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Does Strategy Knowledge Influence Working Memory in Children with Mathematical Disabilities?
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Keeler, Marsha L.; Swanson, H. Lee – Journal of Learning Disabilities, 2001
A study investigated the relationship between working memory (WM), declarative strategy knowledge, and math achievement in 111 children with and without mathematical disabilities (MD). Results found verbal and visual-spatial WM, stable verbal strategy choices, and expert strategy choices related to visual-spatial processing all contributed…
Descriptors: Cognitive Processes, Elementary Education, Learning Disabilities, Mathematics
Assessment of Children Referred for Evaluation of School Difficulties Who Have Adequate Academic Achievement Scores.
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Morgan, Allison E.; Singer-Harris, Naomi; Bernstein, Jane H.; Waber, Deborah P. – Journal of Learning Disabilities, 2000
Forty children (ages 7-11) referred for evaluation of learning problems, who had normal scores on measures of academic achievement, were compared to 81 similarly referred children who had scored low. Children with normal achievement scores had higher IQs and better decoding skills, however, the two groups showed similar neuropsychological…
Descriptors: Academic Achievement, Children, Cognitive Processes, Elementary Education
Metacognition and Mathematical Problem Solving in Grade 3.
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Desoete, Annemie; Roeyers, Herbert; Buysse, Ann – Journal of Learning Disabilities, 2001
This article presents an overview of two studies that examined the relationship between metacognition and mathematical problem solving in 165 third-graders. Principle components analysis on metacognition revealed that three metacognitive components (global metacognition, off-line metacognition, and attribution to effort) explained 66-67 percent of…
Descriptors: Cognitive Processes, Elementary Education, Grade 3, Learning Disabilities
Comparisons of Achievement, Effort, and Self-Perceptions among Students with Learning Disabilities and Their Peers from Different Achievement Groups
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Lackaye, Timothy D.; Margalit, Malka – Journal of Learning Disabilities, 2006
This study compared the social-emotional implications of academic achievement for students with and without learning disabilities (LD) and identified predictors of effort investment. Students with LD showed lower levels of achievement, effort investment, academic self-efficacy, sense of coherence, positive mood, and hope, and higher levels of…
Descriptors: Psychological Patterns, Self Efficacy, Multiple Regression Analysis, Academic Achievement
Educational Aspects of Mathematics Disabilities.
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Miller, Susan Peterson; Mercer, Cecil D. – Journal of Learning Disabilities, 1997
Discusses factors that contribute to students with learning disabilities having difficulty acquiring and retaining math skills. Factors include national reform movements that have influenced math instruction, inclusion, characteristics of students with learning disabilities, and poor mathematics curricula and instruction. Recommendations for…
Descriptors: Academic Standards, Educational Change, Elementary Secondary Education, Inclusive Schools
Correlates of Postsecondary Employment Outcomes for Young Adults with Learning Disabilities.
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Fourqurean, John M.; And Others – Journal of Learning Disabilities, 1991
Survey contacted 175 students with learning disabilities who exited four high schools between 1986 and 1989. Overall, 86 percent were employed either full or part time. At least one semester of postsecondary education was completed by 26 percent of sample. The most successful students tended to be those with higher math ability, employment during…
Descriptors: Employment, Followup Studies, Graduate Surveys, High Schools