Evaluation Of Exploratory Factor Analysis Essay - 1240 Words

4.3 Factor Analysis Exploratory factor analyses using Varimax rotation were conducted on each of the multiple-item scales, including the exogenous constructs ( information quality, entertainment, interactivity and vividness) and endogenous constructs (cognitive engagement, affective engagement, behavioral engagement and the outcomes of this engagement-loyalty and e-WOM) as a way to refine the measures in the study. Exploratory factor analysis was conducted prior to testing the full model to identify items with poor psychometric properties and to purify the measurement model for future testing (Anderson Gerbing, 1988). A priori designations for each of the proposed antecedents of engagement (information quality, entertainment, interactivity and vividness), for loyalty, and for e-wom were employed in the analyses, given that they have been confirmed in previous studies (Mollen Wilson, 2009; O’Brien Toms, 2008; Shang et al., 2006; Shukla, 2009 ). Eigenvalues larger than one and scree plots were analyzed to assist in determining the number of factors for each construct. Additionally, the strength of factor loadings as well as face validity were analyzed to further assist in determining the items to be included for each exogenous and endogenous variables. The coefficient reliability analysis revealed that all the scales consisting of more than two items exceeded the recommended Cronbach‟s alpha benchmark of 0.70 (Nunnally, 1978). 4.4 Exploratory Factor Analysis ofShow MoreRelatedResearch Proposal1193 Words   |  5 PagesResearch Proposal 1. Proposed working title Global Marketing versus Domestic Marketing- a critical Evaluation. 2. Research Background/ Context This research is focused to understand how a Global company is able to adapt to different marketing situation that is existing in different countries. 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Psychology, Theology And Spirituality - 1267 Words

A 4-MAT Review: Psychology, Theology and Spirituality in the Christian Counseling Introduction Mark McMinn is a trained psychologist who is known for his book that was written in 1996 called Psychology, Theology and Spirituality in Christian Counseling. McMinn had advocated for the Christians who are counselors for many years. McMinn is very experienced in the work and in his field of study. One of the biggest things that McMinn stresses is the importance of establishing and maintaining a good trustworthy relationship with the client and showing ways of how to confront the client as a therapeutic approach.. The major purpose for this is to create and achieve a lasting change to the client so that the counseling process can be effective (McMinn, 1996). Summary In effect, Mark McMinn has utilized theology, spirituality and psychology to help individuals in enhancing diverse concepts of their lives. Notably, the author articulates clearly that the counselor should be strong particularly in their personal spirituality. Hence, this is important because it is the only way to assist their clients appropriately in the counseling process. The author also expounds on various precautions, which counselors must take, as well as the limitations. Subsequently, it can be challenging to incorporate the counselor’s spirituality especially in their counseling sessions since many of them are not confident since they lack adequate knowledge about the Bible. Thus, this will result toShow MoreRelatedPsychology, Theology, And Spirituality Essay1665 Words   |  7 Pages Mark R. McMinn’s (2011) Psychology, Theology, and Spirituality in Christian Counseling establish a way to bring Psychology, Theology, and Spirituality to Christian Counselors. He introduces a replica of how to integrate the three disciplines in the counseling office. The purpose of the book is to instruct counselors how to integrate categories of Psychology, Theology and Spirituality into Christian Counseling. McMinn (2011) contends that many challenges both professional and personal face ChristianRead MorePsychology, Theology And Spirituality1445 Words   |  6 PagesR. McMinn uses his book, Psychology, Theology and Spirituality in Christian Counseling to integrate the use of spirituality in Christian counseling in a way that a counselor can use them in a counseling session effectively. McMinn makes the use of various spiritual techniques like prayer, reading the Word and confession and incorporates them in ways that make spirituality work alongside theory in a cohesive ma tter. McMinn explains the world pf psychology and theology is not only something thatRead MorePsychology, Theology, And Spirituality Essay1244 Words   |  5 PagesSummary Psychology, Theology, and Spirituality in Christian Counseling by Dr. Mark R. McMinn is a very insightful reading for Christian counselors. This book was originally written in 1996, but the revised in 2011 with the help of Dr. McMinn s students. McMinn begins his wonderful reading by introducing the readers to religion in the counseling office. He starts this section a potential client scenario. This client is looking for a suitable counselor who is spiritually sensitive. Different counselorsRead MorePsychology, Theology, And Spirituality1843 Words   |  8 Pages Psychology, Theology, and Spirituality Summary McMinn unveils the realism of what essentially happens in the counseling office. He dives into the fitting together â€Å"Psychology, Theology, and Spirituality in Christian Counseling†. McMinn explains how â€Å"those who enter therapy in the midst of their pain experience a restorative counseling relationship that brings acceptance hope, and meaning into their broken lives† (McMinn, 2011, p. 20). There are various questions surrounding Christian counselingRead MorePsychology, Theology, And Spirituality1411 Words   |  6 PagesPsychology, Theology, and Spirituality in Counseling by Mark R. McMinn is a book that discusses two different characteristics of the Christian Counseling field: in counseling sessions and life beyond the counseling sessions for example, the counselor’s job and the counselor’s life. Dr. McMinn starts his book with a brief section written with James Wilhoit that discusses religion in the counseling office. This first section talks about the importance of making good use of the Christian faith in counselingRead MorePsychology, Theology, And Spirituality891 Words   |  4 PagesReview of McMinn Summary In the book Psychology, theology, and spirituality in Christian counseling by Mark McMinn (2011), he explores the simultaneous integration of psychology, theology, and spirituality in the counseling relationship. McMinn (2011), stresses the importance of this skill throughout the text and offers insightful and effective ways to manage this. In order to further breakdown this information, McMinn (2011) discusses and evaluates six religious intervention strategies: prayerRead MorePsychology, Theology, And Spirituality1658 Words   |  7 PagesSummary In the book, Psychology, Theology, and Spirituality in Christian Counseling, McMinn expands upon the theory of integrating psychology and theology by providing the reader with concrete methods to utilize in counseling. His approach to integration is filled with helpful guidance for any counselor striving to strike the appropriate balance in their sessions. McMinn divulges into how and when to use scripture, prayer, confession and redemption. He advocates for utilizing these methods on aRead MorePsychology, Theology, And Spirituality1413 Words   |  6 PagesThe book â€Å"Psychology, Theology, and Spirituality in Christianity Counseling† by Mark R. McMinn (2011) is an informative read that delves into the issues of practically integrating concepts of psychological counseling in the Christian context. Some of the questions that McMinn (2011) aspires to address in the book include whether it is appropriate to pray with clients, the role of confession during the therapy process , whether counselors should use scripture memory during the interventions as wellRead MorePsychology, Theology, and Spirituality in Christian Counseling by Mark McMinn1464 Words   |  6 Pages4 MAT Review McMinn Lynetric Rivers Liberty University Abstract In the book, â€Å"Psychology, Theology, and Spirituality in Christian Counseling†, author Mark McMinn gives the reader information on how these three entities can work together in Christian counseling. McMinn offers several ways in which this can be done including the use of prayer, Scripture, confession, forgiveness, the effects of sin, and redemption in counseling sessions. Through narration of counseling vignettes displaying differentRead MoreA Review Of Mcminn s Text : Psychology, Theology, And Spirituality1195 Words   |  5 PagesA Review of McMinn’s Text: Psychology, Theology, and Spirituality in Christian Counseling Summary McMinn tells how psychology, theology, and spirituality are used and how they should be used in Christian counseling. A Christian counselor has to look at not necessarily psychology and theology in a counseling session but how religion and spiritually is brought into the session. McMinn (2011) states, â€Å"Religious interventions require us to understand spiritual formation, place priority on personal spiritual

Success in Life Is a Result from Carefull Planning free essay sample

Success in life is a result from careful planning. Some people think that success in life can be achieved from many ways. Some people believe that success comes from taking risks and chances and others believe that success is the result of careful planning. I believe that success comes from careful planning because people can predict problems, which allows them to prepare, and goals can be made more clearly defined. One reason is that careful planning is a better method of achieving success because through this method, people can foresee some of the difficulties that they may run up against during the course of their work, and minimize the risk of failure. By being able to predict these problems, they will be better prepared to deal with them. For example, if I am planning to expand my own business, it is beneficial for me to sit down and consider what kinds of problems I may face and how to solve these problems ahead. We will write a custom essay sample on Success in Life Is a Result from Carefull Planning or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page By carefully planning the new plan, it is more likely to be a successful experience. Therefore, when people make a detailed map for success, they can minimize the risk of failure and have more control of their future. Another reason why careful planning is the result of the success is because for planning targeted clear goals are set, which can be used as road map for success. For example someone wanting to complete master degree while working they will plan way in advance when and what classes to take so they can successfully complete the degree program. A lot of people have dreams of success in their lives, but they go about trying to reach their dreams by taking risk or change by situations comes, and they do not know which direction they are going. After some time they lose hope, which causes them to lose motivation towards reaching their goals. However, if people have a clear idea of what to do in order to reach their goals, they will be better motivated because they will expect setbacks and difficulties, but know that they can still achieve success. Without sufficient motivation, goals are reached more slowly, if at all. In conclusion, I believe that careful planning is a better way to go because through careful planning can make allowances for problems before they come up, and they can establish a clear road to success.

The effects of mainstreaming o Essay Example For Students

The effects of mainstreaming o Essay AbstractA wide range of research has been done on the effects of mainstreaming on learning disabled children. Although many studies have shown improvements and positive effects, none had addressed the best time to implement mainstreaming programs. In this study, students, who had been diagnosed as moderately learning disabled, were selected to represent their respective grade level. Group 1 consisted of 15 students in kindergarten through 2nd grade, and Group 2 consisted of 15 students in grades 3rd through 5th. Both groups were given the Woodcock-Johnson Tests of Achievement-Revised at the beginning of the semester before inclusion was implemented, and another at the end of the semester. Group 1 had shown a more significant difference in improvement than Group 2. This study shows that there are definitely positive effects of mainstreaming, but also hopes that these current findings will direct future research to detect learning disabilities as early as possible. We will write a custom essay on The effects of mainstreaming o specifically for you for only $16.38 $13.9/page Order now Effects of Mainstreaming onModerate Learning Disabled Children in Early versus Late Elementary Grade LevelsFor many years now, there has been an increase of interest for the welfare of learning disabled children and their place in the normal classroom setting. The attempt to reintegrate special education students with learning disabilities has been a popular subject among the special education and research community (Shinn, Powell-Smith, Good, Baker, 1997). The strive to create inclusion programs, however, has not just been a recent issue among these professionals. The movement began in 1975 when the Education of the Handicapped Act (now called The Individuals with Disabilities Education Act) was created to develop programs across the United States. It’s basic requirements were: (a) to make sure that all handicapped children (in private and public schools) were educated with non handicapped children as much as possible, and (b) that if handicapped children must be removed fro m the regular education environment, it must only be done if the special education children cannot achieve satisfactorily in the normal classroom with the help of special aides and services that can be provided (Aerfsky, 1995; Brown, 1997). Because of this movement, a growing number of students with moderate learning disabilities are being educated and overcoming their learning disability in general education classrooms (Logan Malone, 1998). The term mainstreaming has been used to describe the transition of special-needs-children into the regular classroom (Brown, 1997). When these children are brought into the normal classroom, the strategy that many schools take on is usually called a collaborative teaching approach. This is where special and regular education teachers team up together to collaborate ideas and instruct students with disabilities in general education classrooms (Martson, 1996). Studies have shown that not only do the learning disabled students gain the potential to reach a higher academic standing when mainstreamed (Logan Malone, 1998), but they also are able to develop positive self images and improve social development when included in the classrooms of normal children (Klinger, Vaughn, Schumm, Cohen, Forgan, 1998; Martson, 1996; Shinn et al., 1997). The increase in ability for learning disabled students to recognize and identify words is one of the examples of an academic gain when included in the normal classes (McCormick Becker, 1996). When learning disabled students are incorporated in the normal classroom, self-esteem and feelings of self-worth are believed to develop more because these students are less likely to be identified as slow by their peers or to feel stigmatized (Klinger et al., 1998). By being in the normal classroom, these students are also able to have more time to develop and keep friendships that are created with the normal class children (Klinger et al., 1998). Also, advocates of inclusive classroom settings have strongly agreed with the merits of placing the students in mainstream classes, especially those related to the social benefits that increase for students with the learning disabilities (Scanlon, Deshler, Schumaker, 1996). All previous research that has been discussed has shown positive results when mainstreaming is brought into the school system. Particular research has been conducted across a variety of grade levelskindergarten through fourth grade (Salisbury, Wilson, Swartz, Palombaro, Wassel, 1997), and grades second through sixth (Shinn et al., 1997). However, research has yet to be done to show if mainstreaming is more effective when started early on (grades kindergarten through second), or in the later elementary grades (third through fifth). As said before, it has been proven that mostly all mainstreaming attempts have been effective, but the question is if it would be more effective in early or later grade levels. The primary goal of this study conducted was to identify at which time is the best time to mainstream learning disabled children. Just as it was hypothesized, the correlation was that the earlier that mainstreaming is implemented, the more the child will be able to achieve academic improvement. Through this study, it is anticipated that mainstreaming will be able to benefit and reach out to even more learning disabled children than its existing positive outcomes.MethodParticipantsThis study consisted of 30 students who were diagnosed with moderate learning disabilities by the Jefferson Parish School Board. The School Board diagnosed these children by using their standard diagnostic test that detects any form and the level of a learning disability. The students were then randomly chosen by the principal of the school. The parents were then given and asked to sign an informed consent to allow their children to participate in this beneficial study. All of the participants were from the same school, which is a public elementary school that contains kindergarten through fifth grade. This school is located in a middle-class neighborhood and has already established and implemented a mainstreaming program for its learning disabled students. These 30 students were chos en to be compared and studied on the difference in their academic performance at the beginning of the semester (when inclusion was first implemented) and again at the end of the semester. Of these 30, 15 were picked to represent the first group which contained grades kindergarten (n=5), first (n=5), and second (n=5). The latter of the chosen sample will represent Group two which includes grades third (n=5), fourth (n=5), and fifth (n=5). Male students and female students were dispersed as equal as possible among the two groups15 males and 15 females. Of these 30 students, however, there were only 10 African-Americans and 20 were Caucasian students. The ages of the children range from 5-year-olds to 11-year-olds. The students chosen to participate were treated in accordance with the Ethical Principles of Psychologists and Code of Conduct (American Psychological Association, 1992). .ud8592431e43a2e2ca29981fb3b17b5af , .ud8592431e43a2e2ca29981fb3b17b5af .postImageUrl , .ud8592431e43a2e2ca29981fb3b17b5af .centered-text-area { min-height: 80px; position: relative; } .ud8592431e43a2e2ca29981fb3b17b5af , .ud8592431e43a2e2ca29981fb3b17b5af:hover , .ud8592431e43a2e2ca29981fb3b17b5af:visited , .ud8592431e43a2e2ca29981fb3b17b5af:active { border:0!important; } .ud8592431e43a2e2ca29981fb3b17b5af .clearfix:after { content: ""; display: table; clear: both; } .ud8592431e43a2e2ca29981fb3b17b5af { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud8592431e43a2e2ca29981fb3b17b5af:active , .ud8592431e43a2e2ca29981fb3b17b5af:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud8592431e43a2e2ca29981fb3b17b5af .centered-text-area { width: 100%; position: relative ; } .ud8592431e43a2e2ca29981fb3b17b5af .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud8592431e43a2e2ca29981fb3b17b5af .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud8592431e43a2e2ca29981fb3b17b5af .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud8592431e43a2e2ca29981fb3b17b5af:hover .ctaButton { background-color: #34495E!important; } .ud8592431e43a2e2ca29981fb3b17b5af .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud8592431e43a2e2ca29981fb3b17b5af .ud8592431e43a2e2ca29981fb3b17b5af-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud8592431e43a2e2ca29981fb3b17b5af:after { content: ""; display: block; clear: both; } READ: Censorship Of Art EssayMaterialsAfter the children had been diagnosed by the school board as learning disabled, the children were then given the Woodcock-Johnson Tests of Achievement-Revised to measure the students initial standing at the beginning of the semester. Because the School Board has different forms of each test for each grade level, a different form of the test was used at the end of the semester to detect for any difference in the scores. These achievement tests are standard Jefferson Parish School Board tests that are used by the schools to see how well the learning disabled students are performing in school, but are usually only given once a year in May. Thes e tests consist of 200 questions and are given over a two-day period. The tests cover five subjects and contain 40 questions for each different subject. The five subjects that are used to test achievement are as follows: reading comprehension, English and grammar skills, math, science, and social studies. The tests are scored on a 200-point scale with each question being worth one point each. If a student scores a 100 or below on these achievement tests, the child is considered as having a learning disability.Design and ProcedureThe 30 students were then tested at the beginning of the semester before the inclusion treatment was implemented. Each student’s score was then configured and recorded. The learning disabled students were then placed in a general education classroom where the collaborative approach was exercised. There were two different teachers that were placed in each of the classrooms. One was a general education teacher who did most of the instruction; the other was a special education teacher who was there mostly for assistance for the learning disabled students if needed. At the end of the semester, the students were then again tested by a different, but similar in difficulty, achievement test. The tests were then again scored individually and then recorded. The scores were then placed in the corresponding groups. Kindergarten, first, and second grade scores were placed in Group one, and third, fourth, and fifth grade scores were placed in Group two. ResultsA statistical t-test was performed on the students’ difference in test scores to test the effect that inclusion had on the children’s improvement in a mainstreamed classroom.The difference of the scores (final score minus initial score) was then configured and used to compare between the two independent groups. The mean difference score from Group one was 8.73; the mean difference score from Group two was 5.2. These results were then tested and indicated a strong statisti cal significant difference between Group one and Group two. When df=28 and the alpha level is set at 0.01, a one-directional t-test was used to test the null and alternative hypotheses. The obtained t-value from the t-chart was 2.467, and the calculated t-value was 5.903. The null hypothesis was then rejected, and the alternative hypothesis was accepted. No other results were statistically significant. INSERT TABLES 1 2 HEREDiscussionThe results of the present study provide strong support that mainstreaming is more effective for learning disabled children when it is implemented in early elementary years (kindergarten through second grades) versus later elementary years (third through fifth grade). The students’ differences in scores from Group one proved that mainstreaming is more beneficial when brought into the school system as early as possiblethe idea here is the earlier the better. The students in Group one showed a much more increase in achievement than the students from Group two. It should also be noted that all students improved in achievement scores, but the difference in achievement was greater for those in Group one. Through the collaborative teaching method, mainstreaming children with moderate learning disabilities is a positive form of reaching out to children who are suffering with disabilities. This study will hopefully show to other schools that not only m ainstreaming a huge part of helping students deal with their learning disabilities, but it is extremely important for mainstreaming to be exercised in an early classroom environment. This study is a major contribution to the field of education and psychology, because it should lead to the realization that early detection of learning disabilities is crucial. It is to be hoped that more and more teachers and parents will be more concerned and aware of early detection of learning disabilities in their children. I would hope that future research would attempt to find better and more efficient ways to detect learning disabilities in even earlier ages of children than this study used. ReferencesAerfsky, F. (1995). Inclusion Confusion: A guide to educating students with exceptional needs. Thousand Oaks, CA: Corwin press. .u50c0f341102a7759f95e9fd9963bfd8a , .u50c0f341102a7759f95e9fd9963bfd8a .postImageUrl , .u50c0f341102a7759f95e9fd9963bfd8a .centered-text-area { min-height: 80px; position: relative; } .u50c0f341102a7759f95e9fd9963bfd8a , .u50c0f341102a7759f95e9fd9963bfd8a:hover , .u50c0f341102a7759f95e9fd9963bfd8a:visited , .u50c0f341102a7759f95e9fd9963bfd8a:active { border:0!important; } .u50c0f341102a7759f95e9fd9963bfd8a .clearfix:after { content: ""; display: table; clear: both; } .u50c0f341102a7759f95e9fd9963bfd8a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u50c0f341102a7759f95e9fd9963bfd8a:active , .u50c0f341102a7759f95e9fd9963bfd8a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u50c0f341102a7759f95e9fd9963bfd8a .centered-text-area { width: 100%; position: relative ; } .u50c0f341102a7759f95e9fd9963bfd8a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u50c0f341102a7759f95e9fd9963bfd8a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u50c0f341102a7759f95e9fd9963bfd8a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u50c0f341102a7759f95e9fd9963bfd8a:hover .ctaButton { background-color: #34495E!important; } .u50c0f341102a7759f95e9fd9963bfd8a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u50c0f341102a7759f95e9fd9963bfd8a .u50c0f341102a7759f95e9fd9963bfd8a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u50c0f341102a7759f95e9fd9963bfd8a:after { content: ""; display: block; clear: both; } READ: Evaluation Of The Relevance Reliability Comparability And Understandability Accounting EssayAmerican Psychological Association. (1994). Publication Manual of the American Psychological Association. 4th ed. Washington, D.C. Brown, D. L. (1997). Full inclusion: Issues and challenges. Journal of Instructional Psychology, 24 (1), 24-28. Klinger, J. K., Vaughn, S., Schumm, J. S., Cohen, P., Forgan, J. W. (1998). Inclusion or pull-out: Which do students prefer? Journal of Learning Disabilities, 31 (2), 148-158. Logan, K. R., Malone, D. M. (1998). Instructional contexts for students with moderate, severe, and profound intellectual disabilities in general education elementary classrooms. Education and Training in Mental Retardation and Developmental Disabilities, 33 (1), 62-75. Martson, D. (1996). A comparison of inclusion only, pull-out only, and combined service models for students with mild disabilities. The Journal of Special Education, 30 (2), 121-132. McCorimick, S., Becker, E. Z. (1996). Word recognition and word identification: A review of research on effective instructional practices with learning disabled students. Reading Research and Instruction, 36 (1), 5-17. Salisbury, C. L., Wilson, L. L., Swartz, T. J., Palombaro, M. M., Wassel, J. (1997). Using action research to solve instructional challenges in inclusive elementary school settings. Education and Treatment of Children, 20 (1), 21-39. Scanlon, D., Deshler, D. D., Schumaker, J. B. (1996). Can a strategy be taught and learned in secondary inclusive classrooms? Learning Disabilities Research Practice, 11 (1), 41-57. Shinn, M. R., Powell-Smith, K. A., Good, R. H., Baker, S. (1997). The effects of reintegration into general education reading instructions for students with mild disabilities. Exceptional Children, 64 (1), 59-79.