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Direct linkMcBreen, Miriam; Savage, Robert – Learning Disability Quarterly, 2022
This research assessed the impact of combining small-group cognitive reading intervention with a motivational program targeting students' goals, emotions, and self-efficacy beliefs on the reading performance and motivation of third-grade students at risk for reading difficulties (n = 25, M[subscript age] = 8.99, SD = 0.38). Using a…
Descriptors: Cognitive Processes, Student Motivation, Reading Motivation, Intervention
Wang, Li-Chih; Yang, Hsien-Ming – Learning Disability Quarterly, 2020
This study examined the extent to which Chinese children with dyslexia show temporal processing deficits in addition to deficits in various forms of attention. In total, 104 Chinese children in primary school (Grades 3-6) were recruited in Taiwan. Half of the children were identified as having dyslexia, and the other half were typically developing…
Descriptors: Foreign Countries, Grade 3, Grade 4, Grade 5
Swanson, H. Lee; Moran, Amber; Lussier, Cathy; Fung, Wenson – Learning Disability Quarterly, 2014
The purpose of this study was to investigate the effectiveness of explicit, direct, and generative strategy training and working memory capacity (WMC) on mathematical word problem-solving accuracy in elementary schoolchildren. In this study, children in third grade ("N" = 82) identified as at risk for math difficulties (MD) were randomly…
Descriptors: Short Term Memory, Mathematics Instruction, Mathematics Achievement, Word Problems (Mathematics)
