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Showing all 12 results
Peer reviewed
Direct linkWalker, Allison R.; Test, David W. – Learning Disabilities Research & Practice, 2011
Due to an increase in enrollment of African American students with disabilities in postsecondary education, there is a need to identify strategies that may lead to improved transition and self-advocacy skills for these students. These strategies include teaching students to request academic accommodations and to have an understanding of how their…
Descriptors: African American Students, College Students, Intervention, Academic Accommodations (Disabilities)
Irvin, Matthew J.; Farmer, Thomas W.; Weiss, Margaret P.; Meece, Judith L.; Byun, Soo-yong; McConnell, Bethany M.; Petrin, Robert A. – Learning Disabilities Research & Practice, 2011
This study examined the school perceptions and educational aspirations of 6,599 rural high school students, a sample that included 428 students with learning disabilities (LD). Regardless of disability status, rural high school students who had negative perceptions of school had less well-defined postsecondary educational plans and less often…
Descriptors: Learning Disabilities, Educational Attainment, Academic Aspiration, Rural Education
Prevatt, Frances; Welles, Theresa L.; Li, Huijun; Proctor, Briley – Learning Disabilities Research & Practice, 2010
The impact of memory and anxiety on math performance was analyzed in a sample of 115 college undergraduates, all of whom had a diagnosed learning disability. The direct effects of memory and anxiety on math performance were first examined, followed by an examination of whether anxiety moderates the relationship between memory and math. Both memory…
Descriptors: Learning Disabilities, Short Term Memory, Anxiety, Undergraduate Students
DaDeppo, Lisa M. W. – Learning Disabilities Research & Practice, 2009
Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of…
Descriptors: College Students, Grade Point Average, Social Integration, Graduation Rate
Schumaker, Jean B.; Deshler, Donald D. – Learning Disabilities Research & Practice, 2009
This article chronicles the evolution of a programmatic line of research on strategic writing instruction for adolescents with learning disabilities (LD) conducted by staff and affiliates of the University of Kansas Center for Research on Learning. The goal associated with this research is that students with LD learn the writing skills that they…
Descriptors: Outcomes of Education, General Education, Writing Strategies, Learning Disabilities
Englert, Carol Sue – Learning Disabilities Research & Practice, 2009
This article follows the development of three literacy programs that were designed by researchers at Michigan State University to support struggling readers and writers. The literacy interventions focus on strategy instruction in both writing and reading, and they culminate in the development of an integrated reading-writing program to support the…
Descriptors: Text Structure, Literacy, Reading Instruction, Intervention
Parker, David R.; Boutelle, Karen – Learning Disabilities Research & Practice, 2009
Given growing numbers of college students with attention deficit/hyperactivity disorder (ADHD) and/or learning disabilities (LD), it is important to understand why these students choose ADD ("executive function") coaching to enhance their academic success when more traditional forms of campus support already offer this help. Fifty-four…
Descriptors: Cognitive Processes, Coaching (Performance), Learning Disabilities, Attention Deficit Hyperactivity Disorder
Holzer, Mary LaFrance; Madaus, Joseph W.; Bray, Melissa A.; Kehle, Thomas J. – Learning Disabilities Research & Practice, 2009
Limited research exists related to empirically validated strategies to assist college students with learning disabilities (LD). Given that students with LD demonstrate both fewer test-taking skills and higher levels of test anxiety than their peers without LD, and poor test-taking skills contribute to higher levels of test anxiety, such research…
Descriptors: College Students, Intervention, Learning Disabilities, Test Anxiety
Sparks, Richard L. – Learning Disabilities Research & Practice, 2008
This article reviews empirical evidence related to college students classified as learning disabled (LD) and foreign language (FL) learning by examining whether there are differences between: (a) students classified and not classified as LD enrolled in FL courses; (b) LD students with and without IQ-achievement discrepancies and FL aptitude,…
Descriptors: Learning Problems, Second Languages, Learning Disabilities, Second Language Learning
Procrastination and Motivation of Undergraduates with Learning Disabilities: A Mixed-Methods Inquiry
Klassen, Robert M.; Krawchuk, Lindsey L.; Lynch, Shane L.; Rajani, Sukaina – Learning Disabilities Research & Practice, 2008
The purpose of this mixed-methods article was to report two studies exploring the relationships between academic procrastination and motivation in 208 undergraduates with (n = 101) and without (n = 107) learning disabilities (LD). In Study 1, the results from self-report surveys found that individuals with LD reported significantly higher levels…
Descriptors: Self Efficacy, Learning Disabilities, Student Motivation, Undergraduate Students
Allsopp, David H.; Minskoff, Esther H.; Bolt, Les – Learning Disabilities Research and Practice, 2005
This 3-year Model Demonstration Project involved the development and field testing of an individualized course-specific strategy instruction model with college students with learning disabilities and Attention Deficit Hyperactivity Disorder (ADHD). The 46 participants received individualized semester-long strategy instruction by graduate students…
Descriptors: Demonstration Programs, Graduate Students, Hyperactivity, Attention Deficit Disorders
Allor, Jill; Mccathren, Rebecca – Learning Disabilities Research and Practice, 2004
This article describes a two-year study addressing the effectiveness of a highly structured, systematic tutoring intervention implemented by minimally trained college students with two cohorts of at-risk first-grade readers. Participants were 61 first-grade children in Cohort 1 and 76 first-grade children in Cohort 2. Tutors participated in three…
Descriptors: Comprehension, Tutors, Tutoring, High Risk Students
