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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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10 Research-Based Tips for Enhancing Literacy Instruction for Students With Intellectual Disability
Content type: Journal Article
Research conducted in the last twenty years has increased our understanding of the most effective methods for increasing the literacy skills of students with Intellectual Disability (ID). The purpose of this paper is to provide special education teachers...
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...
Teaching Spelling, Writing, and Reading for Writing
Content type: Journal Article
Students with disabilities often find writing extremely challenging. Special educators can, however, promote tremendous gains in their students’ ability to write by understanding common challenges to the writing process and mastering specific teaching...
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...
Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention
Content type: Journal Article
We identified child-level predictors of responsiveness to 2 types of mathematics intervention (calculation and word problem) among second-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested...
Orton Gillingham: Who, What, and How
Content type: Journal Article
Although many teachers may be familiar with the term Orton Gillingham, few possess a strong understanding of who Orton and Gillingham were, what an Orton Gillingham approach to reading instruction entails, and how training in the approach can be in...
Helping Students With Dyslexia Read Long Words: Using Syllables and Morphemes
Content type: Journal Article
Students with dyslexia have great difficulty reading words with more than one syllable, polysyllabic words. This article describes efficient, “micro-evidence based practices” (Cook & Cook, 2013) to help students read these words. The strategies include: (a...
Reading Comprehension Strategies for High School Students With Autism Spectrum Disorder
Content type: Journal Article
Students with autism spectrum disorder (ASD), including those in high school, often struggle with reading comprehension. Two evidence-based approaches that are focused on building the reading comprehension skills of secondary students with ASD are...
Embedding Self-Regulation Into Reading Interventions to Support Reading and Behavior Outcomes
Content type: Journal Article
Students with reading difficulties often have or develop co-occurring behavioral difficulties. An evidence-based method to improve reading and behavioral outcomes is to teach students to set, monitor, and reflect on goals, also known as self-regulation...
Using Curriculum Based Measures to Identify Instructional Goals in Writing
Content type: Webinar
How can educators use writing assessment data to identify effective interventions and instructional targets? This webinar presented in partnership with the Council for Educational Diagnostic Services (CEDS) highlights how curriculum based measures in...