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Direct linkMcKenna, John William; Shin, Mikyung; Ciullo, Stephen – Learning Disability Quarterly, 2015
Systematically observing instruction for students with learning disabilities (LD) provides information regarding the quality of school-based interventions, allocation of instructional time, and other implementation variables associated with student outcomes. In this synthesis, observation studies of reading and mathematics instruction from 2000 to…
Descriptors: Mathematics Instruction, Reading Instruction, Learning Disabilities, Observation
Dahlstrom-Hakki, Ibrahim H.; Alstad, Zachary G. – Learning Disability Quarterly, 2019
Standardized assessment of content knowledge for STEM (Science, Technology, Engineering, Mathematics) topics is pervasive in both K-12 and postsecondary institutions. Yet, most instruments are developed with little to no validation for students with learning disability (LD), attention deficit hyperactivity disorder (ADHD), and autism spectrum…
Descriptors: Students with Disabilities, Statistics, Attention Deficit Hyperactivity Disorder, Learning Disabilities
Ciullo, Stephen; Falcomata, Terry; Vaughn, Sharon – Learning Disability Quarterly, 2015
The authors report the effects of a single-case, multiple-probe design investigation for students with learning disabilities (LD) in Grades 4 and 5. Seven students classified as LD and with persistent difficulty with informational-text comprehension from two elementary schools participated. The study compared social studies learning across two…
Descriptors: Learning Disabilities, Social Studies, Elementary School Students, Instructional Materials
Swanson, H. Lee; Moran, Amber S.; Bocian, Kathleen; Lussier, Cathy; Zheng, Xinhua – Learning Disability Quarterly, 2013
This study investigated the role of generative strategies and working memory capacity on word problem solving accuracy in children with math difficulties (MD). Within classrooms, children in Grade 3 with MD ("n" = 69) were randomly assigned to one of three treatment conditions: paraphrase question propositions (Restate), paraphrase…
Descriptors: Word Problems (Mathematics), Learning Strategies, Comprehension, Short Term Memory
Boyle, Joseph R. – Learning Disability Quarterly, 2010
While today's teachers use a variety of teaching methods in middle-school science classes, lectures and note-taking still comprise a major portion of students' class time. To be successful in these classes, middle-school students need effective listening and note-taking skills. Students with learning disabilities (LD) are poor note-takers, which…
Descriptors: Middle School Students, Learning Disabilities, Notetaking, Science Education
van Garderen, Delinda; Scheuermann, Amy; Jackson, Christa – Learning Disability Quarterly, 2013
This study examined students' understanding of diagrams and their use of diagrams as tools to solve mathematical word problems. Students with learning disabilities (LD), typically achieving students, and gifted students in Grades 4 through 7 ("N" = 95) participated. Students were presented with novel mathematical word problem-solving…
Descriptors: Word Problems (Mathematics), Mathematics Instruction, Problem Solving, Visual Aids
Peer reviewedSwanson, Lee – Learning Disability Quarterly, 1981
Three experiments investigated the effects of self recording, tokens and contingent free time on learning disabled children's reading comprehension performance. Results of these three experiments supported recent findings that only minimal changes occur on comprehension performance when left as an untargeted dependent behavior. (Author)
Descriptors: Comprehension, Contingency Management, Learning Disabilities, Reading Comprehension
Peer reviewedFleisher, Lisa S.; Jenkins, Joseph R. – Learning Disability Quarterly, 1983
The effects of three instructional procedures on reading comprehension and word recognition were compared with 21 learning disabled elementary school students. No differences were found among treatment effects on comprehension and oral reading. (Author/SW)
Descriptors: Comprehension, Content Analysis, Drills (Practice), Error Patterns
Peer reviewedPickering, EvaJean; And Others – Learning Disability Quarterly, 1987
The study examined the cartoon humor comprehension of 30 learning disabled and 30 non-handicapped boys in two age groups, eight- and twelve-year-olds. Significant main effects were found indicating a developmental lag in the cognitive structure necessary for understanding humor in the learning disabled subjects. (Author/DB)
Descriptors: Cartoons, Cognitive Development, Comprehension, Elementary Education
Peer reviewedNodine, Barbara F.; And Others – Learning Disability Quarterly, 1985
Following a review of influential sources in children's understanding of stories, a study is reviewed in which compositions of 27 learning disabled, 31 reading disabled, and 3 control Ss (11 years old) were evaluated. A hierarchy of adequacy of compositions was revealed, with many disabled readers and learners lacking an understanding of a story…
Descriptors: Comprehension, Elementary Education, Learning Disabilities, Reading Difficulties
Peer reviewedWiig, Elisabeth H.; And Others – Learning Disability Quarterly, 1981
The findings support previous observations of linguistic deficis among learning disabled children and adolescents and suggest that significant limitations may exist in the acquisition of linguistic competence by some children in this diagnostic group. (Author/SBH)
Descriptors: Comprehension, Elementary Education, Exceptional Child Research, Language Acquisition
Peer reviewedWong, Bernice Y. L. – Learning Disability Quarterly, 1980
The article reports the findings of two studies involving comprehension and retention in learning disabled (N=96) and normally achieving (N=64) second and sixth graders. Results were interpreted to support J. Torgesen's conceptualization of learning disabled children as inactive learners. (Author/SBH)
Descriptors: Comprehension, Elementary Education, Exceptional Child Research, Learning Disabilities
Peer reviewedHavertape, John F.; Kass, Corrine E. – Learning Disability Quarterly, 1978
Descriptors: Academic Ability, Age Differences, Comprehension, Learning Disabilities
Peer reviewedGlazzard, Peggy H. – Learning Disability Quarterly, 1980
The study evaluated two kindergarten predictive instruments, the Gates-MacGinitie Reading Tests: Readiness Skills and the Teacher Estimate of Kindergarten Pupils' Abilities, by following the same 107 kindergartners over 1, 2, 3, and 4 years using multiple regression analysis. (Author/SBH)
Descriptors: Academic Achievement, Comprehension, Early Childhood Education, Exceptional Child Research
