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Ronimus, Miia M. S.; Tolvanen, Asko J.; Ketonen, Ritva H. – Learning Disability Quarterly, 2023
Self-efficacious children are expected to be more task-focused in challenging achievement situations and consequently have better chances of overcoming learning difficulties than children who have lower self-efficacy. The present study investigates this presumption with Finnish-speaking first graders struggling with reading acquisition (N = 285).…
Descriptors: Self Efficacy, At Risk Students, Grade 1, Elementary School Students
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Ok, Min Wook; Bryant, Diane Pedrotty – Learning Disability Quarterly, 2016
This study investigated the effects of explicit, strategic intervention with iPad application practice on the multiplication fact performance and strategy use of elementary students with learning disabilities (LD) using a single-case, multiple probe design across participants. Four fifth-grade students with LD received 15 1:1 intervention sessions…
Descriptors: Grade 5, Intervention, Learning Disabilities, Telecommunications
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Kennedy, Michael J.; Thomas, Cathy Newman; Meyer, J. Patrick; Alves, Kat D.; Lloyd, John Wills – Learning Disability Quarterly, 2014
Universal Design for Learning (UDL) is a framework that is commonly used for guiding the construction and delivery of instruction intended to support all students. In this study, we used a related model to guide creation of a multimedia-based instructional tool called content acquisition podcasts (CAPs). CAPs delivered vocabulary instruction…
Descriptors: Access to Education, Evidence, Vocabulary Development, Learning Disabilities