Publication Date
| In 2026 | 0 |
| Since 2025 | 1 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 2 |
| Since 2007 (last 20 years) | 3 |
Descriptor
Source
| Journal of Learning… | 7 |
Author
| Ahonen, Timo | 1 |
| Banerji, Madhabi | 1 |
| Dailey, Ronald A. | 1 |
| Haisley, Fay B. | 1 |
| Hakkarainen, Airi M. | 1 |
| Holopainen, Leena K. | 1 |
| Jessica M. Namkung | 1 |
| Kavale, Kenneth | 1 |
| Lamminmaki, Tuija | 1 |
| Lynn S. Fuchs | 1 |
| Lyytinen, Heikki | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 7 |
| Reports - Research | 5 |
| Reports - Evaluative | 2 |
| Information Analyses | 1 |
| Reports - Descriptive | 1 |
Education Level
| Elementary Education | 1 |
| Grade 11 | 1 |
| Grade 4 | 1 |
| Grade 9 | 1 |
| High Schools | 1 |
| Higher Education | 1 |
| Intermediate Grades | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Postsecondary Education | 1 |
| Secondary Education | 1 |
| More ▼ | |
Audience
Laws, Policies, & Programs
| Race to the Top | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkJessica M. Namkung; Lynn S. Fuchs – Journal of Learning Disabilities, 2025
In this article, we introduce the term "vulnerability to achievement stressors," which refers to differentially low achievement when shifts in the educational environment "stress" or threaten the capacity of an individual or a group of individuals to make academic progress. We also introduce a methodological framework for…
Descriptors: Students with Disabilities, Learning Disabilities, Student Needs, Stress Variables
Sarid, Miriam; Meltzer, Yael; Raveh, Michal – Journal of Learning Disabilities, 2020
Postsecondary entrance examination scores are generally low predictors of college achievement (grade point average [GPA]) for students with learning disabilities (LD). The difficulties with meeting academic requirements have raised the awareness of the needs of students with LD for support services. The present study examined the adequacy of…
Descriptors: Academic Achievement, Students with Disabilities, Learning Disabilities, Admission Criteria
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
Peer reviewedHaisley, Fay B.; And Others – Journal of Learning Disabilities, 1981
Five components were identified as crucial to the success of the mainstreamed peer tutoring program (selection, training, matching, supervision, and communication with/support for the regular classroom teacher). Data provided support for the conclusion that the on task behavior of tutees improved significantly as a result of the program. (SB)
Descriptors: Academic Achievement, Adolescents, Junior High Schools, Learning Disabilities
Peer reviewedKavale, Kenneth; Mattson, P. Dennis – Journal of Learning Disabilities, 1983
The study reports the findings of a meta-analysis, the application of statistical methods of data synthesis from individual studies, reviewing 180 studies assessing the efficacy of perceptual motor training. Perceptual motor training was not found to be an effective intervention technique for improving academic, cognitive, or perceptual motor…
Descriptors: Academic Achievement, Cognitive Development, Elementary Secondary Education, Learning Disabilities
Peer reviewedLamminmaki, Tuija; Ahonen, Timo; deBarra, Helena Todd; Tolvanen, Asko; Michelsson, Katarina; Lyytinen, Heikki – Journal of Learning Disabilities, 1997
In the first year of a study of 74 Chilean children (ages 6-11) with learning problems, half participated in a multifaceted neurocognitive treatment and half in a treatment that provided supervision of school tasks and peer group support. All participated in the neurocognitive treatment the second year. Both treatments resulted in gains.…
Descriptors: Academic Achievement, Cognitive Development, Educational Strategies, Elementary Education
Peer reviewedBanerji, Madhabi; Dailey, Ronald A. – Journal of Learning Disabilities, 1995
Effects of inclusion programs in grades two to five were examined in a three-part study focusing on academic and affective outcomes of fifth-grade students who had specific learning disabilities (SLD) or normal achievement (NA), teacher and parent perceptions of SLD and NA students' growth in an inclusion context, and an analysis of anecdotal…
Descriptors: Academic Achievement, Affective Behavior, Elementary Education, Emotional Development
