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Direct linkStacie Brady; Linda H. Mason – Learning Disability Quarterly, 2024
Ten morphological awareness intervention studies, conducted in English with students in kindergarten through 12th grade between 2008 and 2020, were synthesized in this article. Research in the studies focused on the effects of morphological awareness intervention on literacy outcomes of students who struggle with reading and writing--including…
Descriptors: Morphology (Languages), Intervention, Elementary Secondary Education, Reading Skills
Kong, Jennifer E.; Yan, Christy; Serceki, Allison; Swanson, H. Lee – Learning Disability Quarterly, 2021
This meta-analysis assessed the effect of word-problem-solving interventions on the word-problem-solving accuracy of students identified as having a learning disability (LD) or at risk for an LD in kindergarten to the sixth grade. Eighteen randomized control group designed studies met the inclusion criteria. Overall, word-problem-solving…
Descriptors: Word Problems (Mathematics), Problem Solving, Intervention, Elementary School Students
Peer reviewedHresko, Wayne P.; Reid, D. Kim – Learning Disability Quarterly, 1981
The label "cognitive" has been used to designate five substantially different approaches to the study of learning disabilities: information processing, metacognition, genetic epistemology, cognitive behavior modification, and the specific abilities model. (Author)
Descriptors: Behavior Modification, Cognitive Development, Cognitive Processes, Elementary Secondary Education
Download full textMellard, Daryl F.; Byrd, Sara E.; Johnson, Evelyn; Tollefson, Julie M.; Boesche, Liz – Learning Disability Quarterly, 2004
As regulations are rewritten regarding school-based learning disabilities identification practices, the components of those practices are likely to change. For example, cognitive assessment and aptitude-achievement discrepancy might be less important. A student's responsiveness-to-intervention (RTI) is emerging as an important construct for…
Descriptors: Underachievement, Learning Disabilities, Identification, Program Effectiveness
