Jennifer Urbach

TL;DR: Gajdamaschko and Lindqvist as discussed by the authors explored the cognitive processes involved in children's imagination and creativity and concluded with a discussion focused on the components of an educational environment that can either support or stifle children's imaginative abilities.

TL;DR: The authors conducted 124 observations of 41 special education teachers teaching reading to their third- through fifth-grade students with learning disabilities to determine the extent to which and in what ways they promoted students' read ing comprehension.

TL;DR: The National Reading Panel identified fluency as one of the five essential components of reading as discussed by the authors and stated that fluency serves as a bridge between word recognition and comprehension, and that individuals who are able to read fluency are more likely to perform well in school.

TL;DR: In this article, the authors operate from cognitive and situated perspectives to understand how individual qualities and contextual factors influenced elementary special education teachers' learning, and they operate from a cognitive perspective.

TL;DR: Two professional development (PD) models for teachers were compared on teacher and student outcomes in the Literacy Learning Cohorts (LLC) as mentioned in this paper, a PD innovation designed to improve content and pedagogical knowledge for providing reading instruction to upper elementary students with learning disabilities.