NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Journal of Learning…34
Location
Bolivia1
Laws, Policies, & Programs
Assessments and Surveys
General Educational…2
What Works Clearinghouse Rating
Showing 1 to 15 of 34 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Seohyeon Choi; Emma Shanahan; Bess Casey-Wilke; Jechun An; LeAnne Johnson – Journal of Learning Disabilities, 2024
Despite decades of research efforts, data-based instruction (DBI) for students with intensive intervention needs are not being widely used in practice as anticipated, and many educators have difficulties in implementing it. This systematic review aimed to examine what kinds of implementation drivers and strategies have been used to support…
Descriptors: Special Needs Students, Learning Disabilities, Intervention, Program Implementation
Peer reviewed Peer reviewed
Direct linkDirect link
Williams, Kelly J.; Walker, Melodee A.; Vaughn, Sharon; Wanzek, Jeanne – Journal of Learning Disabilities, 2017
Spelling is one of the most challenging areas for students with learning disabilities (LD), and improving spelling outcomes for these students is of high importance. In this synthesis, we examined the effects of spelling and reading interventions on spelling outcomes for students with LD in Grades K through 12. A systematic search of peer-reviewed…
Descriptors: Spelling, Reading Instruction, Learning Disabilities, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Stevens, Elizabeth A.; Walker, Melodee A.; Vaughn, Sharon – Journal of Learning Disabilities, 2017
Fluent word reading is hypothesized to facilitate reading comprehension by improving automatic word reading, thus releasing a reader's cognitive resources to focus on meaning. Many students with learning disabilities (LD) struggle to develop reading fluency, which affects reading comprehension. This synthesis extends Chard, Vaughn, and Tyler's…
Descriptors: Reading Fluency, Reading Comprehension, Elementary School Students, Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Watt, Sarah J.; Watkins, Jessie R.; Abbitt, Jason – Journal of Learning Disabilities, 2016
This review investigates effective interventions for teaching algebra to students with learning disabilities and evaluates the complexity and alignment of skills with the Common Core State Standards in math. The review includes the results of 10 experimental and 5 single-subject designs (N = 15) producing a moderate overall effect size (g = 0.48).…
Descriptors: Algebra, Learning Disabilities, Mathematics Instruction, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Hock, Michael F. – Journal of Learning Disabilities, 2012
Adults with learning disabilities (LD) attending adult basic education, GED programs, or community colleges are among the lowest performers on measures of literacy. For example, on multiple measures of reading comprehension, adults with LD had a mean reading score at the third grade level, whereas adults without LD read at the fifth grade level.…
Descriptors: Achievement Gap, Reading Comprehension, Learning Disabilities, Adult Basic Education
Peer reviewed Peer reviewed
Direct linkDirect link
De La Paz, Susan; Morales, Petra; Winston, Philip M. – Journal of Learning Disabilities, 2007
We review domain-specific teaching approaches for students with learning disabilities in social studies, then present De La Paz's 2005 historical reasoning strategy so that readers understand the rationale for and have information on each stage of instruction. Next, we highlight the role of self-regulation for the reasoning process. We then turn…
Descriptors: Teaching Methods, Social Studies, Special Education Teachers, Learning Disabilities
Peer reviewed Peer reviewed
Moyer, Sandra B. – Journal of Learning Disabilities, 1982
The article reviews research on the use of multiple oral rereading (MOR) with reading disabled students. MOR uses daily practice on a selection of little difficulty. Its effectiveness in increasing fluency (accuracy and speed) is examined, and the role of redundancy in three types of reading models is analyzed. (CL)
Descriptors: Reading Difficulties, Reading Instruction, Reading Rate, Redundancy
Peer reviewed Peer reviewed
Pressley, Michael; And Others – Journal of Learning Disabilities, 1987
Two types of elaboration are reviewed as potent strategies for the learning disabled: (1) modifications to make materials more learnable and (2) recommendations about elaborative strategies that learners can execute. A model of autonomous and flexible strategy use is presented with emphasis on efficient strategy application. (DB)
Descriptors: Elementary Secondary Education, Instructional Materials, Learning Disabilities, Learning Strategies
Peer reviewed Peer reviewed
Obrzut, John E.; Hynd, George W. – Journal of Learning Disabilities, 1983
The author reviews implications of the previous four papers on the neuropsychological approach to learning disabilities (ED 161 035-038), notes the importance of an interdisciplinary approach, discusses potential valuable test batteries, and emphasizes the need for appropriate training in neuropsychology psychologists and teachers. (CL)
Descriptors: Elementary Secondary Education, Interdisciplinary Approach, Learning Disabilities, Learning Theories
Peer reviewed Peer reviewed
Hartlage, Lawrence C.; Telzrow, Cathy F. – Journal of Learning Disabilities, 1983
The paper reviews research, largely inconclusive, on diagnostic-prescriptive teaching and proposes a model for use with learning disabled students using neuropsychological test data to infer relevant learner aptitudes. Studies are cited to support the validity of strength-matched teaching and the use of compensatory teaching with severe learning…
Descriptors: Diagnostic Teaching, Educational Diagnosis, Elementary Secondary Education, Learning Disabilities
Peer reviewed Peer reviewed
Hofmeister, Alan M. – Journal of Learning Disabilities, 1979
The practice of evaluating certain special education tests in terms of traditional test evaluation procedures appears inconsistent with observations that these tests are often so closely tied to instructional procedures that they are not separable in practice. (Author)
Descriptors: Handicapped Children, Research Reviews (Publications), Special Education, Teaching Methods
Peer reviewed Peer reviewed
Newcomer, Phyllis L.; Barenbaum, Edna M. – Journal of Learning Disabilities, 1991
This review of writing abilities of learning-disabled children addresses story composition, expository writing, training/intervention research, and rationales/procedures for instruction. Specifically reviewed are mechanical/syntactic fluency skills, story schema and cohesion, modes of production, effects of age and development, task importance,…
Descriptors: Elementary Secondary Education, Instructional Effectiveness, Learning Disabilities, Teaching Methods
Peer reviewed Peer reviewed
Patton, James R. – Journal of Learning Disabilities, 1994
This article reviews issues relating to using homework with students having learning disabilities and then identifies empirically validated and recommended practices, grouped into four categories: (1) management considerations; (2) assignment considerations; (3) student competencies; and (4) parent involvement. (DB)
Descriptors: Competence, Elementary Secondary Education, Homework, Instructional Effectiveness
Peer reviewed Peer reviewed
Chard, David J.; Vaughn, Sharon; Tyler, Brenda-Jean – Journal of Learning Disabilities, 2002
A synthesis of research on interventions designed to build reading fluency in students with learning disabilities identified 24 studies on various interventions. Results suggested that effective interventions include explicit models of reading fluency, multiple opportunities to read familiar text repeatedly, independently, and with corrective…
Descriptors: Elementary Education, Instructional Effectiveness, Intervention, Learning Disabilities
Peer reviewed Peer reviewed
Hoover, John J. – Journal of Learning Disabilities, 1989
The article provides an overview of the study skill proficiency (or lack of it) of students with learning disabilities followed by the presentation of 15 study skill strategies. It concludes with a discussion on the implementation of a study skills program including guidelines. (Author/DB)
Descriptors: Content Area Reading, Educational Needs, Learning Disabilities, Learning Strategies
Previous Page | Next Page ยป
Pages: 1  |  2  |  3