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| Learning Disabilities… | 3 |
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Peer reviewedMather, Nancy – Learning Disabilities Research and Practice, 1992
This paper reviews the history of whole-language versus code-emphasis approaches to reading instruction. The paper concludes that students with severe learning disabilities may learn to read in a whole-language, mainstream classroom, if provided with supplemental instruction, a variety of instructional techniques, and appropriate intensity and…
Descriptors: Decoding (Reading), Elementary Secondary Education, Learning Disabilities, Mainstreaming
Peer reviewedGarnett, Katherine – Learning Disabilities Research and Practice, 1992
Insights from both cognitive psychology and learning disabilities intervention research are presented to improve understanding of the processes by which number fact fluency develops. Discussion includes assessment guidelines and learning strategies such as counting all, counting on, and alternative groupings. (Author/JDD)
Descriptors: Arithmetic, Cognitive Processes, Cognitive Psychology, Computation
Peer reviewedSwanson, H. Lee – Learning Disabilities Research and Practice, 1999
Review of 180 intervention studies identified instructional components that best predicted effect sizes for students with learning disabilities. These included sequencing, drill-repetition-practice feedback, segmentation of information, technology (structure-presentation medium), controlling task difficulty (e.g., scaffolding), modeling…
Descriptors: Classroom Techniques, Effect Size, Elementary Secondary Education, Instructional Effectiveness
