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Irene Polo-Blanco; María J. González López; Alicia Bruno; Jon González-Sánchez – Learning Disability Quarterly, 2024
This study, which used a multiple baseline across participants' design, examines the effectiveness of a modified schema-based instructional approach to improve the mathematical word problem solving performance of three students with mild intellectual disability, two of whom had an autism spectrum disorder. Following the intervention, the three…
Descriptors: Students with Disabilities, Special Education, Mild Intellectual Disability, Word Problems (Mathematics)
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Margaret M. Flores; Vanessa M. Hinton; Kelly B. Schweck – Learning Disability Quarterly, 2024
The purpose of this study was to investigate the effects of the concrete-representational-abstract--integrated (CRA-I) sequence on students with learning disabilities' performance when learning fraction and decimal concepts. Three elementary-level students in Grades 4 and 6 participated in a single-case multiple probe across behaviors study. The…
Descriptors: Elementary School Students, Grade 4, Grade 6, Students with Disabilities
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Parnika Bhatia; Jessica Léone; Marie-Line Gardes; Jérôme Prado – Learning Disability Quarterly, 2024
Fractions are challenging for both typically achieving children and adults. Although some prior research has focused on fraction difficulties of children with mathematics difficulties (MD), persistent difficulties encountered by adults with MD remain unknown. It is possible that these adults may be able to compensate for some deficits. In this…
Descriptors: Fractions, Knowledge Level, Mathematics Skills, Mathematics Achievement
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Stacie Brady; Linda H. Mason – Learning Disability Quarterly, 2024
Ten morphological awareness intervention studies, conducted in English with students in kindergarten through 12th grade between 2008 and 2020, were synthesized in this article. Research in the studies focused on the effects of morphological awareness intervention on literacy outcomes of students who struggle with reading and writing--including…
Descriptors: Morphology (Languages), Intervention, Elementary Secondary Education, Reading Skills
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Lafay, Anne; Osana, Helena P.; Levin, Joel R. – Learning Disability Quarterly, 2023
We investigated the effect of conceptual transparency in the physical structure of manipulatives on place-value understanding in typically developing children and those at risk for mathematics learning disabilities. Second graders were randomly assigned to one of three manipulatives conditions: (a) attachable beads that did not make the…
Descriptors: Manipulative Materials, Mathematics Instruction, Number Concepts, At Risk Students
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Zuppardo, Linda; Serrano, Francisca; Pirrone, Concetta; Rodriguez-Fuentes, Antonio – Learning Disability Quarterly, 2023
This study focused on psycho-affective and behavioral problems in children and adolescents with dyslexia. It aims to define clinical psycho-affective and behavioral profiles of dyslexia beyond those found in existing descriptions of the cognitive, neural, and behavioral correlates. The study focused specifically on the understudied population of…
Descriptors: Dyslexia, Control Groups, Anxiety, Self Esteem
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Hunt, Jessica H.; Martin, Kristi; Khounmeuang, Andy; Silva, Juanita; Patterson, Blain; Welch-Ptak, Jasmine – Learning Disability Quarterly, 2023
One of the most persistent areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. We report the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding. Our asset-based theory of change--a tested and confirmed learning…
Descriptors: Program Development, Program Effectiveness, Intervention, Teaching Methods
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Guo, Daibao; Feng, Luxi; Hodges, Tracey S. – Learning Disability Quarterly, 2023
The primary goal of the present systematic review was to examine the criteria and measures used for assessing students with "specific comprehension deficit" (SCD) who have adequate decoding skills but still perform poorly on reading comprehension assessments. From a systematic review of 32 studies, we found four predominant selection…
Descriptors: Reading Comprehension, Reading Difficulties, Decoding (Reading), Reading Skills
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Ronimus, Miia M. S.; Tolvanen, Asko J.; Ketonen, Ritva H. – Learning Disability Quarterly, 2023
Self-efficacious children are expected to be more task-focused in challenging achievement situations and consequently have better chances of overcoming learning difficulties than children who have lower self-efficacy. The present study investigates this presumption with Finnish-speaking first graders struggling with reading acquisition (N = 285).…
Descriptors: Self Efficacy, At Risk Students, Grade 1, Elementary School Students
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Atmaca, Furkan; Yildiz-Demirtas, Vesile – Learning Disability Quarterly, 2023
The present study investigated the effects of the cognitive enhancement training (COGENT) program on the reading skills (reading speed, reading errors, and reading comprehension) and writing skills (dictation and text copying) of students with specific learning disabilities (SLD). The study was conducted with an experimental design. The study…
Descriptors: Cognitive Development, Training, Reading Skills, Writing Skills
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Sainio, Petra J.; Eklund, Kenneth M.; Pakarinen, Eija K.; Kiuru, Noona H. – Learning Disability Quarterly, 2023
Student-teacher relationships are crucial for adolescents' adjustment in the school context. The aim of the present study was to examine the role of teacher closeness in academic emotions and achievement among adolescents with and without learning difficulties during the first year in lower secondary school. Students' learning difficulties (LDs)…
Descriptors: Foreign Countries, Students with Disabilities, Learning Disabilities, Teacher Student Relationship
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Zeng, Wen; Ju, Song; Hord, Casey – Learning Disability Quarterly, 2023
This qualitative study explored perspectives of college students with learning disabilities (LD) regarding their self-determination and parental influences on student self-determination during students' transition from high school to postsecondary education. Data were collected from in-depth interviews with 12 college students with LD. Qualitative…
Descriptors: Students with Disabilities, Learning Disabilities, College Graduates, Self Determination
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Goegan, Lauren D.; Le, Lily; Daniels, Lia M. – Learning Disability Quarterly, 2023
Most of what researchers know about the challenges students with learning disabilities (LDs) experience during postsecondary education is based on experiences during face-to-face learning on campus. Less is known about challenges students with LD face during learning online--the mode of instruction students had to navigate during the COVID-19…
Descriptors: Online Courses, Learning Disabilities, Students with Disabilities, COVID-19
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Gartland, Debi; Strosnider, Roberta – Learning Disability Quarterly, 2023
The National Joint Committee on Learning Disabilities (NJCLD) affirms the importance of transition as a critical component of successfully progressing from secondary school to college or university for students with learning disabilities. Although NJCLD has addressed secondary to postsecondary education transition planning in a previous paper,…
Descriptors: Secondary School Students, College Bound Students, Students with Disabilities, Learning Disabilities
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Hunter, Drew; Boneshefski, Michael; Kovaleski, Joseph F.; Runge, Timothy J. – Learning Disability Quarterly, 2023
There are still many unanswered questions regarding the application of response to intervention (RTI) to making eligibility decisions for specific learning disabilities (SLD). Both U.S. federal regulations and research support that students identified with SLD using RTI should be deficient in both level of academic functioning and rate of growth…
Descriptors: Learning Disabilities, Inclusion, Interdisciplinary Approach, Decision Making
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