluency and maze accuracy of four fourth-grade students. Also, by taking into account time spent in intervention, the efficiency of the two interventions was compared. In the adult-mediated repeated reading (RR) condition,…
Descriptors: Reading Fluency, Reading Comprehension, Repetition, Reading Aloud to Others