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Showing 136 to 150 of 992 results
Peer reviewed
Direct linkBryant, Brian R.; Bryant, Diane Pedrotty; Kethley, Caroline; Kim, Sun A.; Pool, Cathy; Seo, You-Jin – Learning Disability Quarterly, 2008
High-quality core instruction in kindergarten and first and second grade is critical to prevent mathematics difficulties. Evidence-based critical features of instruction should be part of core instruction and be included in mathematics textbooks. This study examined lessons from kindergarten and first- and second-grade basal mathematics textbooks…
Descriptors: Kindergarten, Grade 2, Instructional Effectiveness, Fundamental Concepts
Bryant, Diane Pedrotty; Bryant, Brian R.; Gersten, Russell M.; Scammacca, Nancy N.; Funk, Catherine; Winter, Amanda; Shih, Minyi; Pool, Cathy – Learning Disability Quarterly, 2008
Responsiveness to Intervention (RtI) is recommended both as an essential step before identifying learning disabilities (LD) and as a mechanism for preventing learning difficulties. The use of evidence-based multi-tiered interventions is of critical importance when implementing RtI. This article presents the results of a study that examined the…
Descriptors: Learning Problems, Intervention, Learning Disabilities, At Risk Students
Englert, Carol Sue; Zhao, Yong; Dunsmore, Kailonnie; Collings, Natalia Yevgenyevna; Wolbers, Kimberly – Learning Disability Quarterly, 2007
Relatively little is known about the potential of web-based programs to support and scaffold the writing performance of students with disabilities. In this study, an experimental and control group of students planned and organized their ideas in order to write expository papers about self-selected topics. The experimental group used a web-based…
Descriptors: Sentences, Special Needs Students, Scaffolding (Teaching Technique), Technology Integration
Bakker, Joep T. A.; Denessen, Eddie; Bosman, Anna M. T.; Krijger, Eva-Maria; Bouts, Lex – Learning Disability Quarterly, 2007
This study focused on the relationship between both achievement level and diagnostic label and sociometric status and self-image of students in Dutch elementary education. In particular, differences between students with specific learning disabilities (SLD) and students with general learning disabilities (GLD) were studied, in regular as well as…
Descriptors: Inclusive Schools, Elementary Education, Females, Learning Disabilities
Trainor, Audrey A. – Learning Disability Quarterly, 2007
Existing research has documented disparate outcomes between young women and men with disabilities in many transition domains, including employment, postsecondary education, and parenting. Similarly, students with learning disabilities (LD) have unique postsecondary transition needs. Promoting self-determination and active participation in…
Descriptors: Females, Learning Disabilities, Self Determination, Interviews
Konrad, Moira; Fowler, Catherine H.; Walker, Allison R.; Test, David W.; Wood, Wendy M. – Learning Disability Quarterly, 2007
Given the importance of both academic and self-determination skills for students with disabilities, it is important to identify efficient ways to deliver instruction in these essential areas. This literature review synthesizes intervention research that has examined the effects of self-determination interventions on academic skills for students…
Descriptors: Learning Disabilities, Attention Deficit Disorders, Intervention, Hyperactivity
Welsch, Richard G. – Learning Disability Quarterly, 2007
This study assessed the efficacy of experimental analysis for determining a best intervention program for improving oral reading fluency for students with learning disabilities. Following a two-session baseline condition, four treatments to increase reading fluency (repeated reading, listening passage preview, repeated reading with easier…
Descriptors: Intervention, Reading Fluency, Oral Reading, Reading Instruction
Learning Disability Quarterly, 2007
This paper addresses early identification, services, supports, and intervention for young children, birth through 4 years, who demonstrate delays in development that may place them at risk for later identification as having a learning disability (LD). Such delays include atypical patterns of development in cognition, communication, emergent…
Descriptors: Research Needs, Intervention, Learning Disabilities, Academic Achievement
Faggella-Luby, Michael; Schumaker, Jean S.; Deshler, Donald D. – Learning Disability Quarterly, 2007
The effects of using the Embedded Story-Structure (ESS) Routine in a literature course were investigated. A heterogeneous group of 79 ninth graders, including 14 students with LD, were randomly assigned to one of two conditions, with instruction occurring in groups of 12 to 14 students in general education literature classes over a nine-day…
Descriptors: Reading Comprehension, Reading Strategies, Reading Instruction, Instructional Effectiveness
Linan-Thompson, Sylvia; Cirino, Paul T.; Vaughn, Sharon – Learning Disability Quarterly, 2007
Using an extant database, we examined three grade 1 criteria for identifying response to intervention (RTI) in English language learners (ELLs): (a) set benchmark criteria with a standard score above 95 (37th %ile) on both decoding and comprehension measures and a raw score of 40 or more correct words per minute (CWPM) on oral reading fluency; (b)…
Descriptors: Intervention, Reading Fluency, Second Language Learning, Criteria
Haager, Diane – Learning Disability Quarterly, 2007
This article provides a commentary on issues regarding the use of response to intervention (RTI) with English language learners (ELLs). The commentary draws on current literature on reading instruction, ELLs, RTI, and students with learning disabilities and highlights key points from the articles in this special issue. The discussion includes…
Descriptors: Intervention, Learning Disabilities, Second Language Learning, Reading Instruction
McIntosh, Angela Stephens; Graves, Anne; Gersten, Russell – Learning Disability Quarterly, 2007
This descriptive study documents the effects of response-to-intervention type practices in four first-grade classrooms of English learners (ELs) from 11 native languages in three schools in a large urban school district in southern California. Observations and interviews in four classrooms across two consecutive years were compared to first-grade…
Descriptors: Urban Schools, Intervention, Reading Fluency, Second Language Learning
Learning Disability Quarterly, 2007
This report by the National Joint Committee on Learning Disabilities (NJCLD) outlines important concerns about documentation issues related to students with disabilities as they transition from high school to postsecondary settings. These issues center on the "disconnect" between the nature and extent of disability documentation generated during a…
Descriptors: Postsecondary Education, Learning Disabilities, Accessibility (for Disabled), Individualized Transition Plans
Fritschmann, Nanette Salim; Deshler, Donald D.; Schumaker, Jean Bragg – Learning Disability Quarterly, 2007
The purpose of this study was to determine the effects of teaching eight secondary students with disabilities, including seven with learning disabilities, a strategy for answering a variety of inferential questions. A multiple-baseline across-subjects design was employed. Outcome measures included scores on researcher-devised comprehension…
Descriptors: Reading Comprehension, Learning Disabilities, Standardized Tests, Secondary School Students
Lenz, B. Keith; Adams, Gary L.; Bulgren, Janis A.; Pouliot, Norman; Laraux, Michelle – Learning Disability Quarterly, 2007
Previous research on students with learning disabilities has indicated that they benefit most from explicit instruction. However, few studies have examined how explicit instruction may be translated to the logistical demands associated with large-group instruction in high school general education settings in ways that are socially acceptable to…
Descriptors: Group Instruction, Core Curriculum, Learning Disabilities, Intermode Differences
