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Mariage, Troy V.; Englert, Carol Sue; Mariage, Mary F. – Learning Disability Quarterly, 2020
This exploratory case study used a mixed-methods pre-/post-intervention design to study the impact of an intervention on reading comprehension, annotation, and discussion quality. Five third-grade struggling readers who were part of a Tier 2 reading comprehension group were apprenticed into holding close-reading discussions of informational text.…
Descriptors: Reading Difficulties, Elementary School Students, Intervention, Instructional Effectiveness
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Xin, Yan Ping; Chiu, Ming Ming; Tzur, Ron; Ma, Xiaojun; Park, Joo Young; Yang, Xuan – Learning Disability Quarterly, 2020
Informed by a constructivist-based, student-adaptive pedagogical approach, this study explores the benefits of teacher-learner discourse moves for the mathematics learning of students with learning disabilities (LD). During a constructivist teaching experiment for nurturing the multiplicative reasoning and problem solving of five third-grade…
Descriptors: Teacher Student Relationship, Mathematical Logic, Students with Disabilities, Learning Disabilities
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Stockard, Jean – Learning Disability Quarterly, 2020
This article examined the extent to which administrative decisions that affected the implementation fidelity of Direct Instruction programs were related to student achievement. Data from three studies showed that administrative decisions that disregarded recommended protocols regarding teacher training, teacher preparation, and student schedules…
Descriptors: Direct Instruction, Program Implementation, Decision Making, Academic Achievement
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Chaparro, Erin A.; Smolkowski, Keith; Jackson, Kathleen Ryan – Learning Disability Quarterly, 2020
Oregon's Effective Behavioral and Instructional Support Systems (EBISS) initiative was implemented in 25 school districts. The initiative trained and coached district leaders and teachers in the use of the EBISS model through the lens of implementation science. The EBISS model integrates school-wide positive behavior intervention and supports…
Descriptors: Positive Behavior Supports, State Programs, Coaching (Performance), Professional Development
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Lucia, Abeer; Soffer, Michal – Learning Disability Quarterly, 2020
Studies show that people with a learning disability (LD) are stigmatized. The study adopts the major tenets of the "Attribution Model of Reactions to Stigmas" (AMRS), which postulates that causal attributions to disability ("stigmas") are associated with affective responses that lead to behavioral outcomes. Adopting a…
Descriptors: Mothers, Arabs, Foreign Countries, Parent Child Relationship
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Sanford, Amanda K.; Pinkney, Christopher J.; Brown, Julie Esparza; Elliott, Cameron G.; Rotert, Emily N.; Sennott, Samuel C. – Learning Disability Quarterly, 2020
This study examined the impact of linguistic and cultural enhancements to evidence-based mathematics instruction within a multitiered support system for English learners. The study employed a single subject changing criterion design for four fourth-grade students who were English learners with or at risk of a learning disability diagnosis in…
Descriptors: Culturally Relevant Education, Language of Instruction, English Language Learners, At Risk Students
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Miciak, Jeremy; Cirino, Paul T.; Ahmed, Yusra; Reid, Erin; Vaughn, Sharon – Learning Disability Quarterly, 2019
Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EFs), which have well-documented associations to reading comprehension. We evaluated EF performance on a common factor comprised of…
Descriptors: Executive Function, Response to Intervention, Identification, Reading Difficulties
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Milton, Jessica H.; Flores, Margaret M.; Moore, Alexcia J.; Taylor, Ja'Lia J.; Burton, Megan E. – Learning Disability Quarterly, 2019
To meet increasingly complex mathematics standards in late elementary school, students must conceptually understand and be fluent in the operations of multiplication and division. This includes understanding the operations' inverse relation. The purpose of the study was to investigate the effects of alternating concrete-representational-abstract…
Descriptors: Multiplication, Arithmetic, Mathematics Instruction, Elementary School Mathematics
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Folsom, Jessica S.; Reed, Deborah K.; Aloe, Ariel M.; Schmitz, Sandra S. – Learning Disability Quarterly, 2019
This study reports on the instruction provided in district-designed intensive summer reading programs. The Tier 3 intervention was provided to 374 students from 24 school districts who were not meeting the end of third-grade reading benchmarks; students were exiting third grade and entering fourth grade. Observations of the 40 classes were…
Descriptors: Summer Programs, Reading Programs, Phonics, Grade 4
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Reed, Deborah K. – Learning Disability Quarterly, 2019
Interventions for individuals with or at risk for reading disability (RD) need not occur only during the typical school day. Educators and researchers have been actively seeking opportunities to extend literacy learning through home-based, summer, and other tutoring programs. Nevertheless, alternative settings can pose greater difficulty with…
Descriptors: Intervention, Reading Instruction, At Risk Students, Reading Difficulties
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Logan, Jessica A. R.; Dynia, Jaclyn M.; Justice, Laura M.; Sawyer, Brook – Learning Disability Quarterly, 2019
The overall purpose of this study was to examine caregivers' adherence to a storybook-reading intervention using latent class analysis (LCA). This study also examined whether adherence was related to child and family characteristics including children's language ability, caregiver education, and whether the child has a disability. Caregivers of…
Descriptors: Family Environment, Reading Programs, Family Characteristics, Language Skills
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Kiss, Allyson J.; Nelson, Gena; Christ, Theodore J. – Learning Disability Quarterly, 2019
Despite the vast research on the early predictors of mathematics achievement, little research has investigated the predictors of various domains of mathematics (e.g., geometry, statistics). The purpose of the present study was to examine the predictive relation between first-grade early numeracy and computation skills and third-grade mathematics…
Descriptors: Grade 3, Elementary School Mathematics, Mathematics Achievement, Numeracy
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Martin, BrittanyLee N.; Fuchs, Lynn S. – Learning Disability Quarterly, 2019
The purpose of this study was to explore interactions between limited English proficiency (LEP) status, as a function of risk status (low math performance at the start of the school year), on computation and word-problem-solving performance. Among 260 first-grade students, classified as at-risk (AR) or not-at-risk (NAR) for math disability, we…
Descriptors: Mathematics Skills, At Risk Students, Grade 1, Elementary School Students
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Ciullo, Stephen; Ely, Emily; McKenna, John William; Alves, Kat D.; Kennedy, Michael J. – Learning Disability Quarterly, 2019
Researchers conducted an observation study to explore the instructional practices of special education teachers (N = 20) responsible for teaching reading to students with learning disabilities in Grades 4 and 5. With this study, researchers addressed gaps in previous related literature and improved understanding of how teachers spend their time…
Descriptors: Reading Instruction, Students with Disabilities, Learning Disabilities, Grade 4
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Kong, Jennifer E.; Swanson, H. Lee – Learning Disability Quarterly, 2019
English learners (ELs) experience difficulty with mathematical problem solving because word problems require complex processes beyond basic math skills, such as the use of linguistic information, identifying relevant information, and constructing the appropriate problem statement. This study used a combined multiple baseline design and criterion…
Descriptors: Word Problems (Mathematics), Problem Solving, English Language Learners, Difficulty Level
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