Ensuring Content–Area Learning by Secondary Students with Learning Disabilities

By Donald D. Deshler, J. B. Schumaker, B. Lenz, Janis A. Bulgren, Michael F. Hock, Jim Knight, Barbara J. Ehren. 2001

215 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/7cb1afb447b0246c41d5708e421334bb5405ac61

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In Developmental and Educational Psychology

In Safety Research

In Statistics and Probability

Citations in the corpus

Effective Instruction (2006, background): “…with LD drop out of school compared to the general education population, but many of these students also evidence a wide array of academic and social adjustment problems, including high rates of absenteeism, course failure, poor selfesteem, and inappropriate behaviors (Deshler et al., 2001).”
Impact of Time Management Behaviors on Undergraduate Engineering Students’ Performance (2019, background): “…drivers, their self-control, and their need for attention impact their capacity to persist in times of perceived difficulty (Braxton et al., 2004) and extensive course load and the various challenges in academic curricula necessitate the use of effective study strategies (Deshler et al., 2001).”
Ten Faulty Notions About Teaching and Learning That Hinder the Effectiveness of Special Education (2003, background): “…later (Coyne et al., 2001; National Reading Panel, 2000), enhancement of student success in overcoming learning problems in content-area classes (Deshler et al., 2001), and components of secondary special education programs that increase students’ success in transitioning from school to work…”
Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students (2012, background): “D E S P I T E the increasing research attention to struggling older readers (Deshler et al., 2008; Roberts, Torgesen, Boardman, & Scammacca, 2008), the current theoretical momentum for the importance of academic English (i.”
The Impact of a Structured Reading Curriculum and Repeated Reading on the Performance of Junior High Students With Emotional and Behavioral Disorders (2004, background): “In addition, the absence of empirically derived reading practices for older students with E/BD is particularly problematic given the current emphasis on achieving state curriculum standards and participating in content-area learning (Deshler et al., 2001).”
Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms (2016, unknown): “…comprehension across a variety of text for students with and without reading problems (Berkeley, Marshak, Mastropieri, & Scruggs, 2011; Chan, 1991; Deshler et al., 2001; Duke & Pearson, 2002; Gersten, Fuchs, Williams, & Baker, 2001; Kim, Vaughn, Wanzek, & Wei, 2004; Palincsar & Brown, 1984;…”
Is Brain Gym® an Effective Educational Intervention? (2010, background): “National studies reveal that there is an achievement gap between children with disabilities and those without, and this gap widens every year children are in school (Deschler et al., 2001).”
Reading Comprehension Strategies in Secondary Content-Area Classrooms (2007, unknown): “These findings echo previous literature in which teachers felt that they did not have enough time to include reading instruction into their classroom routines (Bulgren, Deshler, & Schumaker, 1997; Bulgren et al., 2000; Deshler et al., 2001; Scanlon, Deshler & Schumaker, 1996).”