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Direct linkKamal Parhoon; Frederick L. Coolidge; Hamid Alizadeh; Hadi Parhoon; Apeksha Srivastava – International Journal of School & Educational Psychology, 2024
Objective: This study investigated the effect of Cognitive Rehabilitation Training (CRT) on executive functions, problem solving, and attention in students with a specific learning disorder (SLD). Method: Forty-two SLD students from the third to sixth grade (8-12 years old) were randomly assigned to 16 sessions of CRT (n = 21) or to a control (n =…
Descriptors: Foreign Countries, Intelligence Tests, Cognitive Restructuring, Grade 3
Merve Kasim; Yasemin Deringöl – Education and Information Technologies, 2025
The aim of this study is to investigate the impact of technology-supported mathematical modeling method on the mathematical skills of a fourth-grade student with Mathematical Learning Disabilities. The study group consists of a fourth-grade student. It was discovered that the student lacked numerical and logical skills compared to other students.…
Descriptors: Educational Technology, Technology Uses in Education, Grade 4, Mathematics Instruction
Yousef Dehghani; Faride Sadat Hoseini; Fateme Jamshidi – International Journal of Disability, Development and Education, 2024
The present study aimed to investigate the effects of the EASY Minds program on working memory and selective attention of a group of Iranian students with maths learning disabilities. The study had a quasi-experimental research design with pre-test, post-test, and follow-up tests. Forty students with maths learning disabilities were randomly…
Descriptors: Learning Disabilities, Foreign Countries, Short Term Memory, Mathematics Instruction
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
Al-Hroub, Anies; Whitebread, David – Roeper Review, 2019
The purpose of this research was to investigate the utility of dynamic assessment (DA) in identifying a group of "twice-exceptional students" who exhibited mathematical giftedness and specific learning disabilities (MG/LDs). A quantitative method was applied by a multidisciplinary team to identify 30 students (16 girls and 14 boys) in…
Descriptors: Alternative Assessment, Academically Gifted, Learning Disabilities, Grade 5
Saddler, Bruce; Asaro-Saddler, Kristie; Moeyaert, Mariola; Cuccio-Slichko, Julienne – Reading & Writing Quarterly, 2019
In this single-case design study we examined the effects of a summarizing strategy on the written summaries of students with learning disabilities (LD). Three students with LD in fifth and sixth grades learned a mnemonic-based strategy (WINDOW) for writing summaries taught using the self-regulated strategy development (SRSD) approach. Visual…
Descriptors: Writing Instruction, Students with Disabilities, Learning Disabilities, Grade 5
Liu, Jia; Xin, Yan Ping – Learning Disability Quarterly, 2017
Mathematical reasoning is important in conceptual understanding and problem solving. In current reform-based, discourse-oriented mathematics classrooms, students with learning disabilities (LD) encounter challenges articulating or explaining their reasoning processes. Enlightened by the concept of conversational repair borrowed from the field of…
Descriptors: Mathematical Logic, Learning Disabilities, Problem Solving, Mathematical Concepts
Sharp, Emily; Shih Dennis, Minyi – Remedial and Special Education, 2017
This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem-solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction…
Descriptors: Grade 4, Mathematics Instruction, Elementary School Mathematics, Word Problems (Mathematics)
Mammarella, Irene C.; Ghisi, Marta; Bomba, Monica; Bottesi, Gioia; Caviola, Sara; Broggi, Fiorenza; Nacinovich, Renata – Journal of Learning Disabilities, 2016
The main goal of the present study was to shed further light on the psychological characteristics of children with different learning disability profiles aged between 8 and 11 years, attending from third to sixth grade. Specifically, children with nonverbal learning disabilities (NLD), reading disabilities (RD), or a typical development (TD) were…
Descriptors: Psychological Patterns, Learning Disabilities, Children, Preadolescents
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
Berninger, Virginia; Abbott, Robert; Cook, Clayton R.; Nagy, William – Journal of Learning Disabilities, 2017
Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…
Descriptors: Correlation, Attention Control, Executive Function, Multiple Regression Analysis
Download full textHoang, Thienhuong – Journal of the American Academy of Special Education Professionals, 2010
The educational community is discussing response-to-intervention (RTI) as an alternative assessment method. This study investigates assessment elements (beginning text level, ending text level, and number of weeks' participation) of the Reading Recovery (RR) program as part of a future RTI model. By means of a discriminant function analysis, third…
Descriptors: Response to Intervention, Reading Difficulties, Learning Disabilities, Grade 3
