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Reasoning for All: An Instructional Model
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Fuentes, Sarah Quebec; Crawford, Lindy; Huscroft-D'Angelo, Jacqueline – Australian Primary Mathematics Classroom, 2017
All students should have opportunities to develop their ability to reason mathematically. Gersten and Chard (1999) support this stance with respect to students with learning disabilities: "Even if students are not automatic with basic facts, they still should be engaged in activities that promote the development of number sense and…
Descriptors: Teaching Models, Mathematics Instruction, Mathematical Logic, Comparative Analysis
Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners through the Lexical Quality Hypothesis Lens
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O'Connor, Megan; Geva, Esther; Koh, Poh Wee – Journal of Learning Disabilities, 2019
This study set out to compare patterns of relationships among phonological skills, orthographic skills, semantic knowledge, listening comprehension, and reading comprehension in English as a first language (EL1) and English language learners (ELL) students and to test the applicability of the lexical quality hypothesis framework. Participants…
Descriptors: English Language Learners, Semantics, Listening Comprehension, Reading Comprehension
The Representation of Roots in the Spelling of Children with Specific Language Impairment
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Deacon, S. Hélène; Cleave, Patricia L.; Baylis, Julia; Fraser, Jillian; Ingram, Elizabeth; Perlmutter, Signy – Journal of Learning Disabilities, 2014
Children with Specific Language Impairment (SLI) have demonstrated general spelling and writing difficulties. We investigated the sensitivity of children with SLI to the consistent spelling of root morphemes, a feature to which young typically developing children demonstrate sensitivity. We asked children with SLI and two groups of typically…
Descriptors: Children, Language Impairments, Spelling, Writing Difficulties
Numerical Magnitude Representation in Children with Mathematical Difficulties with or without Reading Difficulties
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Tobia, Valentina; Fasola, Anna; Lupieri, Alice; Marzocchi, Gian Marco – Journal of Learning Disabilities, 2016
This study aimed to explore the spatial numerical association of response codes (SNARC), the flanker, and the numerical distance effects in children with mathematical difficulties. From a sample of 720 third, fourth, and fifth graders, 60 children were selected and divided into the following three groups: typically developing children (TD; n =…
Descriptors: Mathematics Skills, Reading Difficulties, Grade 3, Grade 4
A Comparison of the Language Skills of ELLs and Monolinguals Who Are Poor Decoders, Poor Comprehenders, or Normal Readers
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Geva, Esther; Massey-Garrison, Angela – Journal of Learning Disabilities, 2013
The overall objective of this article is to examine how oral language abilities relate to reading profiles in English language learners (ELLs) and English as a first language (EL1) learners, and the extent of similarities and differences between ELLs and EL1s in three reading subgroups: normal readers, poor decoders, and poor comprehenders. The…
Descriptors: Comparative Analysis, Language Skills, English Language Learners, Decoding (Reading)
The Influence of Reading Skills on the Missing-Letter Effect among Elementary School Students
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Saint-Aubin, Jean; Klein, Raymond M. – Reading Research Quarterly, 2008
When skilled readers search for a target letter while reading for comprehension, they miss the target letter more often when it is embedded in high-frequency function words than in less frequent content words. The magnitude of this "missing-letter-effect" (MLE) was investigated among 180 first- to fifth-grade students as a function of…
Descriptors: Reading Skills, Form Classes (Languages), Elementary School Students, Achievement Tests