Publication Date
| In 2015 | 0 |
| Since 2014 | 1 |
| Since 2011 (last 5 years) | 14 |
| Since 2006 (last 10 years) | 40 |
| Since 1996 (last 20 years) | 63 |
Descriptor
Author
| Fuchs, Douglas | 4 |
| Fuchs, Lynn S. | 3 |
| Appleton, Amanda C. | 2 |
| Burns, Matthew K. | 2 |
| Dexter, Douglas D. | 2 |
| Graham, Steve | 2 |
| Harris, Karen R. | 2 |
| Hughes, Charles A. | 2 |
| McKenzie, Robert G. | 2 |
| McLeskey, James | 2 |
| More ▼ | |
Publication Type
| Journal Articles | 73 |
| Reports - Evaluative | 73 |
| Information Analyses | 6 |
| Reports - Descriptive | 5 |
| Opinion Papers | 2 |
| Guides - Non-Classroom | 1 |
| Reports - Research | 1 |
Education Level
| Grade 1 | 8 |
| Elementary Education | 7 |
| Elementary Secondary Education | 6 |
| High Schools | 6 |
| Kindergarten | 6 |
| Secondary Education | 4 |
| Grade 2 | 3 |
| Grade 4 | 3 |
| Grade 5 | 3 |
| Grade 7 | 3 |
| More ▼ | |
Audience
| Researchers | 5 |
| Practitioners | 2 |
| Policymakers | 1 |
| Teachers | 1 |
Showing 1 to 15 of 73 results
Peer reviewed
Direct linkKendeou, Panayiota; Broek, Paul; Helder, Anne; Karlsson, Josefine – Learning Disabilities Research & Practice, 2014
Our aim in the present paper is to discuss a "cognitive view" of reading comprehension, with particular attention to research findings that have the potential to improve our understanding of difficulties in reading comprehension. We provide an overview of how specific sources of difficulties in inference making, executive functions, and…
Descriptors: Reading Comprehension, Reading Difficulties, Cognitive Processes, Inferences
Graham, Steve; Harris, Karen R. – Learning Disabilities Research & Practice, 2013
This article examines the Common Core State Standards as they apply to writing and students with learning disabilities (LD). We first consider why the implementation of these standards is advantageous to writing instruction for students with LD as well as the challenges in implementing them. Next, we make the following four recommendations in…
Descriptors: Learning Disabilities, State Standards, Evidence, Writing (Composition)
Watson, Silvana M. R.; Gable, Robert A.; Gear, Sabra B.; Hughes, Kimberly C. – Learning Disabilities Research & Practice, 2012
Reading comprehension is a complex skill that places significant demands on students, beginning with elementary school and continuing through the secondary grades. In this article, we provide an overview of possible factors associated with problems in reading comprehension among secondary students with learning disabilities. Discussion underscores…
Descriptors: Reading Comprehension, Reading Instruction, Secondary School Students, Learning Disabilities
Parker, David C.; Burns, Matthew K.; McMaster, Kristen L.; Shapiro, Edward S. – Learning Disabilities Research & Practice, 2012
Early writing interventions can help students develop the writing skills they need to experience positive educational and postsecondary outcomes, but effective intervention requires instructionally relevant assessment data. Shapiro's curriculum-based assessment (CBA) model integrates related yet distinct CBA approaches into a model that informs…
Descriptors: Intervention, Writing Evaluation, Writing Research, Curriculum Based Assessment
Kennedy, Michael J.; Ihle, Frances M. – Learning Disabilities Research & Practice, 2012
The special educator in the content area classroom often experiences an ill-defined role, which can translate into marginalization within instructional settings. Indeed, most students with learning disabilities (LD) receive content area instruction from a general education teacher with the support of a special educator. However, the literacy…
Descriptors: Content Area Reading, Learning Disabilities, Special Education Teachers, Content Area Writing
Hill, David R.; King, Seth A.; Lemons, Christopher J.; Partanen, Jane N. – Learning Disabilities Research & Practice, 2012
In this review, we explore the extent to which researchers evaluating the efficacy of Tier 2 elementary reading interventions within the framework of Response to Intervention reported on fidelity of implementation and alignment of instruction between tiers. A literature search identified 22 empirical studies from which conclusions were drawn.…
Descriptors: Intervention, Program Implementation, Researchers, Fidelity
Misquitta, Radhika – Learning Disabilities Research & Practice, 2011
Fractions are an essential foundational skill for future mathematics success (NMAP, 2008). The purpose of this article was to review current instructional practices for teaching fractions to struggling learners and to examine the quality and effectiveness of contemporary research with a view to indicating directions for future research. A…
Descriptors: Direct Instruction, Instructional Effectiveness, Mathematics Instruction, Mathematical Concepts
Powell, Sarah R. – Learning Disabilities Research & Practice, 2011
Solving word problems is a difficult task for students at-risk for or with learning disabilities (LD). One instructional approach that has emerged as a valid method for helping students at-risk for or with LD to become more proficient at word-problem solving is using schemas. A schema is a framework for solving a problem. With a schema, students…
Descriptors: Learning Disabilities, Word Problems (Mathematics), Problem Solving, Mathematics Instruction
Dexter, Douglas D.; Park, Youn J.; Hughes, Charles A. – Learning Disabilities Research & Practice, 2011
This article presents a meta-analysis of experimental and quasi-experimental studies in which intermediate and secondary students with learning disabilities were taught science content through the use of graphic organizers (GOs). Following an exhaustive search for studies meeting specified selection criteria, 23 standardized mean effect sizes were…
Descriptors: Learning Disabilities, Multiple Choice Tests, Effect Size, Vocabulary Development
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
Therrien, William J.; Taylor, Jonte C.; Hosp, John L.; Kaldenberg, Erica R.; Gorsh, Jay – Learning Disabilities Research & Practice, 2011
Although science has received much attention as a political and educational initiative, students with learning disabilities (LD) perform significantly lower than their nondisabled peers. This meta-analysis evaluates the effectiveness of instructional strategies in science for students with LD. Twelve studies were examined, summarized, and grouped…
Descriptors: Educational Strategies, Learning Disabilities, Science Achievement, Effect Size
McLeskey, James; Waldron, Nancy L. – Learning Disabilities Research & Practice, 2011
One of the most controversial issues in special education over the last 40 years has been the extent to which students with learning disabilities (LD) should be educated in general education classrooms. Recent mandates in federal law requiring that all students with disabilities have access to the general education curriculum and make adequate…
Descriptors: Federal Legislation, Educational Objectives, Learning Disabilities, Educational Improvement
Codding, Robin S.; Burns, Matthew K.; Lukito, Gracia – Learning Disabilities Research & Practice, 2011
Mathematics fluency is a critical component of mathematics learning yet few attempts have been made to synthesize this research base. Seventeen single-case design studies with 55 participants were reviewed using meta-analytic procedures. A component analysis of practice elements was conducted and treatment intensity and feasibility were examined.…
Descriptors: Research Design, Mathematics Education, Effect Size, Meta Analysis
Vasquez, Eleazar, III; Lopez, Angel; Straub, Carrie; Powell, Selma; McKinney, Tracy; Walker, Zachary; Gonzalez, Tiphanie; Slocum, Timothy A.; Mason, Lee; Okeeffe, Breda V.; Bedesem, Pena L. – Learning Disabilities Research & Practice, 2011
Ethnic minority disproportionality has been a topic of extensive discussion and research for many years. In 1997, Artiles, Trent, and Kuan conducted a seminal review of the special education research literature to identify how often researchers report and disaggregate data in ways that would support conclusions about specific ethnic minority…
Descriptors: Evidence, Minority Groups, Special Education, Literature Reviews
McKenzie, Robert G. – Learning Disabilities Research & Practice, 2010
Many states are implementing response-to-intervention (RTI)-based assessment as the sole means of identifying students with specific learning disabilities (SLDs). Although RTI is often hailed as an improved model of identification, concern for the possibility of this model elevating false positives has been examined. The risk of RTI producing a…
Descriptors: Intervention, Gifted Disabled, Academically Gifted, Learning Disabilities
