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Learning Disability Quarterly6
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The Deficit Profile of Elementary Students with Computational Difficulties versus Word Problem-Solving Difficulties
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Lin, Xin; Peng, Peng; Luo, Hongjing – Learning Disability Quarterly, 2021
The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade…
Descriptors: Elementary School Students, Grade 4, Children, Learning Problems
Generative Strategies, Working Memory, and Word Problem Solving Accuracy in Children at Risk for Math Disabilities
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Swanson, H. Lee; Moran, Amber S.; Bocian, Kathleen; Lussier, Cathy; Zheng, Xinhua – Learning Disability Quarterly, 2013
This study investigated the role of generative strategies and working memory capacity on word problem solving accuracy in children with math difficulties (MD). Within classrooms, children in Grade 3 with MD ("n" = 69) were randomly assigned to one of three treatment conditions: paraphrase question propositions (Restate), paraphrase…
Descriptors: Word Problems (Mathematics), Learning Strategies, Comprehension, Short Term Memory
Learning Disability Documentation in Higher Education: What Are Students Submitting?
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Sparks, Richard L.; Lovett, Benjamin J. – Learning Disability Quarterly, 2014
This study examined the supporting documentation submitted by students with learning disability (LD) diagnoses. The participants were 210 students who were enrolled in a college support program for students with disabilities at a private liberal arts college. Findings showed that although most students submitted a psychoeducational evaluation,…
Descriptors: Learning Disabilities, Higher Education, Documentation, Educational Diagnosis
Applying Objective Diagnostic Criteria to Students in a College Support Program for Learning Disabilities
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Sparks, Richard L.; Lovett, Benjamin J. – Learning Disability Quarterly, 2013
This study examined whether a large group of postsecondary students participating in a support program for students classified as having learning disabilities (LD) met criteria for five objective diagnostic models for LD: IQ-achievement discrepancy (1.0 SD, 1.5 SD, and greater than 2.0 SD) models, a "Diagnostic and Statistical Manual of…
Descriptors: Learning Disabilities, College Students, Clinical Diagnosis, Criteria
A Comparison of Standardized Spelling Assessments: Do They Measure Similar Orthographic Qualities?
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Calhoon, Mary Beth; Greenberg, Daphne; Hunter, C. Vincent – Learning Disability Quarterly, 2010
Many students, with and without learning disabilities, have been found to increase their reading skills through the use of data-informed individualized reading intervention; however, less is known about how to use assessments to individualize spelling intervention. Standardized spelling tests commonly assess spelling by asking students to spell…
Descriptors: Spelling, Standardized Tests, Comparative Analysis, Measurement
The Effect of Explicit and Direct Generative Strategy Training and Working Memory on Word Problem-Solving Accuracy in Children at Risk for Math Difficulties
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Swanson, H. Lee; Moran, Amber; Lussier, Cathy; Fung, Wenson – Learning Disability Quarterly, 2014
The purpose of this study was to investigate the effectiveness of explicit, direct, and generative strategy training and working memory capacity (WMC) on mathematical word problem-solving accuracy in elementary schoolchildren. In this study, children in third grade ("N" = 82) identified as at risk for math difficulties (MD) were randomly…
Descriptors: Short Term Memory, Mathematics Instruction, Mathematics Achievement, Word Problems (Mathematics)