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Learning Disability Quarterly7
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Prior Academic Achievement as a Predictor of Non-Cognitive Variables and Teacher and Parent Expectations in Students with Learning Disabilities
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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
Universal Screening in Mathematics for Spanish Students in First Grade
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de León, Sara C.; Jiménez, Juan E.; García, Eduardo; Gutiérrez, Nuria; Gil, Verónica – Learning Disability Quarterly, 2021
The main purpose of this study was to validate the curriculum-based measure "Indicadores de Progreso de Aprendizaje en Matemáticas" (IPAM [Indicators of Basic Early Math Skills]) in a local, Spanish-speaking context. This tool has been designed to identify first-grade students at risk for mathematics learning disabilities. The IPAM…
Descriptors: Mathematics Skills, Curriculum Based Assessment, Grade 1, Elementary School Students
Multiple Goals Perspective in Adolescent Students with Learning Difficulties
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Nunez, Jose Carlos; Gonzalez-Pienda, Julio Antonio; Rodriguez, Celestino; Valle, Antonio; Gonzalez-Cabanach, Ramon; Rosario, Pedro – Learning Disability Quarterly, 2011
In the present work, the hypothesis of the existence of diverse motivational profiles in students with learning difficulties (LD) and the differential implications for intervention in the classroom are analyzed. Various assessment scales (academic goals, self-concept, and causal attributions) were administered to a sample of 259 students with LD,…
Descriptors: Attribution Theory, Learning Problems, Multivariate Analysis, Foreign Countries
Emotional and Behavioral Problems in Children with Attention Deficit-Hyperactivity Disorder: Impact of Age and Learning Disabilities
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Miranda, Ana; Soriano, Manuel; Fernandez, Inmaculada; Melia, Amanda – Learning Disability Quarterly, 2008
Comorbidity with other psychological problems (PP) complicates the course of attention deficit-hyperactivity disorder (ADHD) and makes treatment more difficult. The purpose of the present study was to (a) study the correspondence between the perceptions of parents and teachers about PP, (b) determine which PP predict the severity of the…
Descriptors: Learning Disabilities, Attention Deficit Hyperactivity Disorder, Clinical Diagnosis, Rating Scales
Effects of Two Types of Self-Regulatory Instruction Programs on Students with Learning Disabilities in Writing Products, Processes, and Self-Efficacy
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Garcia-Sanchez, Jesus-Nicasio; Fidalgo-Redondo, Raquel – Learning Disability Quarterly, 2006
We examined the differential effects of the social cognitive model of sequential skill acquisition (SCM intervention) and the self-regulated strategy development model (SRSD intervention) for writing. One hundred and twenty-one 5th- and 6th-grade Spanish students with learning disabilities (LD) and/or low achievement (LA) were randomly assigned…
Descriptors: Intervention, Self Efficacy, Learning Disabilities, Low Achievement
Strategy Choice in Solving Arithmetic Word Problems: Are There Differences between Students with Learning Disabilities, G-V Poor Performance, and Typical Achievement Students?
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Gonzalez, Juan E. Jimenez; Espinel, Ana Isabel Garcia – Learning Disability Quarterly, 2002
A study was designed to test whether there are differences between Spanish children (ages 7-9) with arithmetic learning disabilities (n=60), garden-variety (G-V) poor performance (n=44), and typical children (n=44) in strategy choice when solving arithmetic word problems. No significant differences were found between children with dyscalculia and…
Descriptors: Dyscalculia, Elementary Education, Elementary School Mathematics, Foreign Countries
Effects of a Motivational Intervention for Improving the Writing of Children with Learning Disabilities
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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