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Kechichian Khanji, Anna; Simoës-Perlant, Aurélie; Duvignau, Karine – Journal of Cognitive Education and Psychology, 2022
The development of executive functions (EF) in bilingual children with a specific learning disorder (SLD) is a growing area of research interest. Our objective is to study the development of EF in Lebanese children with typical development (TD) and presenting SLD, in the primary grades (Grades 2, 3, and 4). Ninety TD and ninety SLD children, in…
Descriptors: Executive Function, Bilingual Students, Learning Disabilities, Elementary School Students
Schmidt, Claudia; Brandenburg, Janin; Busch, Jenny; Büttner, Gerhard; Grube, Dietmar; Mähler, Claudia; Hasselhorn, Marcus – Reading Research Quarterly, 2021
Deficits in phonological information processing in upper elementary students with specific learning disabilities in reading or spelling may increase, decrease, or remain stable over time. The authors examined the development of phonological processing longitudinally in 209 students (109 with learning disabilities and 100 typically achieving;…
Descriptors: Phonological Awareness, Reading Processes, Cognitive Processes, Elementary School Students
Sarah Schulze; Jan Kuhl – Learning Disabilities: A Contemporary Journal, 2024
This study examines the effects of a working memory (WM) sensitive math intervention in students with learning disabilities (LD). The intervention aims to improve early mathematical competencies while accounting for weak cognitive resources through a reduced instructional design. These principles are considered to be effective for learning. Ten…
Descriptors: Students with Disabilities, Learning Disabilities, Short Term Memory, Mathematics Instruction
Swanson, H. Lee; Arizmendi, Genesis D.; Li, Jui-Teng – Journal of Educational Psychology, 2021
This study investigated the prevalence and stability of latent classes among elementary-aged English learning (EL) children whose first language is Spanish. To this end, EL children (N = 267) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures (short-term memory, working memory,…
Descriptors: Learning Disabilities, Elementary School Students, Grade 1, Grade 2
Wong, Terry T.-Y.; Ho, Connie S.-H.; Tang, Joey – Journal of Learning Disabilities, 2017
Developmental dyscalculia (DD) is a specific learning disability in mathematics that affects around 6% of the population. Currently, the core deficit of DD remains unknown. While the number sense deficit hypothesis suggests that the core deficit of DD lies in the inability to represent nonsymbolic numerosity, the access deficit hypothesis suggests…
Descriptors: Learning Disabilities, Mathematics Skills, Numeracy, Low Achievement
Bauminger-Zviely, Nirit; Alon, Mor; Brill, Alit; Schorr-Edelsztein, Hani; David, Tzuriel; Tubul, Gila; Al-Yagon, Michal – Journal of Special Education, 2019
The present study examined the role of language capacities in explaining differences in social information processing (SIP) among three school-age groups: high-functioning children with autism spectrum disorder (ASD, IQ > 75), children with specific learning disorder (SLD), and children with typical development (TD). Participants were 96 boys…
Descriptors: Autism, Pervasive Developmental Disorders, Learning Disabilities, Cognitive Processes
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
Kingsdorf, Sheri; Krawec, Jennifer – Cogent Education, 2016
In third grade the focus on math word problems becomes prominent. In the limited third grade research, teacher-mediated explicit instruction with multiple exemplars, teaching students to use visual representations, and the incorporation of self-strategies, have proven effective. For these practices to reach their full potential though, their…
Descriptors: Mathematics Instruction, Grade 3, Word Problems (Mathematics), Teaching Methods
Brandenburg, Janin; Klesczewski, Julia; Fischbach, Anne; Schuchardt, Kirsten; Büttner, Gerhard; Hasselhorn, Marcus – Journal of Learning Disabilities, 2015
In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of these isolated or combined literacy difficulties are yet unresolved. Recently, working memory dysfunctions have…
Descriptors: Foreign Countries, Elementary School Students, Children, Learning Disabilities
Cowan, Richard; Powell, Daisy – Journal of Educational Psychology, 2014
Explanations of the marked individual differences in elementary school mathematical achievement and mathematical learning disability (MLD or dyscalculia) have involved domain-general factors (working memory, reasoning, processing speed, and oral language) and numerical factors that include single-digit processing efficiency and multidigit skills…
Descriptors: Elementary School Mathematics, Mathematics Skills, Learning Disabilities, Elementary School Students
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
Swanson, H. Lee; Kudo, Milagros; Guzman-Orth, Danielle – Journal of Educational Psychology, 2016
This study investigated the prevalence and stability of latent classes at risk for reading disabilities (RD) in elementary-aged children whose first language is Spanish. To this end, children (N = 489) in Grades 1, 2, and 3 at Wave 1 were administered a battery of reading, vocabulary, and cognitive measures (short-term memory [STM], working memory…
Descriptors: English Language Learners, At Risk Students, Reading Difficulties, Learning Disabilities
Mussolin, Christophe; De Volder, Anne; Grandin, Cecile; Schlogel, Xavier; Nassogne, Marie-Cecile; Noel, Marie-Pascale – Journal of Cognitive Neuroscience, 2010
Developmental dyscalculia (DD) is a deficit in number processing and arithmetic that affects 3-6% of schoolchildren. The goal of the present study was to analyze cerebral bases of DD related to symbolic number processing. Children with DD aged 9-11 years and matched children with no learning disability history were investigated using fMRI. The two…
Descriptors: Stimuli, Learning Disabilities, Short Term Memory, Brain
Edwards, Patricia A. – ProQuest LLC, 2010
The purpose of this mixed research design study was to examine how teachers in a large urban Midwestern district used Thinking Maps® with students in elementary school general education and special education classrooms. In addition, this study examined the use of Thinking Maps® with 30 urban elementary school males in two schools: one second…
Descriptors: Elementary School Students, Males, Student Attitudes, Urban Schools