Displaying results 1 - 6 of 6 (Go to Advanced Search)
Project
Description: Purpose: The special needs of young children (birth to 36 months) are not unidimensional. Early interventionists are challenged in developing interventions that fully address the needs of young children with developmental delays in multiple domains.
Project
Description: Word knowledge is critical for speaking, reading and writing, yet a substantial proportion of children with language impairment demonstrate poor word learning and consequently poor vocabulary. Because vocabulary has a causal relationship with reading comprehension, this presents a significant national health concern.
Project
Description: The goal of this project is to stimulate language and comprehension skills in Grade 1 children at risk for reading comprehension difficulties by testing the efficacy of a modified, small-group, version of the Let’s Know! intervention.
Project
Description: The purpose of this efficacy study is to assess whether equation-solving instruction, conducted within the context of word-problem tutoring, leads to improved word-problem solving outcomes. Word-problem proficiency is necessary to demonstrate successful mathematics performance.
Dataset
Part of Project: Profiles of Working Memory and Word Learning for Educational Research (POWWER)
Description: This dataset incudes data from 248 second graders (7- to 8-year-olds) with typical development from three states. One hundred sixty-seven were monolingual English-speaking and 81 were dual Spanish- and English-speaking.
Dataset
Part of Project: Developing connections between word problems and mathematical equations to promote word-problem performance among students with mathematics difficulty
Description: The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded pre-algebraic reasoning instruction, improved word-problem performance. Students with mathematics difficulty (MD;n304) were randomly assigned to a business-as-usual condition or 1 of 2 variants of word-problem intervention.
