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Direct linkCho, Eunsoo; Fuchs, Lynn S.; Seethaler, Pamela M.; Fuchs, Douglas; Compton, Donald L. – Journal of Learning Disabilities, 2020
We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of first grade, ELs (N =…
Descriptors: Alternative Assessment, Evaluation Methods, Student Evaluation, Spanish Speaking
Zhang, Xiao; Räsänen, Pekka; Koponen, Tuire; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik – Child Development, 2020
Mathematical difficulties have been distinguished as mathematics learning disability (MLD) and persistent low achievement (LA). Based on 1,880 Finnish children who were followed from kindergarten (age 6) to fourth grade, this study examined the early risk factors for MLD and LA. Distinct groups of MLD (6.0% of the sample) and LA (25.7%) children…
Descriptors: Learning Problems, Mathematics Instruction, Mathematics Skills, Learning Disabilities
Cho, Eunsoo; Fuchs, Lynn S.; Seethaler, Pamela M.; Fuchs, Douglas; Compton, Donald L. – Grantee Submission, 2019
We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs') risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of 1st grade, ELs (N =…
Descriptors: Alternative Assessment, Evaluation Methods, Student Evaluation, Spanish Speaking
Powell, Sarah R.; Doabler, Christian T.; Akinola, Olayemi A.; Therrien, William J.; Maddox, Steven A.; Hess, Katherine E. – Journal of Learning Disabilities, 2020
In this synthesis, we reviewed 65 studies involving elementary students (i.e., grades 1-5) identified with mathematics difficulty (MD) in which authors implemented a mathematics intervention. Of these studies, we identified 33 group designs, 9 quasi-experimental designs, and 23 single-case designs. We aimed to synthesize performance differences…
Descriptors: Intervention, Reading Difficulties, Comorbidity, Mathematics Skills
Morin, Joseph E.; Franks, David J. – Preventing School Failure, 2009
Some students enter the world of mathematics with a disadvantage. The authors explored the causes for this from a language-processing perspective. They were particularly concerned with students with potential learning disabilities or specific language impairments. They also explored the role of language-mediated instruction in creating an…
Descriptors: Learning Problems, Mathematics Education, Learning Disabilities, Language Impairments
Bryant, Diane Pedrotty; Bryant, Brian R.; Gersten, Russell M.; Scammacca, Nancy N.; Funk, Catherine; Winter, Amanda; Shih, Minyi; Pool, Cathy – Learning Disability Quarterly, 2008
Responsiveness to Intervention (RtI) is recommended both as an essential step before identifying learning disabilities (LD) and as a mechanism for preventing learning difficulties. The use of evidence-based multi-tiered interventions is of critical importance when implementing RtI. This article presents the results of a study that examined the…
Descriptors: Learning Problems, Intervention, Learning Disabilities, At Risk Students
What Works Clearinghouse, 2007
The "Auditory Discrimination in Depth (ADD) Program[R]" (currently called the "Lindamood Phonemic Sequencing (LiPS) Program[R]") is designed to teach students skills to successfully decode words and to identify individual sounds and blends in words. Initial activities engage students in discovering the lip, tongue, and mouth…
Descriptors: Grade 1, Reading Research, Phonemics, Reading Achievement
Perry, Nancy E. – Exceptionality Education Canada, 2004
The thesis of this article is that teaching practices that foster independent, academically effective approaches to learning, self-regulated learning (SRL), in the general population of students can be used effectively to include students with learning difficulties/disabilities in general education classrooms. First, I describe features of…
Descriptors: Foreign Countries, Grade 1, General Education, Teaching Methods
Gadeyne, Els; Ghesquiere, Pol; Onghena, Patrick – Journal of Child Psychology and Psychiatry, 2004
Background: In this study, psychosocial functioning of different groups of young children with learning problems was investigated using a diverse set of psychosocial variables (including behaviour problems, academic motivation, social preference, and self-concept). Methods: For this purpose, children with low academic achievement, with a specific…
Descriptors: Learning Problems, Learning Disabilities, Academic Achievement, Learning Motivation
