Myth Busting With Data: Longitudinal Models of Reading and Mathematics Achievement in Deaf Students
(2021)
Presentation / Conference Contribution
Cawthon, S., Barker, E., Daniel, J., & Cooc, N. (2021, December). Myth Busting With Data: Longitudinal Models of Reading and Mathematics Achievement in Deaf Students. Presented at AERA Annual Meeting, San Diego, California
Dr Johny Daniel's Outputs (4)
Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties (2021)
Journal Article
Vaughn, S., Grills, A., Capin, P., Roberts, G., Fall, A. M., & Daniel, J. (2022). Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties. Journal of Learning Disabilities, 55(5), 408-426. https://doi.org/10.1177/00222194211053225We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxie... Read More about Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties.
The role of knowledge availability in forming inferences with rural middle grade English learners (2021)
Journal Article
Barth, A. E., Daniel, J., Roberts, G., Vaughn, S., Barnes, M. A., Ankrum, E., & Kincaid, H. (2021). The role of knowledge availability in forming inferences with rural middle grade English learners. Learning and Individual Differences, 88, Article 102006. https://doi.org/10.1016/j.lindif.2021.102006We investigated differences in knowledge-based inferencing between rural, middle grade monolingual English-speaking students and English learners. Students were introduced to facts about an imaginary planet Gan followed by a multi-episode story about... Read More about The role of knowledge availability in forming inferences with rural middle grade English learners.
The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention (2021)
Journal Article
Daniel, J., Vaughn, S., Roberts, G., & Grills, A. (2022). The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention. Journal of Learning Disabilities, 55(4), 259-271. https://doi.org/10.1177/00222194211010349To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions (MCRIs) that provide instruction in multiple areas of rea... Read More about The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention.