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Stacie Brady; Linda H. Mason – Learning Disability Quarterly, 2024
Ten morphological awareness intervention studies, conducted in English with students in kindergarten through 12th grade between 2008 and 2020, were synthesized in this article. Research in the studies focused on the effects of morphological awareness intervention on literacy outcomes of students who struggle with reading and writing--including…
Descriptors: Morphology (Languages), Intervention, Elementary Secondary Education, Reading Skills
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
Guo, Daibao; Feng, Luxi; Hodges, Tracey S. – Learning Disability Quarterly, 2023
The primary goal of the present systematic review was to examine the criteria and measures used for assessing students with "specific comprehension deficit" (SCD) who have adequate decoding skills but still perform poorly on reading comprehension assessments. From a systematic review of 32 studies, we found four predominant selection…
Descriptors: Reading Comprehension, Reading Difficulties, Decoding (Reading), Reading Skills
Wang, Li-Chih; Chen, Ji-Kang; Poon, Kean – Learning Disability Quarterly, 2023
This cross-sectional study aims to examine the age differences in state anxiety (i.e., anxiety triggered toward specific situations) as well as its relationship to the reading comprehension of Chinese students with and without dyslexia across school ages. In total, 131 typically developing students and 81 students with dyslexia in primary and…
Descriptors: Foreign Countries, Anxiety, Reading Comprehension, Correlation
Brian Gearin; Yaacov Petscher; Christopher Stanley; Nancy J. Nelson; Hank Fien – Learning Disability Quarterly, 2022
Previous studies of K-12 dyslexia legislation have described broad trends in legislative content, such as the presence or absence of screening and intervention requirements. This study uses document analysis to provide a finer-grained description of the laws to highlight critical variation in policy that will directly affect (a) the number and…
Descriptors: Dyslexia, Elementary Secondary Education, Educational Legislation, At Risk Students
Chen, Jinsong; Li, Liangfang; Zhang, Dake – Learning Disability Quarterly, 2021
This study analyzed the Trends in International Mathematics and Science Study 2011 data on fourth-grade U.S. students' mathematics performance to answer four research questions: (a) How did U.S. students' geometry performance compare with their performance on the other mathematics subscales? (b) What were the patterns of student achievement among…
Descriptors: Learning Problems, Mathematics Education, Geometry, Achievement Tests
Lee, Yewon; De La Paz, Susan – Learning Disability Quarterly, 2021
Writing in science can be challenging for all learners, and it is especially so for students with cognitive or language-based learning difficulties. Yet, we know very little about how to support students with learning disabilities (LD) or who are English learners (EL) when asked to write for authentic purposes during science instruction.…
Descriptors: Content Area Writing, Writing Improvement, Science Instruction, Instructional Effectiveness
Al Dahhan, Noor Z.; Mesite, Laura; Feller, Melissa J.; Christodoulou, Joanna A. – Learning Disability Quarterly, 2021
Accurate and timely identification of reading disabilities (RDs) is essential for providing appropriate and effective remediation for struggling readers. However, practices for identifying RDs lack sufficient documentation within and across educational and clinical settings. The wide range of possible practices intended to identify struggling…
Descriptors: Disability Identification, Reading Difficulties, Teacher Surveys, At Risk Students
Zirkel, Perry A. – Learning Disability Quarterly, 2020
This article provides a current, comprehensive, and concise overview of the law specific to students with dyslexia in K-12 schools. It consists of (a) an overview of the applicable legal framework, which includes the federal foundation in the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act, (b) a compact…
Descriptors: School Law, Special Education, Dyslexia, Students with Disabilities
Cook, Sara Cothren; Collins, Lauren W.; Morin, Lisa L.; Riccomini, Paul J. – Learning Disability Quarterly, 2020
The purpose of this review is to determine the evidence base classification of schema-based instruction (SBI) as an intervention to improve word problem-solving outcomes in mathematics for students with learning or mathematics disabilities in Grades K-12. Using the Council for Exceptional Children's quality indicators (QIs) and standards, we…
Descriptors: Mathematics Instruction, Teaching Methods, Schemata (Cognition), Word Problems (Mathematics)