Laura Judd
Texas State University
5 Papers
10 Citations
Laura Judd is an academic researcher from Texas State University. The author has contributed to research in topics: Learning disability & Response to intervention. The author has an hindex of 3, co-authored 5 publications.
Chat about Author
Papers
Implementation of Evidence-Based Literacy Practices in Middle School Response to Intervention: An Observation Study
Stephen Ciullo,Erica S. Lembke,Abigail Carlisle,Cathy Newman Thomas,Marilyn Goodwin,Laura Judd +5 more
TL;DR: In this article, the authors report findings from a systematic observational study of middle school educators in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework.
56
Writing expository essays from social studies texts: a self-regulated strategy development study
Alyson A. Collins,Stephen Ciullo,Steve Graham,Steve Graham,Lisa L. Sigafoos,Sara Guerra,Marie David,Laura Judd +7 more
TL;DR: The authors examined the effectiveness of Self-Regulated Strategy Development (SRSD) to improve students' ability to write expository essays after reading social studies text and found that SRSD students included more genre elements and produced essays of higher holistic quality than control students when writing an expository essay using a source text.
17
Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities.
TL;DR: Following SRSD instruction for paraphrasing text and persuasive quick-writing, students increased their persuasive writing outcomes and improvements were also noted for essay quality and writing length.
9
Exploring the Perceptions of Middle School Teachers Regarding Response to Intervention Struggling Readers
Cathy Newman Thomas,Abigail A. Allen,Stephen Ciullo,Erica S. Lembke,Glenna Billingsley,Marilyn Goodwin,Laura Judd +6 more
TL;DR: This article conducted focus groups with general and special education teachers to investigate their perceptions of Response to Intervention (RTI) reading intervention, and three cross-cutting focus groups were conducted with different groups of teachers.
7