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Personal Narratives of Students with and without Learning Disabilities
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Celinska, Dorota K. – Learning Disabilities Research and Practice, 2004
This study investigated personal narratives produced by children with and without learning disabilities in the context of naturalistic conversation. The high-point analysis was applied to compare the referential and evaluative aspects of children's personal narratives. Participants were 60 students in Grades 4 and 5 in public suburban schools,…
Descriptors: Grade 4, Grade 5, Semantics, Syntax
A Case Analysis of Fourth-Grade Subtraction Instruction in Basal Mathematics Programs: Adherence to Important Instructional Design Criteria.
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Jitendra, Asha K.; Salmento, Mary M.; Haydt, Lisa A. – Learning Disabilities Research and Practice, 1999
This case study evaluates the extent to which seven basal mathematics programs for fourth-grade students adhered to salient instructional design criteria when teaching the mathematics skill of subtraction across zeros. Results indicated that across the 1994-1995 mathematics series, only Silver Burdett & Ginn satisfied most criteria. (Author/CR)
Descriptors: Case Studies, Grade 4, Instructional Design, Intermediate Grades
Revealing Competence: Fourth-Grade Students with and without Learning Disabilities Show What They Know on Paper-and-Pencil and Hands-On Performance Assessments.
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Dalton, Bridget; And Others – Learning Disabilities Research and Practice, 1995
This study evaluated 4 types of assessment with 74 fourth-grade students with and without learning disabilities (LD) in general education classrooms. Students with and without LD performed more strongly on the hands-on tasks than the paper-and-pencil measures; the facilitative effect of hands-on assessment was greater for students with LD and…
Descriptors: Evaluation Methods, Experiential Learning, Grade 4, Intermediate Grades
Instructional Variables Affecting Student Achievement: Case Studies of Two Contrasting Teachers.
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Phillips, Norris B.; And Others – Learning Disabilities Research and Practice, 1996
Comparison of two fourth-grade teachers who effected different patterns of achievement (either expected achievement or high achievement) among their students (including those with learning disabilities or low achieving) found important differences in terms of pacing and format of instruction, student involvement in the lessons, motivation,…
Descriptors: Academic Achievement, Case Studies, Elementary School Teachers, Grade 4