Dr Johny Daniel's Outputs (17)

Achievement gaps for English learners with disabilities (2024)
Journal Article
Daniel, J. (2025). Achievement gaps for English learners with disabilities. Learning and Instruction, 96, Article 102072. https://doi.org/10.1016/j.learninstruc.2024.102072

Background
In England, the number of English as an Additional Language (EAL) learners has been increasing. While prior research has explored the educational outcomes of EAL learners and students with special educational needs and disabilities (SEND)... Read More about Achievement gaps for English learners with disabilities.

The academic achievement gap between students with and without special educational needs and disabilities (2024)
Journal Article
Daniel, J. (online). The academic achievement gap between students with and without special educational needs and disabilities. European Journal of Special Needs Education, https://doi.org/10.1080/08856257.2024.2400771

Legislative frameworks in England have been designed to support children with special educational needs and disabilities (SEND). Despite efforts from policy makers, achievement gaps persist between students with SEND and their typically developing pe... Read More about The academic achievement gap between students with and without special educational needs and disabilities.

Translational science in the science of reading: A case study (2024)
Journal Article
Daniel, J., Clucas, L., Wenqing, C., Collier, K., & Moss, J. (online). Translational science in the science of reading: A case study. British Journal of Special Education, https://doi.org/10.1111/1467-8578.12548

This study explores the perceived effectiveness of an open educational reading programme for primary school pupils with specific learning difficulties (SpLD) such as dyslexia. The programme, implemented by experienced teaching assistants (TAs), encom... Read More about Translational science in the science of reading: A case study.

Identifying students with dyslexia: exploration of current assessment methods (2024)
Journal Article
Daniel, J., Clucas, L., & Wang, H.-H. (online). Identifying students with dyslexia: exploration of current assessment methods. Annals of Dyslexia, https://doi.org/10.1007/s11881-024-00313-y

Early identification plays a crucial role in providing timely support to students with learning disabilities, such as dyslexia, in order to overcome their reading difficulties. However, there is significant variability in the methods used for identif... Read More about Identifying students with dyslexia: exploration of current assessment methods.

Special issue: Gender equality and education (2023)
Journal Article
Daniel, J., & Siddiqui, N. (2023). Special issue: Gender equality and education. Review of Education, 11(3), Article e3456. https://doi.org/10.1002/rev3.3456

This special issue presents a compilation of scholarly articles on gender equality in education. This issue is particularly timely, aligning with the United Nations' Sustainable Development Goal 5, which emphasises the importance of achieving gender... Read More about Special issue: Gender equality and education.

Multicomponent Reading Intervention: A Practitioner's Guide (2023)
Journal Article
Daniel, J., Barth, A., & Ankrum, E. (2024). Multicomponent Reading Intervention: A Practitioner's Guide. The Reading Teacher, 77(4), 473-484. https://doi.org/10.1002/trtr.2265

Reading comprehension is contingent upon the integration of various reading skills, including word reading, reading fluency, and comprehension strategies. Students who encounter challenges in both word reading and reading comprehension present an opp... Read More about Multicomponent Reading Intervention: A Practitioner's Guide.

Gender differences in special educational needs identification (2023)
Journal Article
Daniel, J., & Wang, H. (2023). Gender differences in special educational needs identification. Review of Education, 11(3), Article e3437. https://doi.org/10.1002/rev3.3437

This study aims to investigate gender differences in the identification for special educational needs services within the context of England. Gender disparities in disability identification have long been of concern, impacting tailored support and op... Read More about Gender differences in special educational needs identification.

Exploring reading profiles of rural school students (2023)
Journal Article
Daniel, J., & Barth, A. (2023). Exploring reading profiles of rural school students. Annals of Dyslexia, 73, 235–259. https://doi.org/10.1007/s11881-022-00276-y

This study investigates the reading profiles of rural Grade 5 and 6 students (N = 262), a sample with a high proportion of English language learners. We administered a battery of reading and cognitive assessments to classify students’ reading profile... Read More about Exploring reading profiles of rural school students.

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.

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.

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.