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Woodward, John – Journal of Learning Disabilities, 2017
This commentary summarizes emerging research into fractions instruction for students who are at risk for failure. Each of the three articles emphasizes a measure conception of fractions. Teaching fractions as measurement helps students learn the magnitude of rational numbers. However, measurement is only part of the way that students should…
Descriptors: Learning Disabilities, Mathematical Concepts, Fractions, Mathematics Instruction
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Laasonen, Marja; Lehtinen, Maisa; Leppamaki, Sami; Tani, Pekka; Hokkanen, Laura – Journal of Learning Disabilities, 2010
Difficulties in phonological processing and reading that characterize developmental dyslexia have been suggested also to affect those with attention-deficit/hyperactivity disorder (ADHD). However, it is not known to what extent various intervening factors, such as low intelligence quotient or age, explain the observed difficulties. In this study,…
Descriptors: Intelligence, Spelling, Dyslexia, Hyperactivity
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Raghubar, Kimberly; Cirino, Paul; Barnes, Marcia; Ewing-Cobbs, Linda; Fletcher, Jack; Fuchs, Lynn – Journal of Learning Disabilities, 2009
Errors in written multi-digit computation were investigated in children with math difficulties. Third- and fourth-grade children (n = 291) with coexisting math and reading difficulties, math difficulties, reading difficulties, or no learning difficulties were compared. A second analysis compared those with severe math learning difficulties, low…
Descriptors: Group Membership, Reading Difficulties, Learning Problems, Learning Disabilities
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Rosenberg, Michael S. – Journal of Learning Disabilities, 1989
Two studies on the effectiveness of supplemental homework assignments on the acquisition of basic skills (math facts and spelling) with elementary school-aged learning-disabled students found three factors which maximized homework effectiveness: rate of homework completion, percentage correct of the homework, and rate of acquisition of the content…
Descriptors: Arithmetic, Basic Skills, Drills (Practice), Elementary Education
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Wilson, Rich; And Others – Journal of Learning Disabilities, 1996
The acquisition of multiplication facts by four elementary students with learning disabilities was compared under two instructional delivery formats--teacher directed and computer assisted. All students mastered more facts in the teacher-directed condition. In addition, teachers provided many more opportunities to respond and showed a higher…
Descriptors: Arithmetic, Computer Assisted Instruction, Efficiency, Elementary Education