Search results for author:"Sheri Berkeley"
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Learning Disability Quarterly Vol. 35, No. 3 (August 2012) pp. 158–169
Because high stakes are now attached to standardized assessments of student progress, policy makers, administrators, practitioners, and parents must understand how to most effectively and accurately measure the performance of all students, including ...
TEACHING Exceptional Children Vol. 43, No. 4 (2011) pp. 48–55
A fundamental problem for many struggling readers, their parents, and their teachers is that there are few benchmarks to guide decision making about assistive technological supports when the nature of a disability is cognitive (e.g., specific...
International Journal for Research in Learning Disabilities Vol. 2, No. 2 (2015) pp. 18–43
Much is known about how to improve students' comprehension when reading printed text; less is known about outcomes when reading digital text. The purpose of this meta-analysis was to analyze research on the impact of digital text interventions. A...
Journal of Special Education Vol. 48, No. 2 (August 2014) pp. 106–119
Despite a lack of conclusive evidence, many researchers in the field view computer-assisted instruction (CAI) as an opportunity for improved instruction for students with disabilities. This study examined the effects of a CAI program, Lexia...
An Exploratory Study of Universal Design for Teaching Chemistry to Students with and without Disabilities
Margaret E. King-Sears; Todd M. Johnson; Sheri Berkeley; Margaret P. Weiss; Erin E. Peters-Burton; Anya S. Evmenova; Anna Menditto; Jennifer C. Hursh
Learning Disability Quarterly Vol. 38, No. 2 (May 2015) pp. 84–96
In this exploratory study, students in four co-taught high school chemistry classes were randomly assigned to a Universal Design for Learning (UDL) treatment or a comparison condition. Each co-teaching team taught one comparison and treatment class. ...