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Jihyun Lee – Journal of Learning Disabilities, 2025
Developing both conceptual and procedural knowledge is important for students' mathematics competence. This study examined whether U.S. Grade 9 general education mathematics teachers' self-reported use of concept-focused instruction (CFI) and procedure-focused instruction (PFI) were associated differently with ninth graders' algebra achievement…
Descriptors: Algebra, Grade 9, Mathematics Instruction, Mathematics Achievement
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Tuire Koponen; Kenneth Eklund; Kaisa Aunola; Anna-Maija Poikkeus; Marja-Kristiina Lerkkanen; Minna Torppa – Journal of Learning Disabilities, 2025
The long-term negative consequences of learning difficulties have been acknowledged. Nonetheless, research is still scarce regarding the prediction of adolescent difficulties in reading and arithmetic skills. The present study examines at which age phase and with what kind of constellation of parent- and child-related factors can adolescent…
Descriptors: Predictor Variables, Reading Difficulties, Mathematics Skills, Reading Skills
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Holopainen, Leena; Hakkarainen, Airi – Journal of Learning Disabilities, 2019
This study explores the long-term effects of difficulties in reading and mathematical skills on educational achievement and successful graduation from secondary education as well as the role of special education in successful graduation. Study participants were all 16-year-old ninth graders from one Finnish city (N = 595; 302 females, 293 males)…
Descriptors: Special Education, Grade 9, Secondary School Students, High School Graduates
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Shalev, Lilach; Kolodny, Tamar; Shalev, Nir; Mevorach, Carmel – Journal of Learning Disabilities, 2016
Attention-deficit/hyperactivity disorder (ADHD) is characterized by high levels of inattention, hyperactivity, and impulsivity; however, these symptoms can result from a variety of reasons. To obtain a comprehensive understanding of the various difficulties of individuals with ADHD, especially when co-occurrence difficulties are present, it is…
Descriptors: Attention, Adolescents, Multiple Disabilities, Emotional Disturbances
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Wexler, Jade; Reed, Deborah K.; Pyle, Nicole; Mitchell, Marisa; Barton, Erin E. – Journal of Learning Disabilities, 2015
A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11-18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if they measured effects on at…
Descriptors: Literature Reviews, Secondary School Students, Learning Disabilities, Learning Problems
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Hakkarainen, Airi M.; Holopainen, Leena K.; Savolainen, Hannu K. – Journal of Learning Disabilities, 2015
In this longitudinal study, we investigated the role of word reading and mathematical difficulties measured in 9th grade as factors for receiving educational support for learning in upper secondary education in Grades 10 to 12 (from ages 16 to 19) and furthermore as predictors of dropout from upper secondary education within 5 years after…
Descriptors: Followup Studies, Dropout Prevention, Dropout Research, Secondary Education