Search results for author:"Laura D. Fredrick"
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The Effects of Combining Repeated Reading with "Reading Mastery" on First Graders' Oral Reading Fluency
Journal of Direct Instruction Vol. 7, No. 1 (2007) pp. 17–27
The present study replicates and extends the work of Frankhauser, Tso, and Martella (2001) using 6 first-grade students in a multiple baseline design across participants to determine if the addition of three repeated readings following "Reading...
Using Simultaneous Prompting to Teach Sounds and Blending Skills to Students with Moderate Intellectual Disabilities
Research in Developmental Disabilities Vol. 30, No. 6 (2009) pp. 1435–1447
The purpose of this study was to examine the effects of simultaneous prompting on acquisition of letter-sound correspondences and blending skills of previously taught words for three elementary students with moderate intellectual disabilities, and...
Balancing Formative and Summative Science Assessment Practices: Year One of the GenScope Assessment Project
Annual Meeting of the American Educational Research Association 2002 (April 2002)
This paper describes the GenScope Assessment Project, a project that is exploring ways of using multimedia computers to teach complex science content, refining sociocultural views of assessment and motivation, and considering different ways of...
Using Speech Recognition Software to Increase Writing Fluency for Individuals with Physical Disabilities
Jennifer Tumlin Garrett; Kathryn Wolff Heller; Linda P. Fowler; Paul A. Alberto; Laura D. Fredrick; Colleen M. O'Rourke
Journal of Special Education Technology Vol. 26, No. 1 (2011) pp. 25–41
Students with physical disabilities often have difficulty with writing fluency, despite the use of various strategies, adaptations, and assistive technology (AT). One possible intervention is the use of speech recognition software, although there is ...