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Powell, Sarah R.; Urrutia, Vanessa Y.; Berry, Katherine A.; Barnes, Marcia A. – Learning Disability Quarterly, 2022
In mathematics, the expectation to set up and solve word problems emerges as early as kindergarten; however, many students who experience mathematics difficulty (MD) and dual-language learners often present with specific challenges in this area. To investigate why these populations experience word-problem difficulty, we examined the word, problem…
Descriptors: Word Problems (Mathematics), Problem Solving, Mathematics Instruction, Learning Problems
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Trainor, Audrey A.; Robertson, Phyllis M. – Learning Disability Quarterly, 2022
The purpose of this special series is to augment effective instruction for students with learning disabilities who are also considered culturally, racially/ethnically, linguistically, or otherwise diverse. In this paper, we acknowledge the central focus on technical rigor for the purpose of strengthening causal linkages between instruction and…
Descriptors: Students with Disabilities, Learning Disabilities, Student Diversity, Equal Education
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Helman, Amanda; Dennis, Minyi Shih; Kern, Lee – Learning Disability Quarterly, 2022
English learners (ELs) with reading disabilities (RDs) have been among the lowest performers on academic achievement tests that assess vocabulary. To meet academic demands and prepare for college or careers, ELs with RDs clearly need support in terms of vocabulary acquisition; however, relevant research is scarce. This study investigated the…
Descriptors: Vocabulary Development, English Language Learners, Reading Difficulties, Biology
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Hall-Mills, Shannon S.; Marante, Leesa M. – Learning Disability Quarterly, 2022
This systematic review article summarizes the effects of explicit text structure instruction on expository text comprehension for adolescents with learning disabilities or at risk for reading failure. A thorough literature search with four databases and backward citation search identified nine studies published in the past 22 years for inclusion…
Descriptors: Text Structure, Direct Instruction, Expository Writing, Instructional Effectiveness
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Dennis, Minyi Shih; Sorrells, Audrey M.; Chovanes, Jacquelyn; Kiru, Elisheba W. – Learning Disability Quarterly, 2022
This meta-analysis examined the ecological and population validity of intervention research for students with low mathematics achievement (SWLMA). Forty-four studies published between 2005 and 2019 that met the inclusionary criterion were included in this analysis. Our findings suggest, to improve the external validity and generalizability of…
Descriptors: Mathematics Achievement, Low Achievement, Intervention, Meta Analysis
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Deng, Meiqi; Cai, Dan; Zhou, Xuan; Leung, Ada W. S. – Learning Disability Quarterly, 2022
The aim of the present study was to investigate the executive function and planning features of students with different types of learning difficulties. Students with mathematics difficulty (MD; n = 17), reading difficulty (RD; n = 12), and their commonalities (MDRD; n = 22), along with typically academically developing peers (TD; n = 22), were…
Descriptors: Foreign Countries, Executive Function, Learning Problems, Middle School Students
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Smith, R. Alex; Lembke, Erica S. – Learning Disability Quarterly, 2022
This study represents an initial examination of the potential of word dictation (WD), a form of curriculum-based measure, to identify risk in writing for young English language learners (ELs). The sample included 73 ELs with beginning to advanced English language proficiency in the first to third grades attending schools in one U.S. Midwestern…
Descriptors: English Language Learners, Language Proficiency, Language Tests, Curriculum Based Assessment
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Allen, Abigail A.; Lembke, Erica S. – Learning Disability Quarterly, 2022
The purpose of this study was to investigate the effect of a morphological awareness intervention on the spelling and writing of second-grade (n = 16) and third-grade (n = 10) students at risk for learning disabilities. The intervention was provided for 25 min per session 4 to 5 times per week for 5 weeks. Students were randomly assigned to the…
Descriptors: Morphology (Languages), Metalinguistics, Task Analysis, Intervention
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Mana, Adi; Saka, Noa; Dahan, Orit; Ben-Simon, Anat; Margalit, Malka – Learning Disability Quarterly, 2022
This study examined the predictive role of learning difficulties in the academic self-efficacy of students enrolled in higher education institutions and the serial multiple mediation of inner and external resources. The sample consisted of 2,113 students (age range = 18-35 years) at 25 higher education institutions in Israel. Participants were…
Descriptors: Social Support Groups, Learning Problems, College Students, Students with Disabilities
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Johnson, Todd M.; King-Sears, Margaret E.; Miller, Angela D. – Learning Disability Quarterly, 2022
High school co-teachers prepare students with and without disabilities to earn content credits for graduation, with instructional effectiveness influenced by multiple factors. In this study, teacher self-efficacy and personal compatibility were examined as potential predictors of active involvement in instruction. The moderating effect of personal…
Descriptors: High School Teachers, Team Teaching, Self Efficacy, Interpersonal Relationship
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O'Connor, Rollanda E.; Sanchez, Victoria M.; Jones, Brian; Suchilt, Luisana; Youkhanna, Valencia; Beach, Kristen D. – Learning Disability Quarterly, 2022
Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English…
Descriptors: Students with Disabilities, Learning Disabilities, English Language Learners, Vocabulary Development
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Núñez, Jose C.; Rodríguez, Celestino; Tuero, Ellián; Fernández, Estrella; Cerezo, Rebeca – Learning Disability Quarterly, 2022
Research has suggested that the relationship between previous academic achievement and student variables is mediated by parent and teacher expectations of the child's ability and future success. The goal of this study was to analyze the mediating role of teachers' expectations and teachers' perceptions of parents' expectations between previous…
Descriptors: Academic Achievement, Students with Disabilities, Learning Disabilities, Teacher Expectations of Students
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Cummings, Kelli D.; Smolkowski, Keith; Baker, Doris Luft – Learning Disability Quarterly, 2021
Universal screening is a critical component of school-based prevention systems. Screening data enable educators to target students for supplemental intervention, align resources to meet needs, and identify students who may be at risk for learning disabilities. One major requirement of the screening process is that all students are included to gain…
Descriptors: Emergent Literacy, Reading Difficulties, Learning Disabilities, Screening Tests
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Choo, Sam; Park, Sunhi; Nelson, Nancy J. – Learning Disability Quarterly, 2021
Science, Technology, Engineering, and Mathematics (STEM) education initiatives have placed pressure on teachers to bring technology tools into classroom, including three-dimensional (3D) printing. Yet, little research has examined what specific math skills are required for 3D printing technology. This article describes a follow-up analysis of…
Descriptors: Spatial Ability, Thinking Skills, Mathematics Instruction, Mathematics Skills
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Lin, Xin; Peng, Peng; Luo, Hongjing – Learning Disability Quarterly, 2021
The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade…
Descriptors: Elementary School Students, Grade 4, Children, Learning Problems
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