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Direct linkHott, Brittany; Berkeley, Sheri; Fairfield, Ambre; Shora, Nelly – Learning Disability Quarterly, 2017
Decreasing the well-documented research-to-practice gap in special education is thought to partially depend on practitioner access to quality evidence-based interventions. Practitioner journals are one such resource for obtaining this information. The current study is a systematic review of articles published over the last 25 years (1990-2014) in…
Descriptors: Intervention, Special Education, Learning Disabilities, Mild Disabilities
Peer reviewedPugach, Marleen; Whitten, M. Elizabeth – Learning Disability Quarterly, 1987
A national survey of the methodological content of 87 large teacher-education programs in learning disabilities/mild handicaps indicated that the dominant methodologies are largely the same as those commonly included in general teacher education. Within given courses, methodologies proven both effective and ineffective are stressed. (Author/VW)
Descriptors: Instructional Effectiveness, Learning Disabilities, Mild Disabilities, Teacher Education Programs
Peer reviewedFuchs, Douglas; And Others – Learning Disability Quarterly, 1986
A study involving 50 educationally handicapped (EH), 37 learning disabled (LD), and 40 nonhandicapped (NH) children revealed that when measures were administered weekly over three consecutive weeks, NH subjects' variability was greater than either LD or EH subjects. When subjects were tested on three passages in one sitting, no reliable difference…
Descriptors: Elementary Education, Learning Disabilities, Mild Disabilities, Performance Factors
Peer reviewedDeLoach, Thurma F.; And Others – Learning Disability Quarterly, 1981
Questionnaires completed by 223 elementary and secondary learning disability teachers were analyzed for information about teachers' perceptions of the incidence and characteristics of severely learning disabled (SLD) and mild to moderately learning disabled (MLD) students. Findings showed that SLD and MLD groups differed significantly on 40 of 44…
Descriptors: Elementary Secondary Education, Learning Disabilities, Mild Disabilities, Severe Disabilities
Peer reviewedGaar, Basil L.; Plue, William V. – Learning Disability Quarterly, 1983
Surveys of 1,164 special educators revealed that they did not support a combination of the traditional categories of mental retardation and specific learning disabilities. Special education teachers and evaluators of the handicapped were stronger in their endorsement of separate categories than special education administrators. (CL)
Descriptors: Administrator Attitudes, Classification, Learning Disabilities, Mental Retardation
Peer reviewedWiseman, Douglas E.; And Others – Learning Disability Quarterly, 1980
Fifty mildly handicapped students (learning disabled or emotionally disturbed) mainstreamed in secondary classrooms were Ss of a study to investigate conditions for acquiring textbook content through listening and reading utilizing simulated classroom assignments. (Author/PHR)
Descriptors: Emotional Disturbances, Learning Disabilities, Learning Modalities, Listening Skills
Peer reviewedCarpenter, Robert L. – Learning Disability Quarterly, 1985
In a survey of resource room teachers (N=101) of learning disabled and mildly retarded students, mathematics instruction occupied about one-third of the average resource room teacher's teaching time. Although Ss reported considerable college coursework in mathematics and mathematics instructional methods, they felt inadequate at several…
Descriptors: Competence, Elementary Secondary Education, Learning Disabilities, Mathematics Instruction
Peer reviewedBoyle, Joseph R. – Learning Disability Quarterly, 1996
Fifteen middle school students with mild disabilities and poor reading comprehension were taught to independently create cognitive maps from reading passages. Comparison with a matched control group indicated that students who were taught the cognitive mapping strategy demonstrated substantial gains in both literal and inferential comprehension…
Descriptors: Cognitive Mapping, Intermediate Grades, Junior High Schools, Learning Disabilities
Peer reviewedBlick, Deborah W.; Test, David W. – Learning Disability Quarterly, 1987
When mildly-disabled high school students (9 learning-disabled, 2 educable mentally retarded, and 1 emotionally handicapped) were taught techniques to self-monitor and record on-task performance with audible cues and later independently, a functional relationship was observed between the intervention and increased on-task behavior, wherein changes…
Descriptors: Emotional Disturbances, High School Students, High Schools, Intervention
Peer reviewedEnglert, Carol Sue; And Others – Learning Disability Quarterly, 1994
This article reports on implementation of the Early Literacy Project with primary level students with mild disabilities. Special attention is given to one preconventional writer whose performance was advanced by involving him in literacy activities in advance of competence, using meaningful text representations to scaffold performance, and…
Descriptors: Classroom Communication, Cognitive Development, Dialogs (Language), Learning Disabilities
