Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 5 |
Descriptor
Control Groups | 6 |
Reading Difficulties | 5 |
Elementary School Students | 4 |
Grade 3 | 3 |
Intervention | 3 |
Learning Disabilities | 3 |
Arithmetic | 2 |
Comorbidity | 2 |
Comparative Analysis | 2 |
Computation | 2 |
Experimental Groups | 2 |
More ▼ |
Source
Journal of Learning… | 6 |
Author
Bell, Kathryn M. | 1 |
Catherine M. Lussier | 1 |
Compton, Donald L. | 1 |
Das, J. P. | 1 |
Dobel, Christian | 1 |
Fuchs, Douglas | 1 |
Fuchs, Lynn S. | 1 |
Fulmer, Deborah | 1 |
H. Lee Swanson | 1 |
Harty, Kristin R. | 1 |
Hayward, Denyse | 1 |
More ▼ |
Publication Type
Journal Articles | 6 |
Reports - Research | 4 |
Reports - Evaluative | 2 |
Education Level
Grade 3 | 6 |
Elementary Education | 5 |
Grade 2 | 3 |
Early Childhood Education | 2 |
Grade 4 | 2 |
Kindergarten | 2 |
Primary Education | 2 |
Grade 1 | 1 |
Intermediate Grades | 1 |
Audience
Location
Canada | 1 |
Germany | 1 |
Tennessee | 1 |
United Kingdom (Reading) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Raven Progressive Matrices | 1 |
Test of Language Development | 1 |
Wechsler Individual… | 1 |
Woodcock Diagnostic Reading… | 1 |
What Works Clearinghouse Rating
Does not meet standards | 1 |
Raddatz, Julia; Kuhn, Jörg-Tobias; Holling, Heinz; Moll, Kristina; Dobel, Christian – Journal of Learning Disabilities, 2017
The aim of the present study was to investigate the cognitive profiles of primary school children (age 82-133 months) on a battery of basic number processing and calculation tasks. The sample consisted of four groups matched for age and IQ: arithmetic disorder only (AD; n = 20), reading disorder only (RD; n = 40), a comorbid group (n = 27), and an…
Descriptors: Arithmetic, Reading Difficulties, Numbers, Computation
Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L. – Journal of Learning Disabilities, 2013
In this article, we considered evidence from our intervention research programs on whether students with learning disability (LD) in reading and mathematics (comorbid LD) respond differently to intervention, compared to students with reading LD alone (RD) or to students with mathematics LD alone (MD). The goal was to gain insight into whether…
Descriptors: Comorbidity, Learning Disabilities, Reading Difficulties, Mathematics Achievement
H. Lee Swanson; Catherine M. Lussier; Michael J. Orosco – Journal of Learning Disabilities, 2015
This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining…
Descriptors: Cognitive Style, Learning Strategies, Short Term Memory, Problem Solving
Hayward, Denyse; Das, J. P.; Janzen, Troy – Journal of Learning Disabilities, 2007
Forty-five Grade 3 students from a reservation school in Western Canada were divided into two remedial groups and a no-risk control group. One remedial group was given a classroom-administered cognitive enhancement program (COGENT) throughout the school year. The second group received COGENT for the first half of the year followed by a pull-out…
Descriptors: Foreign Countries, Grade 3, Cognitive Ability, Reading Skills
O'Connor, Rollanda E.; Fulmer, Deborah; Harty, Kristin R.; Bell, Kathryn M. – Journal of Learning Disabilities, 2005
In this study, students and their teachers participated in a layered approach to reading intervention in kindergarten through third grade that included professional development for teachers in scientifically based reading instruction, ongoing measurement of reading progress, and additional small-group or individual instruction for students whose…
Descriptors: Individual Instruction, Reading Instruction, Intervention, Reading Achievement
Lipka, Orly; Lesaux, Nonie K.; Siegel, Linda S. – Journal of Learning Disabilities, 2006
This study presents a longitudinal examination of the development of reading and reading-related skills of 22 Grade 4 children identified as having reading disabilities (RD) who had been followed since kindergarten. The analyses were conducted to investigate the patterns of emergence of RD as well as reading ability and risk status across the 5…
Descriptors: Reading Ability, Reading Skills, Literacy, Reading Difficulties