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Hord, Casey; Ladrigan, Emily; Saldanha, Rene L. – Learning Disabilities: A Contemporary Journal, 2020
The researchers conducted a microanalysis of two purposefully sampled sessions of a tutor working with a student with a learning disability (LD) engaging with multi-step equations with and without fractions. During the tutoring sessions, the student experienced quick, independent success on equations without fractions, but struggled considerably…
Descriptors: Learning Disabilities, Equations (Mathematics), Fractions, Mathematics Instruction
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VanUitert, Victoria J.; Kennedy, Michael J.; Romig, John Elwood; Carlisle, Lindsay M. – Learning Disabilities: A Contemporary Journal, 2020
Science includes a multitude of specialized terms that are not consistently taught using effective practices. Often, students with disabilities rely on ineffective strategies in order to memorize word definitions, which inhibits their science achievement. Using a counter-balanced design, we tested whether having access to multimedia videos that…
Descriptors: Vocabulary Development, Video Technology, Multimedia Instruction, Science Achievement
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Lei, Qingli; Xin, Yan Ping; Morita-Mullaney, Trish; Tzur, Ron – Learning Disabilities: A Contemporary Journal, 2020
As today's classrooms become more and more diverse, there is a growing need to explore the intersection between English Learners (ELs) and students with learning disabilities (LD) in the content-specific instruction of mathematics problem solving. The aim of this study was to determine which types of instructional scaffolds may be used by math…
Descriptors: Scaffolding (Teaching Technique), Mathematics Instruction, English Language Learners, Learning Disabilities
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Basham, James D.; Blackorby, Jose; Marino, Matthew T. – Learning Disabilities: A Contemporary Journal, 2020
The COVID-19 pandemic initiated an unprecedented shift in special education practice from brick-and-mortar instruction to online learning. This manuscript explores factors related to the shift and argues the COVID-19 disruption creates an opportunity for systemic educational reform. The Universal Design for Learning framework is presented as a…
Descriptors: Access to Education, Special Education, Educational Change, Electronic Learning
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Hisgen, Susanne; Barwasser, Anne; Wellmann, Thorben; Grünke, Matthias – Learning Disabilities: A Contemporary Journal, 2020
The ability to compose argumentative essays of sufficient quality is tantamount to the aptitude of thinking independently and critically, which is vital to playing an active part in one's society. Thus, the aim of teaching students this skill is incorporated into virtually every secondary school curriculum in almost all democratic countries around…
Descriptors: Secondary School Students, Essays, Persuasive Discourse, Learning Disabilities
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Evmenova, Anya S.; Regan, Kelley; Ahn, Soo Y.; Good, Kevin – Learning Disabilities: A Contemporary Journal, 2020
Various technology-based interventions exist to support writing for students with learning disabilities (LD). However, it is not enough to simply provide access to technology. How it is implemented by teachers may affect student outcomes. In this study, three special education teachers used a technology-based graphic organizer (TBGO) with embedded…
Descriptors: Teaching Methods, Educational Technology, Technology Uses in Education, Writing Instruction
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Boon, Richard T.; Urton, Karolina; Grünke, Matthias; Ko, Eun Hye – Learning Disabilities: A Contemporary Journal, 2020
This paper provides a current and thorough review of the literature on the use of video modeling for students with learning disabilities published over the last four and a half decades. Eight video modeling intervention studies were retrieved and grouped into four areas: (a) mathematics, (b) reading, (c) social studies, and (d) social behavior.…
Descriptors: Video Technology, Modeling (Psychology), Learning Disabilities, Students with Disabilities
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Praet, Magda; Desoete, Annemie – Learning Disabilities: A Contemporary Journal, 2019
The purpose of the present pilot study was to evaluate the effects of particular educational math games in kindergarten on numerical skills in Grade 1. Our participants were 49 children with early math difficulties, 65 average achievers, and 48 high-achieving 5-year-old children. All of them played various adaptive math games for 5 weeks. To avoid…
Descriptors: Early Intervention, Kindergarten, Learning Problems, Mathematics Skills
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Schindler, Maike; Bader, Eveline; Lilienthal, Achim J.; Schindler, Florian; Schabmann, Alfred – Learning Disabilities: A Contemporary Journal, 2019
Quantity recognition in whole number representations is a fundamental skill children need to acquire in their mathematical development. Despite the observed correlation to mathematics achievement, however, the ability to recognize quantities in structured whole number representations has not been studied extensively. In this article, we…
Descriptors: Mathematics Instruction, Eye Movements, Mathematics Skills, Correlation
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Hughes, Elizabeth M. – Learning Disabilities: A Contemporary Journal, 2019
Students with mathematics learning disabilities (MLD) often require more intensive intervention in addition to quality core mathematics instruction. This research evaluates the effects of a point of view video modeling (POVM) intervention including virtual demonstrating of concrete mathematics manipulatives to teach simplifying fractions. Three…
Descriptors: Middle School Students, Learning Disabilities, Students with Disabilities, Video Technology
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Walsh, Jennifer B.; Hord, Casey – Learning Disabilities: A Contemporary Journal, 2019
In this exploratory case study, the researchers conducted a qualitative analysis of six teaching sessions to describe the use of gestures and diagrams by a teacher and her students with learning disabilities when engaging in secondary level algebra (e.g., Algebra I & II content). The teacher and her students used gestures, such as pointing and…
Descriptors: High School Students, Secondary School Mathematics, Mathematics Instruction, Algebra
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Lyons, Reneé; Genareo, Vincent; Simpson, Amber; Foegen, Anne; Stecker, Pamela M.; Olson, Jeannette – Learning Disabilities: A Contemporary Journal, 2019
This paper focuses on description and evaluation of a Web-based professional development system for teachers centered on the collection and use of frequent student performance information in algebra for instructional decision making. With U.S. federal grant funding, researchers developed Web-based instructional modules, which provided interactive…
Descriptors: Algebra, Progress Monitoring, Online Courses, Faculty Development
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Leko, Melinda M.; Alzahrani, Turkey; Handy, Tamara – Learning Disabilities: A Contemporary Journal, 2019
This study presents findings from a survey of secondary special education teachers who teach reading to students with learning disabilities (LD). Respondents were 392 special education teachers from a large Midwestern State who completed an online or paper survey. Results indicate predominant foci of secondary special education teachers' reading…
Descriptors: Literacy Education, Secondary School Teachers, Special Education Teachers, Reading Instruction
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Agrawal, Jugnu; Barrio, Brenda L.; Kressler, Benikia; Hsiao, Yun-Ju; Shankland, Rebecca K. – Learning Disabilities: A Contemporary Journal, 2019
Recently, the United Nations Educational, Scientific, and Cultural Organization (UNESCO) reported that although countries around the world must ensure that students with disabilities receive free, inclusive, and appropriate education, students with disabilities are less likely to complete primary or secondary school in many countries. Though this…
Descriptors: Comparative Education, Foreign Countries, Educational Policy, International Law
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Götze, Daniela – Learning Disabilities: A Contemporary Journal, 2019
In the last decades, many research projects have indicated that, especially for children with mathematical difficulties, procedural training programs seem to be very helpful in promoting learning of multiplicative routines such as the times table. However, there is less knowledge about whether and how a conceptual understanding of multiplication…
Descriptors: Multiplication, At Risk Students, Mathematics Instruction, Learning Problems
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