Search results for author:"Carol McDonald Connor"
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Journal of Deaf Studies and Deaf Education Vol. 11, No. 4 (2006) pp. 449–460
The purpose of this longitudinal case study was to closely examine one deaf child's experience with a cochlear implant and his speech, language, and communication skills from kindergarten through middle and high school using both developmental and...
Commentary on Two Classroom Observation Systems: Moving toward a Shared Understanding of Effective Teaching
School Psychology Quarterly Vol. 28, No. 4 (December 2013) pp. 342–346
In this commentary, I make five points: that designing observation systems that actually predict students' outcomes is challenging; second that systems that capture the complex and dynamic nature of the classroom learning environment are more likely ...
Examining Multiple Sources of Influence on the Reading Comprehension Skills of Children Who Use Cochlear Implants
Journal of Speech, Language, and Hearing Research Vol. 47, No. 3 (June 2004)
Children with profound deafness are at risk for serious reading difficulties. Multiple factors affect their development of reading skills, including use of cochlear implants. Further, multiple factors influence the overall success that children...
Journal of Deaf Studies and Deaf Education Vol. 19, No. 4 (October 2014) pp. 438–455
The present study evaluated the efficacy of a new preschool early literacy intervention created specifically for deaf and hard-of-hearing (DHH) children with functional hearing. Teachers implemented "Foundations for Literacy" with 25 DHH...
Review of Education Vol. 6, No. 2 (2018) pp. 183–201
The present study examined the effect of technology-based writing instruction on writing outcomes using meta-analytic methods. Additionally, this study investigated whether characteristics of study, sample, and outcome moderated the effect of...
Carol McDonald Connor; Stephanie L. Day; Elham Zargar; Taffeta S. Wood; Karen S. Taylor; Masha R. Jones; Jin Kyoung Hwang
Computers & Education Vol. 128, No. 1 (January 2019) pp. 284–311
Many children fail to comprehend what they read because they do not monitor their understanding, which requires making accurate judgements of what they know and then employing repair strategies when comprehension fails. Relying on research from...
Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade
Carol McDonald Connor; Beth M. Phillips; Michael Kaschak; Kenn Apel; Young-Suk Kim; Stephanie Al Otaiba; Elizabeth C. Crowe; Shurita Thomas-Tate; Lakeisha Cooper Johnson; Christopher J. Lonigan
Educational Psychology Review Vol. 26, No. 3 (September 2014) pp. 379–401
This paper describes the theoretical framework, as well as the development and testing of the intervention, "Comprehension Tools for Teachers" (CTT), which is composed of eight component interventions targeting malleable language and...