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Casey Hord; Anna Fricano DeJarnette; Shelby Yates; Kilee Wolfe; Lizzie Bernys; Ian Byard; Ashley Bruner; Allison Patterson; Hannah E. Libby; Meghan A. O’Connor – Learning Disabilities: A Contemporary Journal, 2024
The researchers conducted a qualitative case study on a learning community comprising special education and psychology majors. This community was strategically organized to foster interdisciplinary learning among its members and to design interventions for students struggling with mathematics anxiety, specifically in classes like Algebra 1.…
Descriptors: Students with Disabilities, Learning Disabilities, Algebra, Special Education
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Matthias Grünke; Anne Barwasser; Linda Bell; Lilian Wasko; Vincent Connelly – Learning Disabilities: A Contemporary Journal, 2023
Fractions are an integral part of the mathematics curriculum. Most students acquire proficiency with these concepts during the course of their elementary education and are usually able to perform basic fractions operations when reaching middle-school age. However, a considerable number of students require extra help to not fall further and further…
Descriptors: Grade 6, Fractions, Addition, Mathematics Skills
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Morin, Lisa L.; Agrawal, Jugnu – Learning Disabilities: A Contemporary Journal, 2022
The purpose of this article was to evaluate the quality of research studies and the evidence base for algebra instruction for secondary students with learning disabilities (LD) from 2000 to 2020. We evaluated the quality of methodological rigor of a total of eight single subject and three group design research studies using the 2014 Council for…
Descriptors: Algebra, Teaching Methods, Mathematics Instruction, Learning Disabilities
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Hord, Casey – Learning Disabilities: A Contemporary Journal, 2021
The researcher conducted a qualitative case study of two sessions of a preservice teacher tutoring a student with a learning disability on Algebra 1 content. In this study, the focus was the tutor's use of gestures overlaid on the students' offloaded work on paper to help the student make sense of the problems. The student also demonstrated how…
Descriptors: Nonverbal Communication, Tutoring, Students with Disabilities, Learning Disabilities
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Young, Murphy K.; Rouse, Amy Gillespie; Datchuk, Shawn – Learning Disabilities: A Contemporary Journal, 2022
This scoping review provides a comprehensive overview of available experimental research on writing interventions for K-12 students with learning disabilities (LD). After conducting a systematic search across multiple databases, journals, and previous meta-analyses, we located a total of 194 studies. Each study included in this review met the…
Descriptors: Writing Instruction, Intervention, Students with Disabilities, Learning Disabilities
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Bone, Erin; Bouck, Emily; Witmer, Sara – Learning Disabilities: A Contemporary Journal, 2021
It is imperative teachers use evidence-based practices to instruct all learners. Yet, there are limited reviews focused on educational practices to support secondary students with learning disabilities in algebra. This evidence-based systematic review focused on research published in peer review journals between 1999 and 2019. Eighteen studies…
Descriptors: Students with Disabilities, Learning Disabilities, Algebra, Mathematics Instruction
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Deshpande, Divya S.; Riccomini, Paul J.; Hughes, Elizabeth M.; Raulston, Tracy J. – Learning Disabilities: A Contemporary Journal, 2021
While school performance suggests students with learning disabilities require intervention to demonstrate mathematics proficiency, little is known about how they approach problem solving in secondary geometry. Think aloud protocols highlight the higher order thinking skills underlying complex academic tasks. We conducted an exploratory descriptive…
Descriptors: Problem Solving, Geometric Concepts, Protocol Analysis, Secondary School Mathematics
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Mason, Linda H.; Ciullo, Stephen; Collins, Alyson A.; Brady, Stacie; Elcock, LaTisha; Owen, Lindsay Sanborn – Learning Disabilities: A Contemporary Journal, 2022
Descriptive and qualitative research was used to explore teacher training, teachers' perceptions, and instructional practice for writing in inclusive middle school science (n = 22) and social studies (n = 27) classrooms. Data sources for the two parallel studies included questionnaires and interviews with 49 participating teachers as well as four…
Descriptors: Middle School Teachers, Inclusion, Teacher Attitudes, Teaching Methods
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Kim, Soo Jung; Xin, Yan Ping – Learning Disabilities: A Contemporary Journal, 2022
We conducted a comprehensive synthesis of computer-assisted instruction (CAI) research that aimed to facilitate the learning of mathematical word problem solving involving elementary and secondary school students with learning disabilities or difficulties in mathematics. We examined a total of 13 studies under the four instructional categories:…
Descriptors: Computer Assisted Instruction, Word Problems (Mathematics), Problem Solving, Mathematics Instruction
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Hisgen, Susanne; Barwasser, Anne; Wellmann, Thorben; Grünke, Matthias – Learning Disabilities: A Contemporary Journal, 2020
The ability to compose argumentative essays of sufficient quality is tantamount to the aptitude of thinking independently and critically, which is vital to playing an active part in one's society. Thus, the aim of teaching students this skill is incorporated into virtually every secondary school curriculum in almost all democratic countries around…
Descriptors: Secondary School Students, Essays, Persuasive Discourse, Learning Disabilities
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Hughes, Elizabeth M. – Learning Disabilities: A Contemporary Journal, 2019
Students with mathematics learning disabilities (MLD) often require more intensive intervention in addition to quality core mathematics instruction. This research evaluates the effects of a point of view video modeling (POVM) intervention including virtual demonstrating of concrete mathematics manipulatives to teach simplifying fractions. Three…
Descriptors: Middle School Students, Learning Disabilities, Students with Disabilities, Video Technology
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Duchaine, Ellen L.; Reynosa, Raymond J.; Garza, Rubén – Learning Disabilities: A Contemporary Journal, 2021
Teachers often find themselves unprepared for inclusion, the practice of providing instruction and supports to students with learning disabilities and related special needs in general education classrooms. Research indicates many pre-service teachers have limited, if any, coursework to equip them with the necessary skills for inclusive classrooms.…
Descriptors: Secondary School Teachers, Mathematics Teachers, Science Teachers, Preservice Teachers
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Hughes, Elizabeth M.; Lee, Joo-Young; Cook, Michelle J.; Riccomini, Paul J. – Learning Disabilities: A Contemporary Journal, 2019
Content writing contributes to students' positive learning and outcomes. Mathematical-content writing has been shown to positively support students' mathematical reasoning, but it is challenging for many students with and without learning disabilities. This study explores proof-of-concept evaluation to extend self-regulated strategy development,…
Descriptors: Content Area Writing, Mathematics, Learning Disabilities, Learning Strategies
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Knaak, Turid; Grünke, Matthias; Barwasser, Anne – Learning Disabilities: A Contemporary Journal, 2021
The English language plays a major role around the world, making it important to learn English in order to participate and communicate in our globalized age. Adequate foreign language (L2) skills are important for everyday life and can even enhance performance in one's first language (L1). A growing number of very heterogeneous classrooms make it…
Descriptors: Vocabulary Development, Sight Vocabulary, Word Recognition, English (Second Language)
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VanUitert, Victoria J.; Kennedy, Michael J.; Romig, John Elwood; Carlisle, Lindsay M. – Learning Disabilities: A Contemporary Journal, 2020
Science includes a multitude of specialized terms that are not consistently taught using effective practices. Often, students with disabilities rely on ineffective strategies in order to memorize word definitions, which inhibits their science achievement. Using a counter-balanced design, we tested whether having access to multimedia videos that…
Descriptors: Vocabulary Development, Video Technology, Multimedia Instruction, Science Achievement
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