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| Fuchs, Douglas | 1 |
| Fuchs, Lynn S. | 1 |
| Hooper, Stephen R. | 1 |
| Montgomery, James W. | 1 |
| Swartz, Carl W. | 1 |
| Wakely, Melissa B. | 1 |
| de Kruif, Renee E. L. | 1 |
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Peer reviewedHooper, Stephen R.; Swartz, Carl W.; Wakely, Melissa B.; de Kruif, Renee E. L.; Montgomery, James W. – Journal of Learning Disabilities, 2002
A study examined the executive functioning of 55 elementary school children with and without problems in written expression. A model that reflects some of the executive function domains (initiate, sustain, set shifting and inhibition/stopping) which significantly separate good writers from poor writers was used, however, none of the executive…
Descriptors: Cognitive Processes, Elementary Education, Learning Disabilities, Memory
Peer reviewedFisher, Barbara L.; And Others – Journal of Learning Disabilities, 1996
Comparison of the effects of pretest anxiety on the social and nonsocial problem solving of 45 boys (ages 9 to 11) with learning disabilities (LD) and 45 nondisabled boys found the LD group reported significantly higher pretest anxiety which escalated over the course of the problem-solving session. However, boys with or without LD were equally…
Descriptors: Achievement, Affective Behavior, Intermediate Grades, Learning Disabilities
Peer reviewedFuchs, Lynn S.; Fuchs, Douglas – Journal of Learning Disabilities, 2002
A study investigated the mathematical problem-solving abilities of 18 fourth-graders with mathematics disabilities (MD) with and without comorbid reading disabilities (RD). Results demonstrated large deficits for both groups. However, the differences between students with and without RD were mediated by the level of problem solving and by…
Descriptors: Elementary Education, Elementary School Mathematics, Grade 4, Learning Disabilities
