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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing 1 to 15 of 31 results
The Impact of the IDEA 2004 on Transition to College for Students with Learning Disabilities
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Madaus, Joseph W.; Shaw, Stan F. – Learning Disabilities Research & Practice, 2006
The newly reauthorized Individuals with Disabilities Education Act of 2004 contains several significant changes that will directly impact students with learning disabilities (LD) who are preparing for transition to postsecondary education. These modifications include transition planning, reevaluations, new criteria for the diagnosis of LD, and the…
Descriptors: Learning Disabilities, Educational Policy, Federal Legislation, Postsecondary Education
Effects of Manipulative Instruction on Solving Area and Perimeter Problems by Students with Learning Disabilities.
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Cass, Mike; Cates, Dennis; Smith, Michelle; Jackson, Cynthia – Learning Disabilities: Research & Practice, 2003
This study evaluated effects of manipulative instruction on perimeter and area problem-solving performance of three middle or high school students with learning disabilities in mathematics. Students rapidly acquired the problem solving skills, maintained these skills over a two-month period, and transferred the skills to a paper-and-pencil problem…
Descriptors: Geometry, Instructional Effectiveness, Learning Disabilities, Maintenance
Graphic Organizers Applied to Higher-Level Secondary Mathematics.
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Ives, Bob; Hoy, Cheri – Learning Disabilities: Research & Practice, 2003
This article provides a rationale for using graphic organizers based on the fact that students with language disorders often struggle with traditional instruction that places large demands on language skills. Effective features of graphic organizers are identified and examples of direct instruction in secondary algebra using graphic organizers are…
Descriptors: Algebra, Language Impairments, Learning Disabilities, Mathematics Instruction
Promoting Success in High School World History: Peer Tutoring versus Guided Notes.
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Mastropieri, 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
"How Come Nobody Told Me?" Fostering Self-Realization through a High School English Curriculum.
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Eisenman, Laura T.; Tascione, Linda – Learning Disabilities: Research & Practice, 2002
A study investigated the responses of 22 high school students with learning disabilities to an intervention intended to promote self-realization. Activities were embedded within the general English curriculum. Through the intervention, students acquired information that helped them make sense of their school experiences, redefine themselves, and…
Descriptors: Curriculum, English Instruction, High Schools, Learning Disabilities
The Effects of Strategic Notetaking on the Recall and Comprehension of Lecture Information for High School Students with Learning Disabilities.
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Boyle, Joseph R.; Weishaar, Mary – Learning Disabilities: Research & Practice, 2001
A study examined the effects of strategic notetaking on the recall and comprehension of 26 high school students with learning disabilities or mild mental retardation. Students scored significantly higher on measures of immediate free recall, long-term free recall, comprehension, and number of notes recorded than controls. (Contains references.)…
Descriptors: Educational Strategies, Learning Disabilities, Memory, Mild Mental Retardation
Curriculum-based Measurement in the Content Areas: Validity of Vocabulary-Matching as an Indicator of Performance in Social Studies.
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Espin, Christine A.; Busch, Todd W.; Shin, Jongho; Kruschwitz, Ron – Learning Disabilities: Research & Practice, 2001
A study examined the reliability and validity of two curriculum-based measures (CBMs) as indicators of the performance of 58 7th-graders in a content-area classroom. CBM measures were student- and administrator-read vocabulary-matching probes. Results revealed moderate alternate-form reliability for both vocabulary-matching measures. Scores for…
Descriptors: Curriculum Based Assessment, Evaluation Methods, Grade 7, Learning Disabilities
Teaching Middle School Students with Learning Disabilities To Recruit Peer Assistance during Cooperative Learning Group Activities.
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Wolford, Patricia L.; Heward, William L.; Alber, Sheila R. – Learning Disabilities: Research & Practice, 2001
Four 8th graders with learning disabilities were taught to recruit assistance from peers during cooperative learning activities in two general classrooms. Training consisted of modeling, role playing, corrective feedback, and praise. Recruitment training increased the productivity and accuracy with which the students completed their language arts…
Descriptors: Academic Achievement, Cooperative Learning, Feedback, Grade 8
Ensuring Content-Area Learning by Secondary Students with Learning Disabilities.
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Deshler, Donald D.; Schumaker, Jean B.; Lenz, B. Keith; Bulgren, Janis A.; Hock, Michael F.; Knight, Jim; Ehren, Barbara J. – Learning Disabilities: Research & Practice, 2001
Three factors tied with secondary student success in content-area reading are demonstrated: validated teacher-focused and student-focused interventions, integrated and comprehensive service delivery systems, and well-designed, data-based professional developmental programs. The key role that school administrators play in ensuring each of the…
Descriptors: Delivery Systems, Inservice Teacher Education, Learning Disabilities, Postsecondary Education
Instructing Adolescents with Learning Disabilities: A Component and Composite Analysis.
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Swanson, H. Lee; Hoskyn, Maureen – Learning Disabilities: Research & Practice, 2001
Instructional components that positively influence performance of adolescents with learning disabilities are identified based on a comprehensive meta-analysis of 913 intervention studies for students with learning disabilities. Explicit practice and advanced organization are basic instructional components in a number of successful intervention…
Descriptors: Academic Achievement, Adolescents, Educational Strategies, Instructional Design
Equity through Accountability? Mandating Minimum Competency Exit Examinations for Secondary Students with Learning Disabilities.
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Manset, Genevieve; Washburn, Sandra J. – Learning Disabilities: Research & Practice, 2000
This article reviews the research related to minimum competency testing (MCT) as a requirement for high school graduation for students with learning disabilities. It examines whether inclusive MCT requirements lead to positive educational outcomes, raises issues of accommodations and alternative diplomas, possible increased dropout rates, and…
Descriptors: Academic Standards, Accountability, Competency Based Education, Equal Education
Auditory, Visual, and Auditory-Visual Perception of Emotions by Adolescents with and without Learning Disabilities, and Their Relationship to Social Skills.
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Most, Tova; Greenbank, Alicia – Learning Disabilities: Research & Practice, 2000
This study investigated the perception of emotions and the social skills of 60 eighth-graders, half with and half without learning disabilities (LD). Results indicated that the performance of LD adolescents was significantly poorer than peers in the perception of emotion via either auditory, visual, or combined auditory-visual modes. Although both…
Descriptors: Adolescents, Auditory Perception, Comprehension, Emotional Response
Co-Teaching in Secondary Schools: Teacher Reports of Developments in Australian and American Classrooms.
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Rice, Don; Zigmond, Naomi – Learning Disabilities: Research & Practice, 2000
Interviews with, and classroom observations of, 17 teachers in Queensland (Australia) and Pennsylvania examined co-teaching approaches to provide support to students with disabilities in inclusive secondary classrooms. Co-teaching partnerships in both countries were dominated by content subject teachers with special educators in "monitoring" or…
Descriptors: Comparative Education, Foreign Countries, Inclusive Schools, Instructional Effectiveness
Effects of a Problem-Solving Strategy on the Introductory Algebra Performance of Secondary Students with Learning Disabilities.
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Maccini, Paula; Hughes, Charles A. – Learning Disabilities Research and Practice, 2000
A study investigated the effects of an instructional strategy within a graduated teaching sequence on the representation and solution of problem-solving skills encompassing integer numbers for six secondary students with learning disabilities. Results indicate problem-solving skills dramatically improved following instruction at the concrete,…
Descriptors: Algebra, Learning Disabilities, Mathematics Education, Mathematics Instruction
Career Self-Efficacy Development and Students with Learning Disabilities.
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Panagos, Rebecca J.; DuBois, David L. – Learning Disabilities Research and Practice, 1999
A study investigated self-efficacy beliefs, sources of efficacy information, person input variables, and outcome expectations in relationship to the career interests of 96 adolescents with learning disabilities. Self-efficacy beliefs were found to be a substantial predictor of career interests and to consistently mediate the relationship of other…
Descriptors: Adolescents, Career Choice, Career Planning, Learning Disabilities
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