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Direct linkMegan Rojo; Sarah G. King; Jenna Gersib; Christian T. Doabler – Learning Disability Quarterly, 2025
Competence with rational numbers is essential for mathematics proficiency in secondary mathematics. However, many students struggle with rational number concepts, and students with mathematics difficulties struggle even more. The purpose of this study was to examine the effects of an intervention that incorporated the use of explicit instruction…
Descriptors: Mathematics Instruction, Intervention, Direct Instruction, Models
Mana, Adi; Saka, Noa; Dahan, Orit; Ben-Simon, Anat; Margalit, Malka – Learning Disability Quarterly, 2022
This study examined the predictive role of learning difficulties in the academic self-efficacy of students enrolled in higher education institutions and the serial multiple mediation of inner and external resources. The sample consisted of 2,113 students (age range = 18-35 years) at 25 higher education institutions in Israel. Participants were…
Descriptors: Social Support Groups, Learning Problems, College Students, Students with Disabilities
Jozwik, Sara L.; Douglas, Karen H. – Learning Disability Quarterly, 2017
We provided a multicomponent academic vocabulary intervention to six English learners with learning difficulties in a fifth-grade general education setting. A multiple probe design across word sets and replicated across students evaluated the effects of the intervention on students' use of expressive language to read and define content-specific…
Descriptors: English Language Learners, Learning Problems, Vocabulary Development, Intervention
Bryant, Diane Pedrotty; Bryant, Brian R.; Gersten, Russell M.; Scammacca, Nancy N.; Funk, Catherine; Winter, Amanda; Shih, Minyi; Pool, Cathy – Learning Disability Quarterly, 2008
Responsiveness to Intervention (RtI) is recommended both as an essential step before identifying learning disabilities (LD) and as a mechanism for preventing learning difficulties. The use of evidence-based multi-tiered interventions is of critical importance when implementing RtI. This article presents the results of a study that examined the…
Descriptors: Learning Problems, Intervention, Learning Disabilities, At Risk Students
Peer reviewedCawley, John F.; And Others – Learning Disability Quarterly, 1979
The article discusses different types of failure in mathematics and relates them to the problem of learning disability, and presents and examines specific data on the attainments and characteristics of learning disabled children. (DLS)
Descriptors: Academic Failure, Educational Diagnosis, Exceptional Child Research, Failure
Download full textHealey, William C. – Learning Disability Quarterly, 2005
The social epistemologist studies the basic nature of knowledge and defines axioms as statements of absolute truths that are undeniable, inescapable, and devoid of most uncertainties (Machan, 1985). The accidental phenomenon of learning disabilities (LD) has pursued the scientific truths in axioms for 42 years. Writing facts and perceptions…
Descriptors: Government Role, Learning Problems, Learning Disabilities, Intervention
Teglasi, Hedwig; Cohn, Andrea; Meshbesher, Nicole – Learning Disability Quarterly, 2004
The link between learning problems and social-emotional difficulties is well documented and both are associated with temperamental risk factors. Whereas temperament refers to individual differences in biologically based dispositions for responding to and engaging with one's surroundings, developmental outcomes are the products of experiences as…
Descriptors: Psychological Patterns, Interpersonal Competence, Personality, Learning Problems
Weintraub, Frederick – Learning Disability Quarterly, 2005
This article provides the author's historical account of the chronological developments and milestones for learning disabilities (LD) in the context of the courts, legislatures, and Congress. Three decades later it is helpful to examine the status of the education of students with LD from a policy perspective in the context of the historical…
Descriptors: Learning Problems, Public Education, Educational Policy, Attitudes toward Disabilities
Peer reviewedGrobecker, Betsey – Learning Disability Quarterly, 1996
Learning differences or disabilities can be best understood and addressed within the holistic/constructivist theory of knowledge construction and the reciprocal evolution of cognitive structures. Learning differences manifest themselves in the spirals of mental structuring activity that guide relational thinking. Such a perspective focuses on…
Descriptors: Cognitive Processes, Cognitive Structures, Constructivism (Learning), Elementary Secondary Education
