Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 3 |
Since 2016 (last 10 years) | 7 |
Since 2006 (last 20 years) | 16 |
Descriptor
Learning Disabilities | 18 |
Grade 7 | 13 |
Grade 8 | 10 |
Grade 6 | 8 |
Intervention | 8 |
Middle School Students | 6 |
Comparative Analysis | 5 |
Pretests Posttests | 5 |
Reading Achievement | 5 |
Reading Comprehension | 5 |
Reading Difficulties | 5 |
More ▼ |
Source
Journal of Learning… | 18 |
Author
Berkeley, Sheri | 2 |
Adrienne D. Woods | 1 |
Barton, Erin E. | 1 |
Busch, Todd W. | 1 |
Cacciatore, Giulia | 1 |
Capin, Philip | 1 |
Cornoldi, Cesare | 1 |
Daniel, Johny | 1 |
De Vita, Francesca | 1 |
Eichelberger, Carrie | 1 |
Espin, Christine A. | 1 |
More ▼ |
Publication Type
Journal Articles | 18 |
Reports - Research | 15 |
Reports - Evaluative | 3 |
Information Analyses | 1 |
Education Level
Grade 7 | 18 |
Grade 8 | 14 |
Grade 6 | 12 |
Elementary Education | 10 |
Middle Schools | 10 |
Secondary Education | 10 |
Junior High Schools | 8 |
Intermediate Grades | 7 |
Grade 3 | 6 |
Grade 4 | 6 |
Grade 5 | 6 |
More ▼ |
Audience
Laws, Policies, & Programs
Individuals with Disabilities… | 1 |
No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Does not meet standards | 1 |
Re, Anna Maria; De Vita, Francesca; Cornoldi, Cesare; Schmidt, Susanna – Journal of Learning Disabilities, 2023
Copying a text quickly and accurately is important both in school and in daily life. However, this skill has never been systematically studied, either in children with typical development (TD) or in children with specific learning disabilities (SLD). The aim of this research was to study the features of a copy task and its relationship with other…
Descriptors: Writing Skills, Students with Disabilities, Learning Disabilities, Grade 6
Richard E. Mattison; Adrienne D. Woods; Paul L. Morgan; George Farkas; Marianne M. Hillemeier – Journal of Learning Disabilities, 2023
We examined to what extent subgroups of students identified with learning disabilities (LDs; N = 630) in the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999 (ECLS-K): 1998 national longitudinal study displayed heterogeneity in longitudinal profiles of reading and mathematics achievement from first to eighth grades.…
Descriptors: Students with Disabilities, Learning Disabilities, Reading Achievement, Mathematics Achievement
Kellems, Ryan O.; Eichelberger, Carrie; Cacciatore, Giulia; Jensen, Mikaela; Frazier, Brynn; Simons, Kalee; Zaru, Mai – Journal of Learning Disabilities, 2020
The purpose of this study was to examine the effectiveness of video-based mathematics instruction for seven middle school students with specific learning disability (SLD), using an augmented reality-based training package. The dependent variable was the percentage of steps students performed correctly to solve each type of mathematics problem. The…
Descriptors: Video Technology, Computer Assisted Instruction, Computer Simulation, Mathematics Instruction
Daniel, Johny; Capin, Philip; Steinle, Paul – Journal of Learning Disabilities, 2021
A majority of reading-related intervention studies aiming to remediate struggling readers' reading outcomes assess student performance immediately following the conclusion of an intervention to determine intervention effects. Few studies collect follow-up data to measure the long-term sustainability of treatment effects. Hence, the aim of the…
Descriptors: Intervention, Remedial Reading, Reading Difficulties, Program Effectiveness
Zhang, Dake; Stecker, Pamela; Huckabee, Sloan; Miller, Rhonda – Journal of Learning Disabilities, 2016
Research has suggested that different strategies used when solving fraction problems are highly correlated with students' problem-solving accuracy. This study (a) utilized latent profile modeling to classify students into three different strategic developmental levels in solving fraction comparison problems and (b) accordingly provided…
Descriptors: Middle School Students, Fractions, Mathematics Achievement, Low Achievement
Stevens, Joseph J.; Schulte, Ann C. – Journal of Learning Disabilities, 2017
This study examined mathematics achievement growth of students without disabilities (SWoD) and students with learning disabilities (LD) and tested whether growth and LD status interacted with student demographic characteristics. Growth was estimated in a statewide sample of 79,554 students over Grades 3 to 7. The LD group was significantly lower…
Descriptors: Learning Disabilities, Mathematics Instruction, Student Characteristics, Mathematics Achievement
Solari, Emily J.; Petscher, Yaacov; Folsom, Jessica Sidler – Journal of Learning Disabilities, 2014
The authors used a large data set (N = 1,011,549) to examine literacy growth over a single school year comparing general education (GenEd) students to three high-risk subgroups: English language learners (ELL), those with a specific learning disability (LD), and those identified as both LD and ELL (LD-ELL) in students in Grades 3-10. The authors…
Descriptors: Elementary School Students, Secondary School Students, Learning Disabilities, English Language Learners
Mazzocco, Michèle M. M.; Grimm, Kevin J. – Journal of Learning Disabilities, 2013
Rapid automatized naming (RAN) is widely used to identify reading disabilities (RD) and has recently been considered a potential predictor of risk for mathematics learning disabilities (MLD). Here we longitudinally examine RAN performance from Grades K to 8, to view how growth on RAN response time differs for children with RD versus MLD. Across…
Descriptors: Naming, Elementary School Students, Reading Difficulties, Mathematics Achievement
Etmanskie, Jill M.; Partanen, Marita; Siegel, Linda S. – Journal of Learning Disabilities, 2016
There are some children who encounter unexpected reading difficulties in the fourth grade. This phenomenon has been described as late emerging reading disabilities (LERD). Using Grade 4 as a starting point, this study examined the reading development of 964 children between kindergarten and Grade 7. The results showed that 72.0% of children had…
Descriptors: Learning Disabilities, Reading Difficulties, Elementary School Students, Reading Comprehension
Berkeley, Sheri; Riccomini, Paul J. – Journal of Learning Disabilities, 2013
Requirements for reading and ascertaining information from text increase as students advance through the educational system, especially in content-rich classes; hence, monitoring comprehension is especially important. However, this is a particularly challenging skill for many students who struggle with reading comprehension, including students…
Descriptors: Middle School Students, Grade 6, Grade 7, Textbooks
Wexler, Jade; Reed, Deborah K.; Pyle, Nicole; Mitchell, Marisa; Barton, Erin E. – Journal of Learning Disabilities, 2015
A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11-18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if they measured effects on at…
Descriptors: Literature Reviews, Secondary School Students, Learning Disabilities, Learning Problems
Sideridis, Georgios; Padeliadu, Susana – Journal of Learning Disabilities, 2013
The purpose of the present studies was to provide the means to create brief versions of instruments that can aid the diagnosis and classification of students with learning disabilities and comorbid disorders (e.g., attention-deficit/hyperactivity disorder). A sample of 1,108 students with and without a diagnosis of learning disabilities took part…
Descriptors: Test Construction, Learning Disabilities, Disability Identification, Classification
Firth, Nola; Greaves, Daryl; Frydenberg, Erica – Journal of Learning Disabilities, 2010
In this study, the authors compared the results of a coping measure completed by 98 seventh through ninth grade students who were assessed as having learning disabilities with published means from the general Australian student population. The "Adolescent Coping Scale" was the measure used. The results suggested higher use by students…
Descriptors: Age, Learning Disabilities, Coping, Grade 7
Therrien, William J.; Hughes, Charles; Kapelski, Cory; Mokhtari, Kouider – Journal of Learning Disabilities, 2009
Research was conducted to ascertain if an essay-writing strategy was effective at improving the achievement on essay tests for 7th- and 8th-grade students with reading and writing disabilities. Students were assigned via a stratified random sample to treatment or control group. Student scores were also compared to students without learning…
Descriptors: Control Groups, Writing Strategies, Learning Disabilities, Essay Tests
Berkeley, Sheri; Mastropieri, Margo A.; Scruggs, Thomas E. – Journal of Learning Disabilities, 2011
A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three…
Descriptors: Reading Comprehension, Research Design, Mild Disabilities, Effect Size
Previous Page | Next Page »
Pages: 1 | 2