NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Effectiveness of Mathematical Word Problem Solving Interventions for Students with Learning Disabilities and/or Mathematics Difficulties: A Meta-Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Lein, Amy E.; Jitendra, Asha K.; Harwell, Michael R. – Journal of Educational Psychology, 2020
This meta-analysis synthesized the available empirical evidence on the impact of interventions on the development and enhancement of mathematical word problem solving skills for K-12 students with learning disabilities (LD) and those with mathematics difficulties (MD). A total of 33 studies met inclusion criteria for this meta-analysis. After…
Descriptors: Word Problems (Mathematics), Problem Solving, Learning Disabilities, Learning Problems
Developmental Lag versus Deficit Models of Reading Disability: A Longitudinal, Individual Growth Curves Analysis.
Peer reviewed Peer reviewed
Francis, David J.; And Others – Journal of Educational Psychology, 1996
Individual growth curves were used to test whether the development of children with reading disabilities is best characterized by models of developmental lag or developmental deficit. Results with 403 children suggest that the developmental course of reading disabilities is best characterized by deficit models. (SLD)
Descriptors: Age Differences, Child Development, Children, Individual Differences
Problem-Solving Strategies in Learning Disabled and Normal Boys: Developmental and Instructional Effects.
Peer reviewed Peer reviewed
Barton, Judy A. – Journal of Educational Psychology, 1988
A developmentally sensitive problem-solving task--the 20-Question Game--was used to examine development and treatment variables among 48 learning disabled and 48 normal boys at two age levels (8-13 years old). Results indicate that both younger boys and learning disabled boys demonstrated less efficient problem-solving skills than did others. (TJH)
Descriptors: Age Differences, Child Development, Comparative Analysis, Elementary School Students
Comprehension of Students with or without Learning Disabilities: Identification of Narrative Themes and Idiosyncratic Text Representations.
Peer reviewed Peer reviewed
Williams, Joanna P. – Journal of Educational Psychology, 1993
Ten learning-disabled adolescents (LDs) performed a reading comprehension task below the level of same-age nondisabled students (NLDs) but at the same level as younger NLDs (YNDs). On a measure of incipient awareness of theme, LDs scored below YNDs. Why LDs have difficulty getting the point is discussed. (SLD)
Descriptors: Adolescents, Age Differences, Comparative Analysis, Elementary Secondary Education
Causal Attributions of Learning-Disabled Children: Developmental Patterns and Relation to Academic Progress.
Peer reviewed Peer reviewed
Kistner, Janet A.; And Others – Journal of Educational Psychology, 1988
The relationship of achievement attributions of 34 learning-disabled children (in grades three through eight) to academic progress and developmental patterns of attributional styles was examined in longitudinal studies (continuing for two years). Developmental changes in achievement attributions parallel those of non-disabled peers (n=40), but…
Descriptors: Academic Achievement, Age Differences, Attribution Theory, Developmental Stages
Relationship between Memory and Metamemory Performance: A Comparison of Specific and General Strategy Knowledge.
Peer reviewed Peer reviewed
Short, Elizabeth J.; And Others – Journal of Educational Psychology, 1993
Effects of task demands, age, and skill level on memory and metamemory performance were examined for 62 average and 66 low-achieving learning-disabled children. Memory improved with age and skill level, and strategic metamemory revealed age and skill-level differences, but taxonomic metamemory revealed age differences in the average group only.…
Descriptors: Age Differences, Child Development, Classification, Comparative Testing