Dr Johny Daniel's Outputs (3)

Longitudinal Models of Reading and Mathematics Achievement in Deaf and Hard of Hearing Students (2022)
Journal Article
Cawthorn, S. W., Barker, E., Daniel, J., Cooc, N., & Vielma, A. G. (2023). Longitudinal Models of Reading and Mathematics Achievement in Deaf and Hard of Hearing Students. Journal of Deaf Studies and Deaf Education, 28(1), 115-123. https://doi.org/10.1093/deafed/enac033

Deaf and hard of hearing (DHH) students often experience systemic barriers to academic success, especially low expectations of what they know and can do. Longitudinal data analysis is critical to understanding how academic achievement for DHH student... Read More about Longitudinal Models of Reading and Mathematics Achievement in Deaf and Hard of Hearing Students.

Supporting reading growth in students who struggle with reading-related tasks (2022)
Digital Artefact
Daniel, J. (2022). Supporting reading growth in students who struggle with reading-related tasks. [https://www.readingresourcecentre.org/]

10-week reading program to support reading growth in Year 3 and 4 pupils with reading difficulties. The program provides access to student and teacher copies. All content is free to use and share.

A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children (2022)
Journal Article
Fishstrom, S., Wang, H., Bhat, B., Daniel, J., Dille, J., Capin, P., & Vaughn, S. (2022). A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children. Journal of School Psychology, 92, 265-284. https://doi.org/10.1016/j.jsp.2022.03.011

Research has shown that academic anxiety can affect academic performance and emotional well-being. Despite previous research emphasizing the importance of understanding academic anxiety and indicating a strong association between academic performance... Read More about A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children.