NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
Strategies Students with and without Mathematics Disabilities Use When Estimating Fractions on Number Lines
Peer reviewed Peer reviewed
Direct linkDirect link
Zhang, Dake; Stecker, Pamela; Beqiri, Klesti – Learning Disability Quarterly, 2017
We examined faulty strategies with possible underlying misconceptions, as well as execution mistakes, among middle schoolers with and without mathematics disabilities when estimating fractions on number lines. Fifty-one middle schoolers participated in this study, including 27 students with mathematics disabilities. Participants were asked to…
Descriptors: Learning Disabilities, Mathematics Skills, Middle School Students, Computation
Differences in Strategy Use in the Reading Comprehension of Narrative and Science Texts among Students with and without Learning Disabilities
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Botsas, George – Learning Disabilities: A Contemporary Journal, 2017
The aim of the study was to investigate differences in cognitive and metacognitive strategy use in the reading comprehension of narrative and expository texts among students with learning disabilities (SLD) and without learning disabilities (SWOLD). A total of 122 fifth and sixth graders took part in the study. Half of them (n = 61) were SLD…
Descriptors: Reading Comprehension, Reading Strategies, Learning Disabilities, Cognitive Processes
Exploratory Study of Informal Strategies for Equal Sharing Problems of Students with Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Hunt, Jessica H.; Empson, Susan B. – Learning Disability Quarterly, 2015
Little to no information exists explaining the nature of conceptual gaps in understanding fractions for students with learning disabilities (LD); such information is vital to practitioners seeking to develop instruction or interventions. Many researchers argue such knowledge can be revealed through student's problem-solving strategies. Despite…
Descriptors: Learning Disabilities, Mathematics Instruction, Problem Solving, Elementary School Students
Comprehension Questioning Small Group Reading Instruction for Urban Students with Learning Disabilities
Direct linkDirect link
Jones, Valerie – ProQuest LLC, 2012
It is evident from reading research that students with learning disabilities (LD) greatly benefit from teacher-student interactions during small group comprehension instruction (e.g., Berkeley, Scruggs, & Mastropieri, 2010). Given that questioning takes up the vast majority of instructional interactions between teachers and students (Chin,…
Descriptors: Reading Instruction, Learning Disabilities, Small Group Instruction, Elementary School Students
Problem Situations Experienced by Urban Middle School Students with High Incidence Disabilities That Impact Emotional and Behavioral Adjustment
Peer reviewed Peer reviewed
Direct linkDirect link
Sullivan, Terri N.; Sutherland, Kevin S.; Lotze, Geri M.; Helms, Sarah W.; Wright, Stephen A.; Ulmer, Lisa J. – Journal of Emotional and Behavioral Disorders, 2015
A mixed methods approach was used to identify problem situations in peer and school contexts experienced by urban middle school students with high incidence disabilities that may impact their emotional and behavioral adjustment. A survey and semi-structured interview were conducted with a predominantly African American sample (95%) of 74…
Descriptors: Mixed Methods Research, Urban Schools, Middle School Students, Disabilities