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- Title
CEC Quick Study.
- Abstract
The article presents overviews of two research studies that are related to teaching students with learning disabilities. The first study explored the effectiveness of repeated reading interventions on the improvement of reading fluency among students with learning disabilities. The study found that research did not support the application of repeated interventions in this area. The second study examined the quality of evidence that has been established on the use of self-regulated strategy development for individuals who are either at-risk for or have learning disabilities. Evidence found that these strategies do have a positive impact on writing performance.
- Subjects
STUDENTS with disabilities; CHILDREN with learning disabilities; ACADEMIC achievement; ACADEMIC accommodations; READING; WRITING; SPECIAL needs students; AT-risk students; SPECIAL education
- Publication
Teaching Exceptional Children, 2009, Vol 41, Issue 4, p76
- ISSN
0040-0599
- Publication type
Article