Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.
Compton, D. L. (2002). The relationships among phonological processing, orthographic processing, and lexical development in children with reading disabilities. The Journal of Special Education, 35(4), 201-210.
Dahlin, K. I. (2011). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
Teachers can create a quiet classroom by reducing background noise, which promotes increased Attention towards learning.
Teachers can create a quiet classroom by reducing background noise, which supports increased Attention towards learning.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.
Davis, P., & Hopwood, V. (2002). Including children with a visual impairment in the mainstream primary school classroom. Journal of Research in Special Educational Needs, 2(3).
For example, during the writing process, setting small, achievable goals may help students feel more in control of their learning while managing longer and more complex writing tasks that can sometimes feel overwhelming.
Lyons, J. B. (2001). Do school facilities really impact a child's education? Scottsdale, AZ: Council of Educational Facility Planners, International.
Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.
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