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Direct linkWatt, Sarah J.; Watkins, Jessie R.; Abbitt, Jason – Journal of Learning Disabilities, 2016
This review investigates effective interventions for teaching algebra to students with learning disabilities and evaluates the complexity and alignment of skills with the Common Core State Standards in math. The review includes the results of 10 experimental and 5 single-subject designs (N = 15) producing a moderate overall effect size (g = 0.48).…
Descriptors: Algebra, Learning Disabilities, Mathematics Instruction, Intervention
Peer reviewedKirby, John R.; Robinson, Gregory L. W. – Journal of Learning Disabilities, 1987
Evaluation of simultaneous and successive information processing skills, language and reading processes, and reading achievement of 105 reading disabled children (ages 7 to 15 years) indicated that subjects tended to employ simultaneous processing in reading tasks normally requiring successive processing. (Author/DB)
Descriptors: Cognitive Processes, Elementary Secondary Education, Reading Ability, Reading Achievement
Peer reviewedKroesbergen, Evelyn H.; Van Luit, Johannes E. H.; Naglieri, Jack A. – Journal of Learning Disabilities, 2003
This study examined relationships between mathematical learning difficulties (MLD) and the planning, attention, simultaneous, successive (PASS) theory of cognitive processing. PASS processes were assessed in 267 Dutch students with MLD. Results indicated students with MLD performed lower than peers on all "Cognitive Assessment System"…
Descriptors: Attention Control, Cognitive Processes, Elementary Secondary Education, Foreign Countries
