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The Efficacy of Graphic Organizers on the Writing Outcomes of Students with Learning Disabilities: A Research Synthesis of Single-Case Studies
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Boon, Richard T.; Barbetta, Patricia M.; Paal, Michael – Learning Disabilities: A Multidisciplinary Journal, 2018
In this paper, we provide a research synthesis of single-case studies on the efficacy of graphic organizers to improve the writing composition outcomes of students with learning disabilities in grades K-12. A series of electronic searches, a hand search, and an ancestral search were conducted to locate relevant articles from 1975 to July 2017. Ten…
Descriptors: Visual Aids, Learning Disabilities, Writing Skills, Writing (Composition)
Taking Notes on Informational Source Text Using Text Structures: An Intervention for Fourth Grade Students with Learning Difficulties
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Hebert, Michael; Bohaty, Janet; Nelson, J. Ron; Roehling, Julia; Christensen, Kristin – Learning Disabilities: A Multidisciplinary Journal, 2018
Students with writing difficulties may have difficulty when writing informational text with source material due to (a) inexperience with such text and (b) difficulties reading and understanding source material. Teaching students to take notes related to informational text using text structures (e.g., description, compare/contrast) may help them…
Descriptors: Writing Difficulties, Writing (Composition), Writing Instruction, Notetaking
Online Writing Processes in Translating Cognition into Language and Transcribing Written Language by Stylus and Keyboard in Upper Elementary and Middle School Students with Persisting Dysgraphia or Dyslexia
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Beers, Scott F.; Berninger, Virginia; Mickail, Terry; Abbott, Robert – Learning Disabilities: A Multidisciplinary Journal, 2018
Participants in this study completed an online experiment in which they wrote essays by stylus or keyboard. Three translation measures (length of language burst, length of pauses, and rate of pausing) and four transcription measures (total words, total time, words/minute, and percent spelling errors) for composition were analyzed for two research…
Descriptors: Educational Experiments, Comparative Analysis, Writing Processes, Essays
The Influence of Drama on Elementary Students' Written Narratives and On-Task Behavior
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Anderson, Alida; Berry, Katherine A. – Learning Disabilities: A Multidisciplinary Journal, 2014
Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compared for their influence on third grade students' written narrative cohesion and on-task behavior in a self-contained, nonpublic elementary classroom. Participants included students (N = 14) with comorbid language-based learning disabilities (LD) and…
Descriptors: Drama, Language Arts, Learning Disabilities, Attention Deficit Hyperactivity Disorder
A Descriptive Study Examining the Impact of Digital Writing Environments on Communication and Mathematical Reasoning for Students with Learning Disabilities
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Huscroft-D'Angelo, Jacqueline; Higgins, Kristina N.; Crawford, Lindy L. – Learning Disabilities: A Multidisciplinary Journal, 2014
Proficiency in mathematics, including mathematical reasoning skills, requires students to communicate their mathematical thinking. Mathematical reasoning involves making sense of mathematical concepts in a logical way to form conclusions or judgments, and is often underdeveloped in students with learning disabilities. Technology-based environments…
Descriptors: Learning Disabilities, Mathematical Logic, Mathematics Instruction, Mathematical Concepts
Portfolio Assessment for Students with Learning Disabilities.
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Schutt, Patricia Walsh; McCabe, Virginia Marie – Learning Disabilities: A Multidisciplinary Journal, 1994
This article describes the introduction of writing portfolios to elementary school students with learning disabilities in self-contained special education classrooms. It discusses getting started, contents of the portfolio, instructional goals and objectives, conferences, observations, and portfolio evaluation. (Author/DB)
Descriptors: Elementary Education, Evaluation Methods, Learning Disabilities, Portfolios (Background Materials)
Oral and Written Compositions of Students with Learning Disabilities in the Content Area of Science.
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McFarland, Jacqueline; Shepard, Teri – Learning Disabilities: A Multidisciplinary Journal, 1995
Middle school students (n=39) with learning disabilities completed written and oral science composition tasks. Results indicated better overall oral than written performance, use of more sentences (though shorter) in written than oral presentations, and no significant differences between oral and written word count or thought units. Little…
Descriptors: Communication Skills, Expressive Language, Intermediate Grades, Junior High Schools