Publication Date
In 2024 | 3 |
Since 2023 | 8 |
Since 2020 (last 5 years) | 26 |
Since 2015 (last 10 years) | 48 |
Since 2005 (last 20 years) | 59 |
Descriptor
Source
Learning Disability Quarterly | 59 |
Author
Publication Type
Journal Articles | 59 |
Reports - Research | 59 |
Information Analyses | 5 |
Tests/Questionnaires | 1 |
Education Level
Secondary Education | 59 |
Middle Schools | 32 |
Junior High Schools | 31 |
Elementary Education | 20 |
High Schools | 19 |
Grade 8 | 10 |
Grade 7 | 9 |
Intermediate Grades | 9 |
Grade 6 | 8 |
Grade 9 | 8 |
Elementary Secondary Education | 4 |
More ▼ |
Audience
Location
Texas | 4 |
California | 2 |
Oregon | 2 |
Arizona | 1 |
Canada | 1 |
China (Shanghai) | 1 |
Finland | 1 |
Israel | 1 |
Italy | 1 |
Kentucky | 1 |
Luxembourg | 1 |
More ▼ |
Laws, Policies, & Programs
Elementary and Secondary… | 1 |
No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Does not meet standards | 1 |
Susan De La Paz; Cameron Butler; Daniel M. Levin; Mark K. Felton – Learning Disability Quarterly, 2024
Writing in science can be challenging for all learners, and it is especially so for students with cognitive or language-based learning difficulties. We examined the effects of a cognitive apprenticeship on student disciplinary writing skills as well as near and far transfer of learning outcomes. This instructional approach included a gradual…
Descriptors: Middle School Students, Grade 8, Educational Legislation, Elementary Secondary Education
William Romine; Delinda van Garderen; William Folk; Amy Lannin; Rachel Juergensen; Cassandra Smith; Heba Abedelnaby; Tracey Milarsky – Learning Disability Quarterly, 2024
Today's students live within a world filled with complexity, uncertainty, and misinformation; thus, educators need to help all learners, including students with learning disabilities, how to comprehend complex information about the natural world and make credible evidence-based claims. Our study is a first step in making this possible. In this…
Descriptors: STEM Education, Students with Disabilities, Middle School Teachers, Science Education
Amy Lannin; Delinda van Garderen; Heba Abdelnaby; Cassandra Smith; Rachel Juergensen; William Folk; William Romine – Learning Disability Quarterly, 2024
The importance of text complexity has gained recognition since the Common Core State Standards (CCSS-ELA) were developed. The "Linking Science and Literacy for All Learners" (LS&L4AL) program uses multimodal STEM text sets to link reading grade-band complex texts with Next Generation Science Standards (NGSS) sense-making. We define a…
Descriptors: Scaffolding (Teaching Technique), STEM Education, Students with Disabilities, Learning Disabilities
Zuppardo, Linda; Serrano, Francisca; Pirrone, Concetta; Rodriguez-Fuentes, Antonio – Learning Disability Quarterly, 2023
This study focused on psycho-affective and behavioral problems in children and adolescents with dyslexia. It aims to define clinical psycho-affective and behavioral profiles of dyslexia beyond those found in existing descriptions of the cognitive, neural, and behavioral correlates. The study focused specifically on the understudied population of…
Descriptors: Dyslexia, Control Groups, Anxiety, Self Esteem
Sainio, Petra J.; Eklund, Kenneth M.; Pakarinen, Eija K.; Kiuru, Noona H. – Learning Disability Quarterly, 2023
Student-teacher relationships are crucial for adolescents' adjustment in the school context. The aim of the present study was to examine the role of teacher closeness in academic emotions and achievement among adolescents with and without learning difficulties during the first year in lower secondary school. Students' learning difficulties (LDs)…
Descriptors: Foreign Countries, Students with Disabilities, Learning Disabilities, Teacher Student Relationship
Yeager, Kristopher Hawk; Morgan, Joseph John – Learning Disability Quarterly, 2023
Student involvement is integral to transition planning for students with learning disabilities (LD). However, only a small body of research has examined the perspectives of high school students with LD related to this process. We conducted a systematic literature review and subsequent metasynthesis of 14 studies that met criteria and quality…
Descriptors: High School Students, Student Participation, Transitional Programs, Planning
Feeney, Danielle M.; Morgan, Joseph J.; Rodgers, Wendy J.; Brown, Monica R.; Relles, Stefani R. – Learning Disability Quarterly, 2023
A self-talk monitoring and goal-oriented thinking (STM+GOT) intervention package was used to teach four U.S. middle school students with high-incidence disabilities to develop and track progress toward self-determined behavioral goals. A multiple baseline across participants design was used to determine the effects of STM+GOT on both behavior and…
Descriptors: Middle School Students, Goal Orientation, Inner Speech (Subvocal), Cognitive Processes
Lesner, Taylor; Clarke, Ben; Kosty, Derek; Nelson, Nancy; Ketterlin-Geller, Leanne; Smolkowski, Keith – Learning Disability Quarterly, 2023
This study explored whether initial skill moderated outcomes of Promoting Algebra Readiness, a Tier 2 sixth-grade mathematics intervention targeting conceptual and procedural knowledge of fractions. The study analyzed data from a quasi-experimental pilot study in which at-risk students (N = 198) from Oregon middle schools were assigned to the…
Descriptors: Mathematics Skills, Mathematics Instruction, Grade 6, Fractions
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
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
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
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
Calvin, Kristie L.; Gray, Shelley – Learning Disability Quarterly, 2022
The purpose of this single case design study was to examine the efficacy of using double-bubble Thinking Maps to improve the reading comprehension of middle school Spanish-English bilingual middle school students with learning disabilities. Participants included three female Spanish-English bilingual middle school students with learning…
Descriptors: Reading Comprehension, Spanish, Middle School Students, Students with Disabilities
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