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Effects of Schema-Based Instruction on Immediate, Generalized, and Combined Structured Word Problems
Direct linkPeltier, Corey; Sinclair, Tracy E.; Pulos, Joshua M.; Suk, Andrea – Journal of Special Education, 2020
Instruction targeting the underlying math problem structure is identified as an evidence-based practice for students with a specific learning disability (SLD). Furthermore, schema-based instruction is identified as a potentially evidence-based practice for students with a SLD. This study extended prior work by (a) using a teacher as the…
Descriptors: Mathematics Instruction, Word Problems (Mathematics), Problem Solving, Learning Disabilities
Joseph, Laurice M.; Eveleigh, Elisha L. – Journal of Special Education, 2011
The purpose of this review was to synthesize the effects of self-monitoring methods on reading achievement for students with disabilities. Studies examining the self-monitoring of reading behaviors that were published in peer-reviewed journals from 1987 to 2008 were synthesized with regard to types of participants, settings, research designs,…
Descriptors: Reading Comprehension, Learning Disabilities, Reading Achievement, Behavior Disorders
Peer reviewedMcDermott, Paul A.; Watkins, Marley W. – Journal of Special Education, 1983
To assess the relative effectiveness of computerized over conventional remedial methods with handicapped learners, 205 learning disabled elementary school children were assigned to a mathematics computer assisted instructional (CAI) or spelling CAI treatment or a conventional instruction control group. Results indicated that gains for the three…
Descriptors: Analysis of Covariance, Computer Assisted Instruction, Conventional Instruction, Learning Disabilities
Peer reviewedWilliams, Fern; Oakland, Thomas – Journal of Special Education, 1978
The study evaluated the effectiveness of three instructional methods in promoting speech sound discrimination and reading achievement over a 3-year period. (Author)
Descriptors: Auditory Discrimination, Auditory Perception, Black Youth, Cultural Differences
Peer reviewedGerber, Michael M. – Journal of Special Education, 1995
This response to five case studies of inclusive practices for elementary students with learning disabilities (LD) finds that the consistent result was to diminish and subordinate the role of the special education teacher, reduce the potential effectiveness of special education as a specialized instructional effort, and remove the academic press…
Descriptors: Educational Trends, Elementary Education, Inclusive Schools, Learning Disabilities
Peer reviewedSindelar, Paul T. – Journal of Special Education, 1995
This response to five case studies of inclusive practices for elementary students with learning disabilities identifies problems inherent in inclusive education (e.g., coteaching and logistics) and suggests that fundamental school reform offers an alternative that meets recognized best-practice standards and requires the trained skills of learning…
Descriptors: Educational Practices, Elementary Education, Inclusive Schools, Learning Disabilities
Peer reviewedMartin, Edwin W. – Journal of Special Education, 1995
This response to five case studies of inclusive practices for elementary students with learning disabilities finds confirmation of fears that such programs would suffer from problems of organization, planning, and coordination; that related services would not be provided more frequently; and that program value is determined by teacher and…
Descriptors: Administrator Attitudes, Educational Trends, Elementary Education, Inclusive Schools
