NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 53 results Save | Export
Peer reviewed Peer reviewed
Woodward, John; Monroe, Kara; Baxter, Juliet – Learning Disability Quarterly, 2001
A study examined the combined effects of class wide instruction on performance assessment tasks and problem solving instruction in ad hoc tutoring in mathematics on six students with learning disabilities. The two interventions led to demonstrable differences over time when compared to students who did not receive this kind of instruction.…
Descriptors: Elementary Education, Intermediate Grades, Learning Disabilities, Mathematics Instruction
Peer reviewed Peer reviewed
Kerchner, Leanne B.; Kistinger, Barbara J. – Learning Disability Quarterly, 1984
A preliminary classroom study is reported in which learning disabled intermediate students participated in a holistic approach that combined the process approach to writing with the word processing capabilities of the microcomputer. Results suggested that improved written language skills on the computer transfer to pencil-and-paper tasks. (CL)
Descriptors: Computer Assisted Instruction, Holistic Approach, Intermediate Grades, Language Arts
Peer reviewed Peer reviewed
McLeod, Terry M.; Armstrong, Stephen W. – Learning Disability Quarterly, 1982
A survey was conducted with 114 junior high, middle grade, and high school LD teachers concerning various aspects of mathematics disabilities in students. The most common deficit areas included division of whole numbers, basic operations involving fractions, decimals, percent, fraction terminology, multiplication of whole numbers, and place value.…
Descriptors: Intermediate Grades, Learning Disabilities, Mathematics Skills, Mathematics Teachers
Peer reviewed Peer reviewed
Levy, William K. – Learning Disability Quarterly, 1981
The Wechsler Intelligence Scale for Children-Revised arithmetic subtest revealed a significant difference in performance between sixth graders with learning disabilities, including arithmetic, and Ss who were learning disabled in areas other than arithmetic. A significant main effect was associated with type of presentation/response behaviors. (CL)
Descriptors: Arithmetic, Intermediate Grades, Learning, Learning Disabilities
Peer reviewed Peer reviewed
Cartledge, Gwendolyn; And Others – Learning Disability Quarterly, 1985
Questionnaires completed by 450 elementary pupils and by 14 fourth- and fifth-grade teachers revealed a discrepancy between the two groups' social skill focus. Students favored communication and play/sport skills as factors facilitating social interaction while teachers tended to view task-related behaviors as more critical to mainstreaming…
Descriptors: Intermediate Grades, Interpersonal Competence, Learning Disabilities, Mainstreaming
Peer reviewed Peer reviewed
Kavale, Kenneth A. – Learning Disability Quarterly, 1980
LD readers' failures were associated with a greater number of word recognition and vocabulary errors suggesting that LD readers were unable to extract enough relevant information to apply a successful line of reasoning. For related information see EC 132 758-768. (Author)
Descriptors: Abstract Reasoning, Cognitive Processes, Concept Formation, Exceptional Child Research
Peer reviewed Peer reviewed
Bryan, James H.; Perlmutter, Barry – Learning Disability Quarterly, 1979
Two experiments were conducted to investigate female adults' immediate impressions of learning disabled children with whom they were unfamiliar, and to analyze the relative contributions of the child's verbal and nonverbal behaviors upon such impressions. (DLS)
Descriptors: Adults, Exceptional Child Research, Females, Intermediate Grades
Peer reviewed Peer reviewed
Hansen, Cheryl L. – Learning Disability Quarterly, 1978
A method for quantifying story retells, called proposition analysis, was used to study the reading comprehension performances of 34 learning disabled and normal fifth and sixth graders. Journal availability: see EC 112 927. (DLS) 927
Descriptors: Exceptional Child Research, Intermediate Grades, Learning Disabilities, Memory
Peer reviewed Peer reviewed
Carlisle, Joanne F. – Learning Disability Quarterly, 1999
This study compared 19 students with learning disabilities (LD) in grades 6 and 8 with their nondisabled peers on the free recall of science passages when differences in passage understanding and domain vocabulary were controlled. Results suggested that the poorer performance of LD students might be the result of the inability to understand and…
Descriptors: Cognitive Processes, Intermediate Grades, Junior High Schools, Learning Disabilities
Peer reviewed Peer reviewed
Boyle, Joseph R. – Learning Disability Quarterly, 1996
Fifteen middle school students with mild disabilities and poor reading comprehension were taught to independently create cognitive maps from reading passages. Comparison with a matched control group indicated that students who were taught the cognitive mapping strategy demonstrated substantial gains in both literal and inferential comprehension…
Descriptors: Cognitive Mapping, Intermediate Grades, Junior High Schools, Learning Disabilities
Peer reviewed Peer reviewed
Hagborg, Winston J. – Learning Disability Quarterly, 1996
Comparison of middle-school-age students with learning disabilities, grouped according to their self-reported ratings of scholastic competence, found significant differences between the low subgroup and the medium/high subgroups on internal locus of control for positive events, school attitudes, and global self-worth. Subgroups did not differ in…
Descriptors: Academic Ability, Academic Achievement, Intelligence, Intermediate Grades
Peer reviewed Peer reviewed
Hudson, Pamela – Learning Disability Quarterly, 1997
Sixth and seventh grade students (n=18) with mild to moderate learning disabilities (LD) were taught social studies by using instructional sequence techniques. Results found LD students performed significantly better when these techniques (breaking new material into small units of information and providing frequent student practice and teacher…
Descriptors: Drills (Practice), Educational Principles, Feedback, Instructional Effectiveness
Peer reviewed Peer reviewed
Brooks, Allison; Vaughan, Katherine; Berninger, Virginia – Learning Disability Quarterly, 1999
Seventeen fourth and fifth graders with severe writing disabilities received a weekly one-hour individual tutorial which focused equally on transcription (handwriting and spelling) and composition skills. Students showed reliable improvement in composition and handwriting automaticity but not in spelling. Suggestions for teaching phonological…
Descriptors: Grade 4, Grade 5, Handwriting, Individualized Instruction
Peer reviewed Peer reviewed
Thomas, Sally O. – Learning Disability Quarterly, 1993
This paper shares insights on assessment of students with reading difficulties, focusing on the value of student self-reflections, teacher observations of student strategies, analysis of student "products," and knowledge of students' strengths and struggles. The article supports the idea of knowledge as a socially constructed process influenced by…
Descriptors: Evaluation Methods, Intermediate Grades, Portfolios (Background Materials), Reading Difficulties
Peer reviewed Peer reviewed
Bryson, Mary – Learning Disability Quarterly, 1993
Twenty-three intermediate grade students (seven with learning difficulties) completed a concept mapping and vocabulary quiz, with instructions highlighting the value of learning goals or performance goals. Children with varying learning histories mediated in-school learning with qualitatively distinct epistemologies, and the "learning goals" task…
Descriptors: Cognitive Development, Concept Formation, Concept Mapping, Constructivism (Learning)
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4