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King, Seth; Wang, Lanqi; Datchuk, Shawn M.; Rodgers, Derek B. – Journal of Learning Disabilities, 2023
Learning disabilities (LD) may affect a range of academic skills but are most often observed in reading. Researchers and policymakers increasingly recommend addressing reading difficulties encountered by students with LD using evidence-based practices, or interventions validated through multiple, high-quality research studies. A valuable tool in…
Descriptors: Literature Reviews, Reading Instruction, Learning Disabilities, Academic Ability
Vaughn, Sharon; Roberts, Garrett J.; Miciak, Jeremy; Taylor, Pat; Fletcher, Jack M. – Journal of Learning Disabilities, 2019
We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed…
Descriptors: Intervention, Learning Disabilities, Word Recognition, Reading Comprehension
Varghese, Cheryl; Bratsch-Hines, Mary; Aiken, Heather; Vernon-Feagans, Lynne – Journal of Learning Disabilities, 2021
Teachers' implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers' intervention fidelity (exposure, adherence, and quality) of targeted reading…
Descriptors: Elementary School Teachers, Intervention, Fidelity, Program Implementation
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
Protopapas, Athanassios; Parrila, Rauno; Simos, Panagiotis G. – Journal of Learning Disabilities, 2016
The concept of Matthew effects in reading development refers to a longitudinally widening gap between high achievers and low achievers. Various statistical approaches have been proposed to examine this idea. However, little attention has been paid to psychometric issues of scaling. Specifically, interval-level data are required to compare…
Descriptors: Reading Instruction, Reading Achievement, Achievement Gap, Longitudinal Studies
Orosco, Michael John; O'Connor, Rollanda – Journal of Learning Disabilities, 2014
This case study describes the culturally responsive instruction of one special education teacher with Latino English language learners (ELLs) with learning disabilities in an urban elementary school setting. This study was situated in a social constructivist research based framework. In investigating this instruction with ELLs, this study focused…
Descriptors: Culturally Relevant Education, Learning Disabilities, English Language Learners, Special Education Teachers
Wexler, Jade; Reed, Deborah K.; Pyle, Nicole; Mitchell, Marisa; Barton, Erin E. – Journal of Learning Disabilities, 2015
A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11-18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if they measured effects on at…
Descriptors: Literature Reviews, Secondary School Students, Learning Disabilities, Learning Problems
Mahfoudhi, Abdessatar; Elbeheri, Gad; Al-Rashidi, Mousa; Everatt, John – Journal of Learning Disabilities, 2010
This work examines the role of morphological awareness in contrast to phonological processing in reading comprehension amongst two groups of native Arabic children: a group with learning disabilities (LD) and a mainstream group who were matched to the LD group in age or reading level. Measures of reading comprehension fluency, phonological skills,…
Descriptors: Semitic Languages, Reading Comprehension, Reading, Learning Disabilities
Miller, Brett; McCardle, Peggy; Hernandez, Ricardo – Journal of Learning Disabilities, 2010
Low literacy levels in adult learners pose an educational and public health challenge to practitioners and the scientific community. Increasing demands placed on literacy can limit opportunities in the workplace and access to health-related resources, negatively affecting public health. Current estimates from the National Center for Education…
Descriptors: Literacy Education, Public Health, Adult Basic Education, Adult Learning
Adlof, Suzanne M.; Catts, Hugh W.; Lee, Jaehoon – Journal of Learning Disabilities, 2010
Multiple studies have shown that kindergarten measures of phonological awareness and alphabet knowledge are good predictors of reading achievement in the primary grades. However, less attention has been given to the early predictors of later reading achievement. This study used a modified best-subsets variable-selection technique to examine…
Descriptors: Reading Comprehension, Reading Difficulties, Alphabets, Reading Achievement
Berkeley, Sheri; Mastropieri, Margo A.; Scruggs, Thomas E. – Journal of Learning Disabilities, 2011
A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three…
Descriptors: Reading Comprehension, Research Design, Mild Disabilities, Effect Size
Aaron, P. G.; Joshi, R. Malatesha; Gooden, Regina; Bentum, Kwesi E. – Journal of Learning Disabilities, 2008
Currently, learning disabilities (LD) are diagnosed on the basis of the discrepancy between students' IQ and reading achievement scores. Students diagnosed with LD often receive remedial instruction in resource rooms. The available evidence suggests that the educational policy based on this discrepancy model has not yielded satisfactory results.…
Descriptors: Reading Difficulties, Reading Instruction, Disability Identification, Learning Disabilities
MacArthur, Charles A.; Konold, Timothy R.; Glutting, Joseph J.; Alamprese, Judith A. – Journal of Learning Disabilities, 2010
The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components…
Descriptors: Learning Disabilities, Construct Validity, Validity, Adult Basic Education
O'Connor, R. E. – Journal of Learning Disabilities, 2004
Bringing the science of schooling into standard practice for students with learning disabilities (LD) is a threefold process that requires understanding the nature and features of high-quality instruction, encouraging their use, and developing and maintaining systems that can sustain them. Examples are drawn from the LD research base to illustrate…
Descriptors: Reading Instruction, Learning Disabilities
Jeanne Wanzek; Sharon Vaughn – Journal of Learning Disabilities, 2008
Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention.…
Descriptors: Intervention, Reading Fluency, Student Reaction, Acceleration (Education)