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Teaching Expository Text Management and Proficiency Skills for Comprehension for Students with Language/Learning Disabilities
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Shannon S. Hall-Mills; Leesa M. Marante – Learning Disability Quarterly, 2025
The purpose of this registered report study was to determine the effects of explicit text structure instruction on the expository text comprehension of students with language and learning disabilities (LLD) using a multiple baseline design across conditions (e.g., compare-contrast and cause-effect) and participants. Participants included four…
Descriptors: Students with Disabilities, Language Impairments, Learning Disabilities, Expository Writing
Does the Response-to-Intervention Model Fundamentally Alter the Traditional Conceptualization of Specific Learning Disability?
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Kranzler, John H.; Yaraghchi, Melina; Matthews, Katherine; Otero-Valles, Luis – Contemporary School Psychology, 2020
The aim of this study was to examine whether the use of a response-to-intervention (RTI) model to identify specific learning disability (SLD) over-identifies children and youth with population-relative (normative) weaknesses in general cognitive ability (IQs < 90). We compared the overall score on the Kaufman Brief Intelligence Test-Second…
Descriptors: Response to Intervention, Disability Identification, Learning Disabilities, Intelligence Tests
Efficacy of the RtI Model in the Treatment of Reading Learning Disabilities
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Arias-Gundín, Olga; García Llamazares, Ana – Education Sciences, 2021
(1) Background: The response to intervention (RtI) model makes possible the early detection of reading problems and early intervention for students at risk. The purpose of this study is to analyze the effective measures that identify struggling readers and the most effective practices of the RtI model in reading in Primary Education. (2) Method: A…
Descriptors: Response to Intervention, Learning Disabilities, Reading Difficulties, Program Effectiveness
Magnitude Comparisons, Number Knowledge and Calculation in Very Preterm Children and Children with Specific Learning Disability: A Cross-Population Study Using Eye-Tracking
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Guarini, Annalisa; Tobia, Valentina; Bonifacci, Paola; Faldella, Giacomo; Sansavini, Alessandra – Journal of Learning Disabilities, 2021
Difficulties in mathematics have been described in very preterm children, but their origins are not well understood and may differ from other populations with specific learning disability. Very preterm children, children with learning disability, and typically developing children were compared in mathematics skills, using standardized tools,…
Descriptors: Premature Infants, Elementary School Students, Students with Disabilities, Learning Disabilities
An Examination of the Relationships between Specific Learning Disabilities Identification and Growth Rate, Achievement, Cognitive Ability, and Student Demographics
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Maki, Kathrin E.; Barrett, Courtenay A.; Hajovsky, Daniel B.; Burns, Matthew K. – School Psychology, 2020
Students with specific learning disabilities (SLDs) represent a large proportion of those receiving special education services in U.S. schools, but the relationship between student-level variables and SLD identification is still not well understood. The purpose of this study was to examine the extent to which data collected as part of a…
Descriptors: Learning Disabilities, Disability Identification, Academic Achievement, Race
Cognitive Predictors of Difficulties in Math and Reading in Pre-Kindergarten Children at High Risk for Learning Disabilities
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Barnes, Marcia A.; Clemens, Nathan H.; Fall, Anna-Mária; Roberts, Greg; Klein, Alice; Starkey, Prentice; McCandliss, Bruce; Zucker, Tricia; Flynn, Kylie – Journal of Educational Psychology, 2020
Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological…
Descriptors: Cognitive Ability, Predictor Variables, Reading Skills, Mathematics Skills
Cognitive Predictors of Difficulties in Math and Reading in Pre-Kindergarten Children at High Risk for Learning Disabilities
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Barnes, Marcia A.; Clemens, Nathan H.; Fall, Anna-Mária; Roberts, Greg; Klein, Alice; Starkey, Prentice; McCandliss, Bruce; Zucker, Tricia; Flynn, Kylie – Grantee Submission, 2020
Cognitive skill differences that are apparent early in pre-kindergarten (pre-K) might provide predictive insights into risk for learning difficulties at school entry, particularly around early markers of risk for comorbid difficulties in early math and literacy. Domain-specific abilities (approximate number system or ANS acuity, phonological…
Descriptors: Cognitive Ability, Predictor Variables, Reading Skills, Mathematics Skills
Parenting a Child with a Learning Disability: A Qualitative Approach
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Fernández-Alcántara, Manuel; Correa-Delgado, Cayetana; Muñoz, Ángela; Salvatierra, María Teresa; Fuentes-Hélices, Tadeo; Laynez-Rubio, Carolina – International Journal of Disability, Development and Education, 2017
The present study describes experiences associated with parenting children diagnosed with learning disabilities. Parents whose children were diagnosed with Attention Deficit Hyperactivity Disorder, dyslexia/language problems, and Asperger syndrome, related to poor performance at school, took part in the study. A qualitative study design was…
Descriptors: Child Rearing, Learning Disabilities, Qualitative Research, Foreign Countries
Subgroups in Language Trajectories from 4 to 11 Years: The Nature and Predictors of Stable, Improving and Decreasing Language Trajectory Groups
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McKean, Cristina; Wraith, Darren; Eadie, Patricia; Cook, Fallon; Mensah, Fiona; Reilly, Sheena – Journal of Child Psychology and Psychiatry, 2017
Background: Little is known about the nature, range and prevalence of different subgroups in language trajectories extant in a population from 4 to 11 years. This hinders strategic targeting and design of interventions, particularly targeting those whose difficulties will likely persist. Methods: Children's language abilities from 4 to 11 years…
Descriptors: Language Acquisition, Child Development, Language Aptitude, Longitudinal Studies