NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 619 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Miciak, Jeremy; Roberts, Garrett; Taylor, W. Pat; Solis, Michael; Ahmed, Yusra; Vaughn, Sharon; Fletcher, Jack M. – Learning Disabilities Research & Practice, 2018
We examined the effectiveness of a researcher-provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business-as-usual comparison condition (BAU). Students assigned to two years of intervention demonstrated…
Descriptors: Reading Programs, Program Implementation, Intervention, Reading Difficulties
Peer reviewed Peer reviewed
Direct linkDirect link
Fien, Hank; Anderson, Daniel; Nelson, Nancy J.; Kennedy, Patrick; Baker, Scott K.; Stoolmiller, Michael – Learning Disabilities Research & Practice, 2018
The purpose of the present article is to report on a large-scale investigation of six school districts' implementation of an initiative aimed at reducing dropout rates by improving reading achievement in the middle grades. Data for the Middle School Intervention Project (MSIP) were collected in 25 middle schools across the state of Oregon. We…
Descriptors: Intervention, At Risk Students, Predictor Variables, Grade 8
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Douglas; Hendricks, Emma; Walsh, Meagan E.; Fuchs, Lynn S.; Gilbert, Jennifer K.; Zhang Tracy, Wen; Patton, Samuel, III; Davis-Perkins, Nicole; Kim, Wooliya; Elleman, Amy M.; Peng, Peng – Learning Disabilities Research & Practice, 2018
We conducted a 14-week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 116 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the two tutoring conditions and a…
Descriptors: Multidimensional Scaling, Reading Comprehension, Reputation, Reading Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Cook, Bryan G.; Cook, Lysandra – Learning Disabilities Research & Practice, 2017
Special educators are urged to use research findings to inform their instruction in order to improve student outcomes. However, it can be difficult to tell whether and how research findings apply to one's own students. In this article, we discuss how special educators can consider the samples and the sampling methods in studies to examine the…
Descriptors: Special Education Teachers, Educational Research, Research Utilization, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
King-Sears, Margaret E.; Evmenova, Anya S.; Johnson, Todd M. – Learning Disabilities Research & Practice, 2017
High school students with and without learning disabilities in two chemistry classes accessed technologically-enhanced worksheets, called Pencasts, when completing homework assignments. In this action research study, feedback from students was gathered via questionnaires and interviews. Students most frequently used Pencasts to figure out how to…
Descriptors: High School Students, Learning Disabilities, Chemistry, Science Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Lembke, Erica S.; Allen, Abigail; Cohen, Daniel; Hubbuch, Chris; Landon, Dorothy; Bess, Joy; Bruns, Heather – Learning Disabilities Research & Practice, 2017
Two hundred and two (n = 202) sixth-grade students in social studies were administered a weekly vocabulary-matching curriculum-based measure (CBM) for 35 weeks. Students were also administered the Scholastic Reading Inventory (SRI), along with the annual state high-stakes test in Communication Arts. CBM scores were analyzed with respect to…
Descriptors: Curriculum Based Assessment, Grade 6, Social Studies, Vocabulary Development
Peer reviewed Peer reviewed
Direct linkDirect link
O'Connor, Rollanda E.; Sanchez, Victoria; Beach, Kristen D.; Bocian, Kathleen M. – Learning Disabilities Research & Practice, 2017
This research replicates an earlier study and extends it by shifting instructional responsibility from researchers to special education teachers, who implemented reading instruction that included multisyllabic word decoding, academic vocabulary, and three comprehension strategies (generating main ideas, comparing and contrasting people and events,…
Descriptors: United States History, Grade 8, Special Education Teachers, Reading Materials
Peer reviewed Peer reviewed
Direct linkDirect link
Denton, Carolyn A.; York, Mary J.; Francis, David J.; Haring, Christa; Ahmed, Yusra; Bidulescu, Adrian – Learning Disabilities Research & Practice, 2017
This brief experimental study investigated the initial promise of an intervention designed to promote inference generation in adolescents with reading comprehension difficulties. The intervention, provided for nine sessions, included multisyllable word study, teacher explanation and modeling of inference generation and other comprehension…
Descriptors: Inferences, Intervention, Adolescents, Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Hughes, Charles A.; Morris, Jared R.; Therrien, William J.; Benson, Sarah K. – Learning Disabilities Research & Practice, 2017
Over the past 20-plus years, the instructional approach referred to as "explicit instruction" has been increasingly mentioned as an instructional method in the learning disabilities literature. Explicit instruction is not a unitary intervention, but can be a combination of over a dozen teaching behaviors or components used to design and…
Descriptors: Teaching Methods, Disabilities, Special Education, Educational History
Peer reviewed Peer reviewed
Direct linkDirect link
Schumacher, Robin F.; Zumeta Edmonds, Rebecca; Arden, Sarah V. – Learning Disabilities Research & Practice, 2017
Promising findings from controlled research studies often fail to be transferred to and implemented in schools successfully. This problem is particularly apparent when considering implementation of evidence-based practices related to complex systems such as response to intervention (RTI) and other multitiered intervention frameworks in…
Descriptors: Mathematics Instruction, Response to Intervention, Evidence Based Practice, Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Gillespie Rouse, Amy; Kiuhara, Sharlene A. – Learning Disabilities Research & Practice, 2017
In this article, we outline common challenges students with LD have with writing and then provide an overview of the evidence-based Self-Regulated Strategy Development (SRSD) instructional model in writing. Next, we provide detailed descriptions of SRSD instruction for students with LD in elementary and middle school classrooms, noting important…
Descriptors: Elementary School Students, Middle School Students, Learning Disabilities, Writing Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Hock, Michael F.; Bulgren, Janis A.; Brasseur-Hock, Irma F. – Learning Disabilities Research & Practice, 2017
In this article, we discuss research supporting the Strategic Instruction Model's™ (SIM) effort to address higher order reasoning and thinking skills in two lines of programmatic research. We review the extant body of evidence supporting the two lines of the SIM library, the Content Enhancement Routines and a comprehensive reading program, and the…
Descriptors: Teaching Methods, High School Students, Learning Disabilities, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Ciullo, Stephen; Dimino, Joseph A. – Learning Disabilities Research & Practice, 2017
Several components of specialized instruction have historically influenced text-based interventions for students with learning disabilities (LD). This article addresses the unique role of scaffolded instruction, focusing on supporting students with LD to help them to develop strategies that promote reading for understanding and writing in social…
Descriptors: Social Studies, Scaffolding (Teaching Technique), Learning Disabilities, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Therrien, William J.; Benson, Sarah K.; Hughes, Charles A.; Morris, Jared R. – Learning Disabilities Research & Practice, 2017
The purpose of this article is to discuss the use of explicit instruction in the curriculum area of science where non-explicit approaches (e.g., discovery learning) are often used. While there has been a relative paucity of research on explicit instruction in science classrooms, we argue that explicit instruction, particularly when it is embedded…
Descriptors: Teaching Methods, Science Instruction, Learning Disabilities, Discovery Learning
Peer reviewed Peer reviewed
Direct linkDirect link
van den Bosch, Roxette M.; Espin, Christine A.; Chung, Siuman; Saab, Nadira – Learning Disabilities Research & Practice, 2017
Teachers have difficulty using data from Curriculum-based Measurement (CBM) progress graphs of students with learning difficulties for instructional decision-making. As a first step in unraveling those difficulties, we studied teachers' comprehension of CBM graphs. Using think-aloud methodology, we examined 23 teachers' ability to…
Descriptors: Curriculum Based Assessment, Graphs, Progress Monitoring, Learning Problems
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  42