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Alves, Kat D.; Kennedy, Michael J.; Brown, Tiara S.; Solis, Michael – Learning Disabilities: A Contemporary Journal, 2015
"Reading comprehension" is difficult for many students with disabilities, including those with specific learning disabilities. However these students can be explicitly taught strategies to improve their comprehension abilities. One such strategy is teaching students story grammar in order to provide them with a framework for…
Descriptors: Learning Disabilities, Reading Comprehension, Teaching Methods, Grade 3
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Harn, Beth; Basaraba, Deni; Chard, David; Fritz, Ronda – Learning Disabilities: A Contemporary Journal, 2015
Great progress has been made in learning how to provide more responsive instructional and behavioral supports to students through efforts in Response to Intervention and Positive Behavior and Intervention Supports. This article presents information and data on a longitudinal study designed to accelerate first graders at-risk for reading…
Descriptors: Behavior Modification, Positive Behavior Supports, Intervention, Response to Intervention
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Freeman, Rachel; Miller, Dawn; Newcomer, Lori – Learning Disabilities: A Contemporary Journal, 2015
The evolution of multi-tier systems of support (MTSS) for both academics and behavior has reflected the diverse interests of those leading implementation efforts, the influence of various state and local regulatory requirements, and differing funding methods and priorities. These variations have naturally led to many different pathways for…
Descriptors: School Districts, Board of Education Role, Leadership, Intervention
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Weisenburgh-Snyder, Amy B.; Malmquist, Susan K.; Robbins, Joanne K.; Lipshin, Alison M. – Learning Disabilities: A Contemporary Journal, 2015
In the generative classroom, teachers provide well-designed learning environments that result in the combination, recombination, and reorganization of repertoires such that new untaught repertoires are likely to occur. One component that can contribute to such generativity is Precision Teaching (PT), a frequency building instructional…
Descriptors: Response to Intervention, Precision Teaching, Progress Monitoring, Mathematics Instruction
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Witmer, Sara E.; Cook, Elizabeth; Schmitt, Heather; Clinton, Marianne – Learning Disabilities: A Contemporary Journal, 2015
The read-aloud accommodation (RA) is frequently provided to students with high-incidence disabilities to facilitate their access to learning opportunities during instruction and to allow them to demonstrate knowledge and skills during testing. Empirical support for this accommodation has been somewhat mixed, and has primarily focused on…
Descriptors: Academic Accommodations (Disabilities), Reading Aloud to Others, Disabilities, Instructional Effectiveness
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Saddler, Bruce; Saddler, Kristie; Befoorhooz, Bita; Cuccio-Slichko, Julie – Learning Disabilities: A Contemporary Journal, 2014
A random national sampling of primary grade teachers in the United States were surveyed to determine how they teach revising to writers in the elementary grades. Our findings suggest that in our sample of teachers, little time is dedicated in the school day to writing and especially revising. The teachers believed that more time spent revising did…
Descriptors: National Surveys, Elementary School Teachers, Primary Education, Writing Instruction
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Reid, Robert; Hagaman, Jessica L.; Graham, Steve – Learning Disabilities: A Contemporary Journal, 2014
This review assessed the use of self-regulated strategy development (SRSD) for teaching written composition strategies to students with attention deficit hyperactivity disorders. We examined the participants and the settings in which SRSD has been used, the writing strategies tested, genres addressed, and the effects of SRSD on outcome measures.…
Descriptors: Attention Deficit Hyperactivity Disorder, Writing Skills, Learning Strategies, Writing (Composition)
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Wilson, Joshua; Olinghouse, Natalie G.; Andrada, Gilbert N. – Learning Disabilities: A Contemporary Journal, 2014
The current study examines data from students in grades 4-8 who participated in a statewide computer-based benchmark writing assessment that featured automated essay scoring and automated feedback. We examined whether the use of automated feedback was associated with gains in writing quality across revisions to an essay, and with transfer effects…
Descriptors: Writing Skills, Writing Ability, Feedback (Response), Computer Mediated Communication
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Santangelo, Tanya – Learning Disabilities: A Contemporary Journal, 2014
This article features a discussion of what contemporary research tells us are the most significant factors that individually and collectively serve to thwart the writing development and performance of students with LD. Support is drawn from recent research syntheses, as well as individual studies. I begin with an overview of skillful writing and…
Descriptors: Learning Disabilities, Writing Difficulties, Writing Instruction, Writing (Composition)
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Calder Stegemann, Kim; Grünke, Matthias – Learning Disabilities: A Contemporary Journal, 2014
Number sense is critical to the development of higher order mathematic abilities. However, some children have difficulty acquiring these fundamental skills and the knowledge base of effective interventions/remediation is relatively limited. Based on emerging neuro-scientific research which has identified the association between finger…
Descriptors: Teaching Methods, Computation, Mathematical Concepts, Number Concepts
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Urton, Karolina; Wilbert, Jürgen; Hennemann, Thomas – Learning Disabilities: A Contemporary Journal, 2014
Current research provides evidence of the positive influence of sense of (self-)efficacy and personal experience regarding attitudes towards inclusion for children with special educational needs (SEN). A multilevel study was designed to investigate the relationship between "attitudes towards inclusion" and sense of "efficacy"…
Descriptors: Inclusion, Self Efficacy, Administrator Attitudes, Teacher Attitudes
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Krull, Johanna; Wilbert, Jürgen; Hennemann, Thomas – Learning Disabilities: A Contemporary Journal, 2014
The inclusion of children with special educational needs (SEN) in general education classrooms in Europe due to education policy and social developments is currently up for debate, especially in Germany. This paper addresses whether or not co-education of students with and without classroom problems and/or disabilities has negative consequences…
Descriptors: Foreign Countries, Inclusion, Disabilities, Regular and Special Education Relationship
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Hebert, Michael; Graham, Steve; Rigby-Wills, Hope; Ganson, Katie – Learning Disabilities: A Contemporary Journal, 2014
Writing may be an especially useful tool for improving the reading comprehension of lower performing readers and students with disabilities. However, it is reasonable to expect that students with poor writing skills in particular, may actually be less adept at using writing to improve their reading skills, and may not be able to do so without…
Descriptors: Learning Disabilities, Notetaking, Writing (Composition), Reading Comprehension
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Benedek-Wood, Elizabeth; Mason, Linda H.; Wood, Philip H.; Hoffman, Katie E.; McGuire, Ashley – Learning Disabilities: A Contemporary Journal, 2014
A staggered A-B design study was used to evaluate the effects of Self- Regulated Strategy Development (SRSD) instruction for quick writing in middle school science across four classrooms. A sixth-grade science teacher delivered all students' writing assessment and SRSD instruction for informative quick writing. Results indicated that performance…
Descriptors: Middle School Students, Secondary School Science, Science Instruction, Writing (Composition)
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De La Paz, Susan – Learning Disabilities: A Contemporary Journal, 2013
This article provides a review of effective and reform-based approaches to instruction that focus on teaching and learning of history for students with LD. Historical thinking goals, such as learning to think like a historian, to develop contextualized understandings, and to apply domain-specific approaches when reading and writing with primary…
Descriptors: History Instruction, United States History, Learning Disabilities, Educational Change
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