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Teaching Algebra to Students with Learning Disabilities: Where Have We Come and Where Should We Go?
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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
Spatial Working Memory and Arithmetic Deficits in Children with Nonverbal Learning Difficulties
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Mammarella, Irene Cristina; Lucangeli, Daniela; Cornoldi, Cesare – Journal of Learning Disabilities, 2010
Visuospatial working memory and its involvement in arithmetic were examined in two groups of 7- to 11-year-olds: one comprising children described by teachers as displaying symptoms of nonverbal learning difficulties (N = 21), the other a control group without learning disabilities (N = 21). The two groups were matched for verbal abilities, age,…
Descriptors: Control Groups, Learning Problems, Learning Disabilities, Nonverbal Learning
Ten Guidelines for Writing Instructional Sequences
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Siegel, Ernest; Siegel, Rita – Journal of Learning Disabilities, 1975
Descriptors: Behavioral Objectives, Exceptional Child Education, Guidelines, Learning Disabilities
The Implications of Response Generalization for Improving the Effectiveness of Programs for Learning Disabled Children.
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And Others; McLeskey, James – Journal of Learning Disabilities, 1980
The authors emphasize the need for developing educational interventions that encourage generalization in learning disabled students from one set of responses to another. (CL)
Descriptors: Generalization, Learning Disabilities, Modeling (Psychology), Self Control
The Importance of Sequencing as an Aspect of Short-Term Memory in Good and Poor Spellers.
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McLeod, John; Greenough, Pauline – Journal of Learning Disabilities, 1980
Memory tasks administered individually to grade 1 and grade 4 good (N=20) and poor (N=29) spellers were scored for both gross and ordered sequential recall. Good spellers had higher threshold scores in gross memory rather than specifically superior sequential memory. (Author)
Descriptors: Exceptional Child Research, Intermediate Grades, Learning Disabilities, Memory
Rhythm and Sequencing in an Intersensory Approach to Learning Disability
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Kallan, Cynthia A. – Journal of Learning Disabilities, 1972
Adapted from a paper presented at the 7th International ACLD Conference, Philadelphia, Pa. (February, 1970). A discussion of the importance of rhythm in perceptual processing. (Author/KW)
Descriptors: Exceptional Child Education, Learning Disabilities, Perceptual Motor Learning, Sensory Integration
Task Analysis and Effective Teaching
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Siegel, Ernest – Journal of Learning Disabilities, 1972
Descriptors: Behavioral Objectives, Exceptional Child Education, Guidelines, Learning Disabilities
Visual Sequential Memory in Reading Disability
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Guthrie, John T.; Goldberg, Herman K. – Journal of Learning Disabilities, 1972
Descriptors: Exceptional Child Research, Learning Disabilities, Memory, Reading Ability
Wechsler Adult Intelligence Score Patterns for Learning Disabled Young Adults. Part 1: Studies with New or Unusual Learning Disabled Populations.
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Cordoni, Barbara K.; And Others – Journal of Learning Disabilities, 1981
Consistent with earlier research using the Wechsler Intelligence Scale for Children (WISC) and the WISC-Revised, the Information, Digit Span, and Digit Symbol (i.e., Coding) subtests contribute substantially and independently to group differentiation. A. Bannatyne's Sequential factor also discriminates between these groups. (Author)
Descriptors: College Students, Higher Education, Intelligence Tests, Learning
Relationship of IQ and Reading Score to Visual, Spatial, and Temporal Matching Tasks
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Rudel, Rita G.; Denckla, Martha B. – Journal of Learning Disabilities, 1976
Descriptors: Age Differences, Elementary Education, Exceptional Child Research, Intelligence Quotient
WISC Subtest Scores of Diabled Readers: A Review with Respect to Bannatyne's Recategorization
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Rugel, Robert P. – Journal of Learning Disabilities, 1974
Twenty-five studies were reviewed which reported scores of 883 disabled readers, 7 to 18 years of age on subtests of the Wechsler Intelligence Scale for Children. (Author/MC)
Descriptors: Adolescents, Children, Classification, Concept Formation
Prevalence and Characteristics of Learning Disabilities Found in Second Grade Children
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Meier, John H. – Journal of Learning Disabilities, 1971
Part of the paper was presented at the Annual International Convention of the Council for Exceptional Children (47th, Denver, Colorado, 1969). (CD)
Descriptors: Elementary School Students, Exceptional Child Research, Grade 2, Incidence
Mathematical Learning Difficulties and PASS Cognitive Processes.
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Kroesbergen, Evelyn H.; Van Luit, Johannes E. H.; Naglieri, Jack A. – Journal of Learning Disabilities, 2003
This study examined relationships between mathematical learning difficulties (MLD) and the planning, attention, simultaneous, successive (PASS) theory of cognitive processing. PASS processes were assessed in 267 Dutch students with MLD. Results indicated students with MLD performed lower than peers on all "Cognitive Assessment System"…
Descriptors: Attention Control, Cognitive Processes, Elementary Secondary Education, Foreign Countries