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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

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

Peltier, Corey; Peltier, Tiffany; Werthen, Taylor; Heuer, Andy – Learning Disabilities: A Contemporary Journal, 2020

Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations disseminate research-based practices. The goal of this study was to identify the frequency in which…

Descriptors: State Standards, Individualized Education Programs, Special Education, Early Childhood Education

Schulze, Sarah; Lüke, Timo; Kuhl, Jan – Learning Disabilities: A Contemporary Journal, 2020

Interventions to support children with mathematical learning difficulties typically address deficits in domain-specific knowledge. However, not all students benefit from these instructional programs. In this case, some authors suggest an even more intensive instructional program combined with other factors assumed to be relevant for learning.…

Descriptors: Short Term Memory, Mathematics Instruction, Cognitive Processes, Grade 1

Schindler, Maike; Schovenberg, Vanessa; Schabmann, Alfred – Learning Disabilities: A Contemporary Journal, 2020

This article investigates how students with mathematical difficulties (MD) differ from typically developing (TD) students in enumeration processes of small sets of objects (of 1 up to 9 dots). We present a study with 20 fifth-grade students of which ten were found to have MD in initial diagnostics. The students were supposed to exactly enumerate…

Descriptors: Mathematics Skills, Mathematics Instruction, Eye Movements, Grade 5

Hord, Casey; DeJarnette, Anna F. – Learning Disabilities: A Contemporary Journal, 2020

The researchers conducted a qualitative analysis of the perceptions of school personnel and pre-service teachers about an Algebra I tutoring program for students with learning disabilities. The researchers surveyed and interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the…

Descriptors: Algebra, Students with Disabilities, Learning Disabilities, Tutoring

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

Hwang, Jiwon; Riccomini, Paul J.; Morano, Stephanie – Learning Disabilities: A Contemporary Journal, 2019

Algebra problem solving is one of the most difficult areas in the mathematics curriculum for secondary students with learning disabilities (LD) due to the higher-order reasoning demands and strategic thinking required. The purpose of this review is to examine how effective algebra problem-solving interventions conceptualize the cognitive processes…

Descriptors: Algebra, Problem Solving, Mathematics Instruction, Intervention

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

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

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

Duchaine, Ellen L.; Jolivette, Kristine; Fredrick, Laura D.; Alberto, Paul A. – Learning Disabilities: A Contemporary Journal, 2018

Students with academic, social, and emotional disabilities often demonstrate challenging behaviors and struggle to remain focused on the lesson, learn less that their peers, resulting in lower academic achievement. Research has demonstrated that the more actively engaged students are in the lesson, the more they learn, and therefore the more…

Descriptors: Disabilities, Behavior Problems, Inclusion, Learner Engagement

Marita, Samantha; Hord, Casey; Gamel, Zachary – Learning Disabilities: A Contemporary Journal, 2018

Students with learning disabilities identify teachers' understanding of them as learners as crucial for their empowerment and success in school. This study provides insight into how the analysis of students' academic and social situational tendencies can provide teachers with better understanding of their students' educational experiences and lead…

Descriptors: Learning Disabilities, Grade 8, Middle School Students, Middle School Teachers

Zhang, Dake – Learning Disabilities: A Contemporary Journal, 2017

We examined the effectiveness of (a) a working memory (WM) training program and (b) a combination program involving both WM training and direct instruction for students with geometry difficulties (GD). Four students with GD participated. A multiple-baseline design across participants was employed. During the Phase 1, students received six sessions…

Descriptors: Short Term Memory, Teaching Methods, Computer Assisted Instruction, Geometry

Myers, Jonté A.; Wang, Jun; Brownell, Mary T.; Gagnon, Joseph Calvin – Learning Disabilities: A Contemporary Journal, 2015

The purpose of our literature review was to extend and update Maccini, Mulcahy, and Wilson's (2007) review of the literature on mathematics interventions for secondary students with learning disabilities (LD). An extensive search of the research literature netted 15 research studies that focused on mathematics interventions for secondary students…

Descriptors: Mathematics Instruction, Intervention, Learning Disabilities, Secondary School Students

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