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Kelso, Katrina; Whitworth, Anne; Parsons, Richard; Leitão, Suze – Learning Disability Quarterly, 2022
Poor comprehenders are a significant subgroup of poor readers who, due to their ability to read aloud accurately, are often difficult to identify. This study aimed to determine whether assessment using two oral language tasks, mapped onto the two components of the Simple View of Reading, would provide an efficient approach to identification.…
Descriptors: Reading Difficulties, Reading Comprehension, Oral Reading, Grade 3
Nelson, Gena; Hunt, Jessica H.; Martin, Kristi; Patterson, Blain; Khounmeuang, Andy – Learning Disability Quarterly, 2022
The purpose of this systematic review was to examine the effectiveness of proportional reasoning interventions for students with learning disabilities (LD) or mathematics difficulty (MD). We evaluated fifth to ninth grade interventions on proportional reasoning content, instructional features, and disability and difficulty identification. The nine…
Descriptors: Students with Disabilities, Learning Disabilities, Mathematics Instruction, Mathematical Concepts
Meisinger, Elizabeth B.; Breazeale, Ashley M.; Davis, Lyle H. – Learning Disability Quarterly, 2022
The purpose of this study was to examine whether group-based differences exist in word- and text-level reading in a clinical sample of students with dyslexia, and to shed light on the cognitive processes supporting these essential skills. Second- through seventh-grade students were administered a battery of standardized measures of cognitive…
Descriptors: Dyslexia, Students with Disabilities, Grade 2, Grade 3
Wang, Li-Chih; Yang, Hsien-Ming – Learning Disability Quarterly, 2020
This study examined the extent to which Chinese children with dyslexia show temporal processing deficits in addition to deficits in various forms of attention. In total, 104 Chinese children in primary school (Grades 3-6) were recruited in Taiwan. Half of the children were identified as having dyslexia, and the other half were typically developing…
Descriptors: Foreign Countries, Grade 3, Grade 4, Grade 5
Wang, Li-Chih – Learning Disability Quarterly, 2020
The relationships among visual and auditory temporal processing, rapid naming, and oral reading fluency in Chinese children with and without dyslexia were examined. Primary school-aged Chinese children with dyslexia (N = 47) and chronological-age-matched controls (N = 47) were recruited. Temporal processing, rapid naming, oral reading fluency,…
Descriptors: Foreign Countries, Dyslexia, Visual Perception, Auditory Perception
Crawford, Lindy; Freeman, Barbara; Huscroft-D'Angelo, Jacqueline; Quebec Fuentes, Sarah; Higgins, Kristina N. – Learning Disability Quarterly, 2019
Interventions are implemented with greater fidelity when their core intent is made explicit. The core intent of this intervention was to increase access to higher order learning opportunities for students with learning disabilities or difficulties in mathematics through use of research and practice from the fields of special education and…
Descriptors: Fidelity, Program Implementation, Learning Disabilities, Intervention
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
Faggella-Luby, Michael; Wardwell, Michelle – Learning Disability Quarterly, 2011
Response to intervention (RTI) has received considerable attention from both researchers and practitioners as a schoolwide model for service delivery. However, research is limited on RTI applications in middle and high schools. The purpose of this article is to describe the outcomes of an experimental examination of a secondary (Tier 2) literacy…
Descriptors: Response to Intervention, Reading Comprehension, Middle Schools, Urban Schools
Sideridis, Georgios D. – Learning Disability Quarterly, 2006
The purpose of the present study was to evaluate the regulation of goal orientations and strong "oughts" in students with learning disabilities (LD). Participants were 132 Greek students with state-identified LD using the achievement-discrepancy criterion, and 538 typical students. The first hypothesis tested was that feeling obliged to…
Descriptors: Goal Orientation, Learning Disabilities, Foreign Countries, Motivation
Garcia, Jesus-Nicasio; de Caso, Ana Maria – Learning Disability Quarterly, 2004
Given that affective and cognitive processes interact in writing, it is important that interventions for developing writing ability focus both on strategies for developing motivation and cognitive processes. This article provides evidence for the efficacy of an instructional program that combines training in composition processes with strategies…
Descriptors: Student Motivation, Cognitive Processes, Writing Processes, Self Esteem