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Showing all 9 results
Direct linkScruggs, Thomas E.; Brigham, Frederick J.; Mastropieri, Margo A. – Learning Disabilities Research & Practice, 2013
The Common Core Science Standards represent a new effort to increase science learning for all students. These standards include a focus on English and language arts aspects of science learning, and three dimensions of science standards, including practices of science, crosscutting concepts of science, and disciplinary core ideas in the various…
Descriptors: Learning Disabilities, Science Instruction, Academic Standards, State Standards
Scruggs, Thomas E.; Mastropieri, Margo A.; Marshak, Lisa – Learning Disabilities Research & Practice, 2012
Ten inclusive middle school social studies classes, including 133 general education students, and 24 students with mild disabilities (21 with learning disabilities and 3 with emotional disabilities), were assigned at random to a traditional instruction condition, or an experimental condition involving classwide peer tutoring with specialized…
Descriptors: Intervention, Mild Disabilities, Learning Disabilities, Instructional Effectiveness
Brigham, Frederick J.; Scruggs, Thomas E.; Mastropieri, Margo A. – Learning Disabilities Research & Practice, 2011
Students with learning disabilities (LD) are increasingly expected to master content in the general education curriculum, making the need for effective instructional supports more important than ever before. Science is a part of the curriculum that can be particularly challenging to students with LD because of the diverse demands it places on…
Descriptors: Learning Disabilities, Verbal Learning, Experiential Learning, Effect Size
Peer reviewedMastropieri, Margo A.; Scruggs, Thomas E.; Spencer, Vicky; Fontana, Judith – Learning Disabilities: Research & Practice, 2003
A study compared the reading fluency, comprehension strategies, and content test scores of 16 students with mild disabilities who participated in a nine-week world history class taught using peer tutoring or teacher-directed guided notes. Students who were participated in peer tutoring significantly outperformed the other students on content-area…
Descriptors: Academic Achievement, History Instruction, Learning Disabilities, Learning Strategies
Peer reviewedMastropieri, Margo A.; Scruggs, Tomas E.; Mohler, Lisa J.; Beranek, Marcia L.; Spencer, Vicky; Boon, Richard T.; Talbott, Elizabeth – Learning Disabilities: Research & Practice, 2001
A study investigated the effects of teaching 24 middle school students with learning disabilities and mild mental retardation to tutor one another in reading comprehension strategies. Performance on reading comprehension tests following reciprocal tutoring yielded significant performance advantages for students involved in tutoring. Students…
Descriptors: Cooperative Learning, Learning Disabilities, Middle School Students, Middle Schools
Peer reviewedMastropieri, Margo A.; Sweda, Jennifer; Scruggs, Thomas E. – Learning Disabilities Research & Practice, 2000
This article describes one teacher's application of mnemonic strategy instruction in her inclusive, 4th grade social studies class. It explains how the strategy was employed to promote recall of academic content, the strategy's effectiveness, and students' attitudes. Discussion focuses on theoretical and empirical support for mnemonic instruction…
Descriptors: Disabilities, Disadvantaged Youth, Elementary Education, Grade 4
Peer reviewedMastropieri, Margo A.; Scruggs, Thomas E. – Learning Disabilities Research and Practice, 1998
Illustrates how the gap between educational research and educational practices can be bridged by describing laboratory work on the effectiveness of particular mnemonic strategies with students with learning disabilities, followed by efforts in adapting these strategies to school curriculum and testing the strategies in classroom applications.…
Descriptors: Adoption (Ideas), Classroom Techniques, Curriculum Development, Educational Innovation
Peer reviewedMastropieri, Margo A.; And Others – Learning Disabilities Research and Practice, 1991
Thirty studies that examined mathematics strategies for use with learning-disabled students are reviewed. The studies evaluated reinforcement and goal setting on seat work performance, specific strategies for computation and problem solving, mnemonic strategies, peer mediation, and computer-assisted instruction. Virtually all instructional…
Descriptors: Elementary Secondary Education, Instructional Effectiveness, Learning Disabilities, Learning Strategies
Peer reviewedMastropieri, Margo A.; And Others – Learning Disabilities Research and Practice, 1992
Junior high learning-disabled students (n=29) were taught U.S. states and capitals. Students scored higher on items taught mnemonically than on items taught traditionally, whether students were required to provide forward or backward information. Significant correlations were found between performance and reported mnemonic strategy usage.…
Descriptors: Academic Achievement, Geography Instruction, Instructional Effectiveness, Junior High Schools
