NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Journal of Learning…285
Assessments and Surveys
Wechsler Intelligence Scale…2
What Works Clearinghouse Rating
Showing 1 to 15 of 285 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Fennell, Francis; Karp, Karen – Journal of Learning Disabilities, 2017
The intent of this commentary is to identify elements of fraction sense and note how the research studies provided in this special issue, in related but somewhat different ways, validate the importance of such understandings. Proficiency with fractions serves as a prerequisite for student success in higher level mathematics, as well as serving as…
Descriptors: Fractions, Number Concepts, Mathematics Instruction, Mathematical Concepts
Peer reviewed Peer reviewed
Direct linkDirect link
Geary, David C. – Journal of Learning Disabilities, 2005
Gersten, Jordan, and Flojo (in this issue) provide the beginnings of an essential bridge between basic research on mathematical disabilities (MD) in young children and the application of this research for the early identification and remediation of these forms of learning disability. As they acknowledge, the field of MD is in the early stages of…
Descriptors: Foreign Countries, Identification, Epistemology, Developmental Stages
Peer reviewed Peer reviewed
Direct linkDirect link
Bays, D. A – Journal of Learning Disabilities, 2004
School-level administrative support has been identified as an essential component of programs that promote research to practice. In this discussion, I address the critical role that school leaders play in supporting special educators and ensuring effective instruction for students with learning disabilities. Emphasis is placed on the need for…
Descriptors: Special Education Teachers, Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Matthews, Percival G.; Hubbard, Edward M. – Journal of Learning Disabilities, 2017
The three target articles presented in this special issue converged on an emerging theme: the importance of spatial proportional reasoning. They suggest that the ability to map between symbolic fractions (like 1/5) and nonsymbolic, spatial representations of their sizes or "magnitudes" may be especially important for building robust…
Descriptors: Mathematical Concepts, Fractions, Mathematics Instruction, Symbols (Mathematics)
Peer reviewed Peer reviewed
Parker, Richard I. – Journal of Learning Disabilities, 1993
This critique of Edwin Ellis' model for integrative strategy instruction for adolescents with learning disabilities comments on the feasibility of the model in the public school context, the completeness of the model in considering elements of classroom ecology, internal integrity or consistency, evaluation of student assessment, and evaluation of…
Descriptors: Integrated Activities, Learning Disabilities, Learning Strategies, Secondary Education
Peer reviewed Peer reviewed
Direct linkDirect link
Cook, B.G.; Cook, L. – Journal of Learning Disabilities, 2004
In response to Crockett's analysis of the relation of science and the instruction of students with learning disabilities, we discuss reasons why teaching in special education is infrequently affected by science and research, and we propose a model of naturalistic decision making and make recommendations for bridging the gap between research and…
Descriptors: Teaching Methods, Handicrafts, Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Woodward, John – Journal of Learning Disabilities, 2017
This commentary summarizes emerging research into fractions instruction for students who are at risk for failure. Each of the three articles emphasizes a measure conception of fractions. Teaching fractions as measurement helps students learn the magnitude of rational numbers. However, measurement is only part of the way that students should…
Descriptors: Learning Disabilities, Mathematical Concepts, Fractions, Mathematics Instruction
Peer reviewed Peer reviewed
Lloyd, John Wills; And Others – Journal of Learning Disabilities, 1988
Recent literature on four intervention approaches--cooperative learning, prereferral teams, consulting teachers, and peer tutoring--recommended for accommodating atypical learners in general education settings is reviewed. It is concluded that the research to date does not justify reducing special education services. (Author/DB)
Descriptors: Classroom Techniques, Consultation Programs, Cooperation, Elementary Secondary Education
Peer reviewed Peer reviewed
Direct linkDirect link
Chard, David J. – Journal of Learning Disabilities, 2012
Eight years ago, the editors of this special issue published another special issue focused on the topic of response to intervention (RtI; Vaughn & Fuchs, 2003). At that time, there was considerable interest in the application of an RtI model for providing services to children at risk for learning disabilities. The potential benefits have led to…
Descriptors: Learning Disabilities, Response to Intervention, Reader Response, At Risk Students
Peer reviewed Peer reviewed
Abrams, Jules C. – Journal of Learning Disabilities, 1981
The author contends that, while visual defects should not be confused with defects in visual perception, the identification and treatment of visual problems is an important element in the diagnosis and remediation of learning disabilities. (Author)
Descriptors: Clinical Diagnosis, Disability Identification, Elementary Secondary Education, Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Wagner, Richard K.; Herrera, Sarah K.; Spencer, Mercedes; Quinn, Jamie M. – Journal of Learning Disabilities, 2015
Recently, Tunmer and Chapman provided an alternative model of how decoding and listening comprehension affect reading comprehension that challenges the simple view of reading. They questioned the simple view's fundamental assumption that oral language comprehension and decoding make independent contributions to reading comprehension by arguing…
Descriptors: Reading Comprehension, Decoding (Reading), Listening Comprehension, Oral Language
Peer reviewed Peer reviewed
Direct linkDirect link
Stuebing, Karla K.; Fletcher, Jack M.; Hughes, Lisa C. – Journal of Learning Disabilities, 2012
In a recently published meta-analysis, Tran, Sanchez, Arellano, and Swanson (2011) synthesized 13 studies that permitted assessment of characteristics of children who were adequate and inadequate responders to instruction. The authors indicated that "[t]he central question addressed in this review is whether individual differences in…
Descriptors: Achievement Gap, Response to Intervention, Phonological Awareness, Pretests Posttests
Peer reviewed Peer reviewed
Direct linkDirect link
Swanson, H. Lee – Journal of Learning Disabilities, 2012
A meta-analysis by Tran, Sanchez, Arellano, and Swanson (2011) of the published RTI literature found that the magnitude of effect size (ES) between responders and low responders at posttest was significantly moderated by the pretest ES and the type of dependent measure administered, whereas no significant moderating effects were found in the mixed…
Descriptors: Evidence, Intervention, Effect Size, Pretests Posttests
Peer reviewed Peer reviewed
Direct linkDirect link
Sparks, Richard L. – Journal of Learning Disabilities, 2006
Recently, talk of a new type of learning disability (LD)--a foreign language learning disability, or FLLD--has made its way into the LD and foreign language (FL) literature. However, no empirical evidence has been published to support the concept of a "disability" for FL learning by those professionals who use the term. In this article, the author…
Descriptors: Second Language Learning, Second Languages, Learning Problems, Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Ikeda, Martin J. – Journal of Learning Disabilities, 2012
The Education for All Handicapped Children Act (EHCA) was legislated in 1975 in part to provide funding to states, parent centers, and research centers, for supporting access to public education for students with disabilities. In 1975, the intent of EHCA was to find children with disabilities and ensure that children were evaluated, identified,…
Descriptors: Public Education, Educational Practices, Educational Policy, Reader Response
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  19