Dr Johny Daniel's Outputs (27)

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/10.1177/00222194211053225

We 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.2021.102006

We 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/10.1177/00222194211010349

To 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.

A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers (2020)
Journal Article
Daniel, J., Capin, P., & Steinle, P. (2021). A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers. Journal of Learning Disabilities, 54(3), 170-186. https://doi.org/10.1177/0022219420972184

A majority of reading-related intervention studies aiming to remediate struggling readers’ reading outcomes assess student performance immediately following the conclusion of an intervention to determine intervention effects. Few studies collect foll... Read More about A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers.

Self-Questioning Strategy for Struggling Readers: A Synthesis (2019)
Journal Article
Daniel, J., & Williams, K. J. (2021). Self-Questioning Strategy for Struggling Readers: A Synthesis. Remedial and Special Education, 42(4), 248-261. https://doi.org/10.1177/0741932519880338

This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (196... Read More about Self-Questioning Strategy for Struggling Readers: A Synthesis.

Teachers’ Perceptions of Academic Intrinsic Motivation for Students With Disabilities (2018)
Journal Article
Daniel, J. R., & Cooc, N. (2018). Teachers’ Perceptions of Academic Intrinsic Motivation for Students With Disabilities. The Journal of Special Education, 52(2), 101-112. https://doi.org/10.1177/0022466918765276

Students who report high levels of intrinsic motivation (IM) perform better on academic tasks compared with students who report low levels of IM. However, there is a paucity of data on IM for several disability categories (e.g., intellectual disabili... Read More about Teachers’ Perceptions of Academic Intrinsic Motivation for Students With Disabilities.

Teacher perspectives on intervention sustainability: implications for school leadership (2018)
Journal Article
Daniel, J., & Lemons, C. (2018). Teacher perspectives on intervention sustainability: implications for school leadership. School Leadership and Management, 38(5), 518-538. https://doi.org/10.1080/13632434.2018.1439465

Sustainable use of academic classroom interventions is a cause for concern in the field of special education. This study examined factors that encouraged and/or deterred sustainable use of classroom interventions. Furthermore, data were collected on... Read More about Teacher perspectives on intervention sustainability: implications for school leadership.