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Quinnipiac University
The Quinnipiac University School of Education offers certificate, master’s degree and advanced diploma programs designed to empower graduates to become a positive force of change across a variety of school-based and corporate learning environments.
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Effects of Multi-Tier Academic and Behavior Instruction on Difficult-to-Teach Students
Content type: Journal Article
This article addresses the effects of 3-tiered comprehensive reading and behavior interventions on K-3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the...
Understanding and Implementing the Common Core Vocabulary Standards in Kindergarten
Content type: Journal Article
The purpose of this article is to address common concerns educators might have regarding the implementation of the Common Core State Standards (CCSS) for language arts and vocabulary in the early grades. We first provide an example of a kindergarten...
Teaching Handwriting to Elementary Students With Learning Disabilities
Content type: Journal Article
Handwriting is an important skill for students to acquire in elementary school. Determining and delivering appropriate handwriting interventions to students with learning disabilities can be complicated. Teachers must juggle handwriting with other...
FIX
Content type: Journal Article
Teaching students in upper elementary school to revise their papers effectively requires a three-pronged approach. First, teachers provide instruction on a relevant genre or writing form (using CCSS English Language Arts or other relevant standards as a...
How to Reach First-Grade Struggling Readers
Content type: Journal Article
This article provides an overview of an instructional framework aimed at improving reading outcomes for first grade students who are early struggling readers and may be at-risk for reading disabilities. Specifically, we describe an integrated reading...
What Do Beginning Special Educators Need to Know About Intensive Reading Interventions?
Content type: Journal Article
Beginning elementary level special educators need to be well versed in evidence based intensive reading interventions in order to serve both special and general education students. Here we highlight two suggested effective practices for beginning special...
Adjusting Beginning Reading Intervention Based on Student Performance: An Experimental Evaluation
Content type: Journal Article
This experimental study evaluated a model in which the delivery of a supplemental beginning reading intervention was adjusted based on student performance. Kindergarten students identified as at risk for reading difficulties were assigned to one of two...
Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities
Content type: Journal Article
This study used a large statewide database to examine the oral reading fluency development of second- and third-grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency measures were...
Unidentified Language Deficits in Children with Emotional and Behavioral Disorders: A Meta-Analysis
Content type: Journal Article
Low language proficiency and problem behavior often co-occur, yet language deficits are likely to be overlooked in children with emotional and behavioral disorders (EBD). Random effects meta-analyses were conducted to determine prevalence and severity of...
The Developmental Relationship Between Language and Low Early Numeracy Skills Throughout Kindergarten
Content type: Journal Article
The relationship between basic oral language and early numeracy has been studied extensively, but results hardly include kindergartners’ math language, which might mediate this relationship. The aim of this study was to investigate the development of basic...