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| Learning Disabilities… | 8 |
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| Journal Articles | 8 |
| Reports - Research | 5 |
| Guides - Non-Classroom | 1 |
| Information Analyses | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
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| Practitioners | 3 |
| Researchers | 1 |
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Peer reviewedLenz, B. Keith; And Others – Learning Disabilities Research and Practice, 1991
A goal-attainment intervention dealing with completion of project-type assignments was used with 6 students, ages 12-14, with learning disabilities. Training in the goal-attainment procedures increased the number of projects successfully completed and the quality of goal setting and goal actualization responses. Subjects had difficulty generating…
Descriptors: Assignments, Classroom Techniques, Goal Orientation, Intervention
Peer reviewedSutton, Joe P.; And Others – Learning Disabilities Research and Practice, 1992
Comparison of teaching behaviors across grade level and educational setting (resource and self-contained) of 65 beginning teachers found main effects for both grade level and educational setting including that elementary teachers provided more transitions between instructional activities and that teachers in self-contained settings exhibited more…
Descriptors: Beginning Teachers, Classroom Techniques, Educational Practices, Elementary Secondary Education
Peer reviewedWilson, Rich; Wesson, Caren – Learning Disabilities Research and Practice, 1991
This article presents procedures, forms, and instructional techniques used to increase achievement of learning-disabled students through measuring and controlling task difficulty during classroom instruction time. These techniques are especially recommended for classrooms using individualization and small group instruction. (Author/PB)
Descriptors: Academic Achievement, Classroom Techniques, Difficulty Level, Elementary Secondary Education
Peer reviewedMastropieri, Margo A.; Scruggs, Thomas E. – Learning Disabilities Research and Practice, 1998
Illustrates how the gap between educational research and educational practices can be bridged by describing laboratory work on the effectiveness of particular mnemonic strategies with students with learning disabilities, followed by efforts in adapting these strategies to school curriculum and testing the strategies in classroom applications.…
Descriptors: Adoption (Ideas), Classroom Techniques, Curriculum Development, Educational Innovation
Peer reviewedBulgren, Janis A.; Deshler, Donald D.; Schumaker, Jean B. – Learning Disabilities Research and Practice, 1997
Eleven teachers of inclusive seventh-grade life science classes were trained to use a teaching routine that stressed finding and using mnemonic devices to enhance students' recall of information. Evaluation indicated that trained teachers who used the method and their students, especially students with learning disabilities, were better than…
Descriptors: Biological Sciences, Classroom Techniques, Grade 7, Inclusive Schools
Peer reviewedO'Connor, Rollanda E.; Notari-Syverson, Angela; Vadasy, Patricia – Learning Disabilities Research and Practice, 1998
A follow-up at the end of first grade examined effects of teaching five kindergarten teachers in general and special education classes to stimulate phonological manipulation skills such as blending and segmenting. For children with learning disabilities and mild mental retardation (but not for nondisabled children) the treatment continued to show…
Descriptors: Beginning Reading, Classroom Techniques, Decoding (Reading), Followup Studies
Peer reviewedSwanson, H. Lee – Learning Disabilities Research and Practice, 1999
Review of 180 intervention studies identified instructional components that best predicted effect sizes for students with learning disabilities. These included sequencing, drill-repetition-practice feedback, segmentation of information, technology (structure-presentation medium), controlling task difficulty (e.g., scaffolding), modeling…
Descriptors: Classroom Techniques, Effect Size, Elementary Secondary Education, Instructional Effectiveness
Peer reviewedLopez-Reyna, Norma A. – Learning Disabilities Research and Practice, 1996
This article examines issues in bilingual special education in the context of moving from a skills-based approach to a whole language approach. Classroom observations in a self-contained elementary classroom for students with learning disabilities revealed the role of the native language and background experiences, the teacher's role in assessing…
Descriptors: Bilingual Education, Classroom Techniques, Educational Methods, Educational Principles
