Rollanda E O’connor
Biographic Data
| ID | 4860879 |
|---|---|
| NAME | Rollanda E O’connor |
| GIVEN NAMES | Rollanda E |
| FAMILY NAME | O’connor |
| SIGNATURE | O’CONNOR R E |
| AFFILIATIONS | University of California, Riverside |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Improving Academic Vocabulary for Adolescent Students With Disabilities
Creating Habits That Accelerate the Academic Language of Students (CHAAOS) is a vocabulary intervention developed by O’Connor et al. to improve the academic vocabulary of middle school students with disabilities. This study was designed as a replication of O’Connor et al.’s study; CHAAOS lessons were taught to 33 sixth graders who received special education services for disabilities in English/Language Arts classes. Researcher-designed vocabulary…
Systematic CHAAOS
In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the…
Poor Responders in RTI
States and districts have been encouraged to consider responsiveness to scientifically based instruction and intervention (RTI) as one of many markers of eligibility for special education under the category of learning disabilities. In this article, the authors describe variations in determining responsiveness, and cultural and linguistic characteristics of poor responders. They argue that even though early intervention helps many students to imp…
The Adequacy of Tools for Assessing Reading Competence
Assessment of student performance is critical for developing effective instructional policy and designing programs responsive to individual students’ needs. To gauge the adequacy of available assessment tools for achieving these ends, the Reading First Assessment Committee (RFAC) developed criteria for evaluating the adequacy of reading measures for use in kindergarten through Grade 3 and applied those criteria to a sample of prominently used ass…
Poor Responders in RTI
States and districts have been encouraged to consider responsiveness to scientifically based instruction and intervention (RTI) as one of many markers of eligibility for special education under the category of learning disabilities. In this article, the authors describe variations in determining responsiveness, and cultural and linguistic characteristics of poor responders. They argue that even though early intervention helps many students to imp…
The Adequacy of Tools for Assessing Reading Competence
Assessment of student performance is critical for developing effective instructional policy and designing programs responsive to individual students’ needs. To gauge the adequacy of available assessment tools for achieving these ends, the Reading First Assessment Committee (RFAC) developed criteria for evaluating the adequacy of reading measures for use in kindergarten through Grade 3 and applied those criteria to a sample of prominently used ass…
The Adequacy of Tools for Assessing Reading Competence
Assessment of student performance is critical for developing effective instructional policy and designing programs responsive to individual students’ needs. To gauge the adequacy of available assessment tools for achieving these ends, the Reading First Assessment Committee (RFAC) developed criteria for evaluating the adequacy of reading measures for use in kindergarten through Grade 3 and applied those criteria to a sample of prominently used ass…
Poor Responders in RTI
States and districts have been encouraged to consider responsiveness to scientifically based instruction and intervention (RTI) as one of many markers of eligibility for special education under the category of learning disabilities. In this article, the authors describe variations in determining responsiveness, and cultural and linguistic characteristics of poor responders. They argue that even though early intervention helps many students to imp…
Systematic CHAAOS
In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the…
Improving Academic Vocabulary for Adolescent Students With Disabilities
Creating Habits That Accelerate the Academic Language of Students (CHAAOS) is a vocabulary intervention developed by O’Connor et al. to improve the academic vocabulary of middle school students with disabilities. This study was designed as a replication of O’Connor et al.’s study; CHAAOS lessons were taught to 33 sixth graders who received special education services for disabilities in English/Language Arts classes. Researcher-designed vocabulary…
Mathematics education (4 works) · Psychology (4 works) · Reading and Literacy Development (4 works) · Developmental psychology (3 works) · Learning disability (3 works) · Special education (3 works) · Computer Science (2 works) · Language arts (2 works) · Language Development and Disorders (2 works) · Linguistics (2 works)