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Download full textSchulze, Sarah; Lüke, Timo; Kuhl, Jan – Learning Disabilities: A Contemporary Journal, 2020
Interventions to support children with mathematical learning difficulties typically address deficits in domain-specific knowledge. However, not all students benefit from these instructional programs. In this case, some authors suggest an even more intensive instructional program combined with other factors assumed to be relevant for learning.…
Descriptors: Short Term Memory, Mathematics Instruction, Cognitive Processes, Grade 1
Bazis, Pamela Shanahan; Hebert, Michael; Wambold, Brittany; Lang, Danika; Burk, Mackenzie – Learning Disabilities: A Contemporary Journal, 2022
Reading and writing rely on related foundational literacy skills (e.g., phonological processing, phonological memory, phonemic awareness). Therefore, students struggling with reading often have literacy difficulties that continue throughout their school years. However, lack of time and resources may make it difficult for schools to implement…
Descriptors: Reading Instruction, Writing Instruction, Integrated Curriculum, Literacy Education
Praet, Magda; Desoete, Annemie – Learning Disabilities: A Contemporary Journal, 2019
The purpose of the present pilot study was to evaluate the effects of particular educational math games in kindergarten on numerical skills in Grade 1. Our participants were 49 children with early math difficulties, 65 average achievers, and 48 high-achieving 5-year-old children. All of them played various adaptive math games for 5 weeks. To avoid…
Descriptors: Early Intervention, Kindergarten, Learning Problems, Mathematics Skills
Mellard, Daryl F.; Frey, Bruce B.; Woods, Kari L. – Learning Disabilities: A Contemporary Journal, 2012
Although response to intervention (RTI) has been widely discussed in education literature and is increasingly being implemented in schools throughout the U.S., few studies provide empirical evidence of improved school-wide student outcomes. Presented here are data and an effect size analysis of school-wide student reading gains in five elementary…
Descriptors: Response to Intervention, Educational Change, Statistical Data, Improvement Programs
Response to Intervention and Reading Difficulties: A Conceptual Model that Includes Reading Recovery
Dunn, Michael – Learning Disabilities: A Contemporary Journal, 2010
Reading Recovery (RR) is a widely used first grade intervention program for students who are struggling with literacy skills. With its component strategies, teacher training, high degree of fidelity of treatment, specified timeline, and cut-off score defining which students have succeeded, RR fits the problem-solving approach of the…
Descriptors: Reading Difficulties, Problem Solving, Literacy, Grade 1
Carney, Karen J.; Stiefel, Gilbert S. – Learning Disabilities: A Contemporary Journal, 2008
Two general models exist for implementing Response to Intervention (RtI) for struggling students, the standard protocol model and the problem-solving model. This study examined the long-term outcomes of one example of the problem-solving method, the Instructional Support Team (IST), in a field setting. Academic records of 32 students were reviewed…
Descriptors: Academic Records, Intervention, Educational Objectives, Academic Achievement
