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Peer reviewed
Dowdy, Carol A.; And Others – Learning Disability Quarterly, 1982
LD and normal students were compared across the three grade levels on reading flexibility (i.e., the ability to vary reading speed according to their purposes for reading). LD students tended to become less flexible with additional years in school but did achieve better comprehension in grade 10. (SEW)
Descriptors: Comparative Analysis, Elementary Secondary Education, Exceptional Child Research, Instructional Program Divisions
Peer reviewed
Schumaker, Jean Bragg; And Others – Learning Disability Quarterly, 1982
The social skills of 119 learning disabled (LD) high school students was compared to that of 60 nonhandicapped adolescents and 57 court adjudicated juvenile delinquent adolescents, The non-LD youths performed significantly better than the other two groups of youths on seven of the eight skills. (Author/SEW)
Descriptors: Adolescents, Comparative Analysis, Delinquency, High Schools
Peer reviewed
Hazel, J. Stephen; And Others – Learning Disability Quarterly, 1982
The efficacy of training learning disabled (LD) adolescents in social and problem-solving skills was evaluated. While all three groups of adolescents showed increased skill levels following training, LD adolescents demonstrated only a slight gain when compared to non-LD and court adjudicated youths on the cognitive problem-solving skill.…
Descriptors: Adolescents, Comparative Analysis, Delinquency, Feedback
Peer reviewed
Traweek, Dean; Berninger, Virginia – Learning Disability Quarterly, 1997
This study compared two beginning reading programs, Integrated Reading-Writing (IR-W) and DISTAR in comparable urban schools with students "at risk" for literacy problems. Although the two programs resulted in comparable gains in word recognition and overall reading achievement by the end of first grade, children in IR-W tended to…
Descriptors: Beginning Reading, Comparative Analysis, Early Intervention, Educationally Disadvantaged
Peer reviewed
Wong, Bernice Y. L.; And Others – Learning Disability Quarterly, 1989
Twenty-one learning-disabled eighth and eleventh graders wrote essays and answered a questionnaire concerning metacognition. Subjects were comparable to normally achieving sixth graders in their essays' interestingness, clarity in communication of goals, word choice, paragraph structure, and metacognition about the writing process. (Author/JDD)
Descriptors: Adolescents, Comparative Analysis, Essays, Learning Disabilities
Peer reviewed
Ault, Melinda Jones; And Others – Learning Disability Quarterly, 1990
The use of predictable and unpredictable trial sequences during small-group instruction was evaluated in teaching word and abbreviation identification to 4 students (age 8-10) with learning disabilities. No consistent effects of the trial presentation methods were found across 3 investigations, which involved progressive time-delay procedures and…
Descriptors: Comparative Analysis, Elementary Education, Fixed Sequence, Instructional Effectiveness
Peer reviewed
Christenson, Sandra L.; And Others – Learning Disability Quarterly, 1989
Elementary-school learning-disabled, emotionally disabled, educable mentally retarded, and nonhandicapped students (N=122) were observed during written language instruction, to document writing tasks and student responding. Extreme variability was found in the amount of time individual students spent in writing activities or in receiving written…
Descriptors: Comparative Analysis, Elementary Education, Mainstreaming, Mild Disabilities
Peer reviewed
Graves, Ann W.; Levin, Joel R. – Learning Disability Quarterly, 1989
Thirty learning-disabled students in grades five-eight read several passages and attempted to identify and remember main ideas. Students were assigned to one to three conditions: control, monitoring and self-questioning, or mnemonic. The monitoring strategy was most effective for main-idea finding, whereas the mnemonic strategy was most effective…
Descriptors: Comparative Analysis, Intermediate Grades, Junior High Schools, Learning Disabilities
Peer reviewed
Vaughn, Sharon; Haager, Diane – Learning Disability Quarterly, 1994
Social competence of 239 students with and without learning disabilities (LD) was followed from kindergarten through fifth grade. Students with LD demonstrated the same trends in social competence as non-LD students. Students with LD differed significantly from average-high-achieving non-LD students on social skills and behavior problems, but not…
Descriptors: Behavior Patterns, Behavior Problems, Comparative Analysis, Elementary Education
Peer reviewed
Grobecker, Betsey – Learning Disability Quarterly, 1999
Twenty-nine children with learning disabilities (LD) in grades 2 and 4 through 7 were compared with children without LD for their development of proportional structures of thought. Significantly fewer children with LD had constructed second-order logical structures necessary to act on problems using multiplicative and preproportional reasoning.…
Descriptors: Abstract Reasoning, Age Differences, Cognitive Development, Comparative Analysis
Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald L. – Learning Disability Quarterly, 2004
This article first describes two types of assessment (problem solving and standard treatment protocol) within a "responsiveness-to-instruction" framework to identify learning disabilities. It then specifies two necessary components (measures and classification criteria) to assess responsiveness-to-instruction, and present pertinent findings from…
Descriptors: Identification, Problem Solving, Grade 1, Reading Difficulties