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Direct linkH. Lee Swanson; Catherine M. Lussier; Michael J. Orosco – Journal of Learning Disabilities, 2015
This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining…
Descriptors: Cognitive Style, Learning Strategies, Short Term Memory, Problem Solving
Peer reviewedAnd Others; Cermak, Laird S. – Journal of Learning Disabilities, 1980
None of the LD groups performed worse on this retention task than the normal controls. Furthermore, the older LD Ss in the high verbal, low performance group actually retained somewhat more material than the normal control group. (Author/DLS)
Descriptors: Age Differences, Exceptional Child Research, Learning Disabilities, Memory
Peer reviewedCermak, Laird S.; And Others – Journal of Learning Disabilities, 1981
Three groups of 34 learning disabled children (12 to 16 years old) and one control group of normal readers were asked to retain verbal material across distrator intervals ranging from 9 to 24 seconds. LD children's retention of verbal material is more susceptible to interference from similar material than normals. (Author)
Descriptors: Learning Disabilities, Memory, Retention (Psychology), Verbal Learning
Peer reviewedRing, Barbara C. – Journal of Learning Disabilities, 1976
Descriptors: Aural Learning, Elementary Education, Exceptional Child Research, Learning Disabilities
