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The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students with Learning Disabilities
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Krawec, Jennifer; Huang, Jia; Montague, Marjorie; Kressler, Benikia; de Alba, Amanda Melia – Learning Disability Quarterly, 2013
This study investigated the effectiveness of "Solve It!" instruction on students' knowledge of math problem-solving strategies. "Solve It!" is a cognitive strategy intervention designed to improve the math problem solving of middle school students with learning disabilities (LD). Participants included seventh- and eighth-grade…
Descriptors: Learning Disabilities, Intervention, Problem Solving, Middle School Students
Reconstructing the Paradigm of Learning Disabilities: A Holistic/Constructivist Interpretation.
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Grobecker, 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
Reading as a Function of Visual and Auditory Process Training.
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Cook, J. Michael; Welch, Michael W. – Learning Disability Quarterly, 1980
The effects of visual and auditory process training on reading achievement were explored with 24 learning disabled elementary age students assigned to three treatment groups (auditory training and reading group, visual training and reading group, and reading only group). (Author/PHR)
Descriptors: Achievement, Auditory Perception, Auditory Training, Elementary Education
Strategy Instruction: Overview of Principles and Procedures for Effective Use.
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Swanson, H. Lee – Learning Disability Quarterly, 1989
The overview focuses on the advantages and principles of instruction using learning strategies for students with learning disabilities. It is emphasized that strategies are not to be applied without consideration of the individual, process, or context. (MSE)
Descriptors: Classroom Techniques, Individual Differences, Instructional Effectiveness, Learning Disabilities
The Impact of Positive Mood on Learning.
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Bryan, Tanis; And Others – Learning Disability Quarterly, 1996
Sixty middle school students, half average-achieving and half with learning disabilities (LD), were assigned to either a positive or neutral mood induction condition prior to receiving instruction in elementary Hindi language (to control for effects of prior knowledge). Across a two-week period, the LD students in the positive condition performed…
Descriptors: Classroom Techniques, Emotional Experience, Hindi, Intermediate Grades
LD and Non-LD Students' Opportunities to Learn.
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Thurlow, Martha; And Others – Learning Disability Quarterly, 1983
Seventeen pairs of learning disabled (LD) and normal elementary school students were observed to determine instructional and responding times. While the time allocated to activities and tasks did not differ for the two groups, LD students received more individual instruction and teacher approval than did non-LD students. (Author/SW)
Descriptors: Academic Achievement, Elementary Education, Learning Activities, Learning Disabilities
Orthographic Problem-Solving Ability of Learning Disabled and Normally Achieving Students.
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Gerber, Michael – Learning Disability Quarterly, 1984
Based on research results on learning disabled children's spelling, it is argued that spelling errors produced by carefully selected LD elementary-school students cannot be interpreted as deviating from errors expected from younger, normally achieving children. Data are interpreted to support a cognitive-developmental model of spelling…
Descriptors: Error Patterns, Learning Disabilities, Learning Processes, Orthographic Symbols
Factors Related to Poor Performance on Memory Tasks in Reading Disabled Children.
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Torgesen, Joseph K. – Learning Disability Quarterly, 1979
A study of 30 normal and poor readers tested the hypothesis that reading disabled children's failure to apply effective strategies to rote-memory tasks is related to their lack of reflective knowledge about memory and their disorganized approach to cognitive tasks. Findings supported the view that many children fail to read well because they do…
Descriptors: Cognitive Processes, Exceptional Child Research, Learning Disabilities, Learning Processes
Diagramming a Logic Strategy: Effects on Difficult Problem Types and Transfer.
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Grossen, Bonnie; Carnine, Doug – Learning Disability Quarterly, 1990
Comparison of 2 computer-assisted instructional treatments in syllogistic reasoning--one requiring a deeper level of processing with a diagrammatic response--found that the 13 learning-disabled high school students receiving the diagrammatic instruction required fewer trials to achieve mastery criteria and produced significantly higher posttest…
Descriptors: Computer Assisted Instruction, Deduction, Instructional Effectiveness, Learning Disabilities
Material-Appropriate Processing: Implications for Remediating Recall Deficits in Students with Learning Disabilities.
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McDaniel, Mark A.; And Others – Learning Disability Quarterly, 1990
The article examines whether the material-appropriate processing approach can anticipate and explain the mnemonic effects of elaborative encoding tasks and study adjuncts for less able learners. Evidence suggests that less able learners are not capable of spontaneously exploiting the affordances of the to-be-learned material without appropriate…
Descriptors: Elementary Secondary Education, Learning Processes, Learning Strategies, Memory
Remediating Systematic Inversion Errors in Subtraction through the Use of Demonstration and Feedback.
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Blankenship, Colleen S. – Learning Disability Quarterly, 1978
A demonstration-plus-feedback technique was applied in an attempt to reduce the systematic inversion errors in subtraction in nine learning disabled students (ages 9-11 years). Journal availability: see EC 112 927. (DLS)
Descriptors: Arithmetic, Elementary Education, Exceptional Child Research, Generalization
Individual Differences in Learning Disabled Students' Use of Contextual Cuing.
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Reisberg, L. E. – Learning Disability Quarterly, 1982
To examine individual differences among 20 elementary grade learning disabled poor readers in use of contextual cuing to aid word identification, words were presented in both connected text and in isolation. Group statistical analysis found a significant effect favoring context over isolation, although individual analysis favored isolation for…
Descriptors: Context Clues, Elementary Education, Individual Differences, Learning Disabilities
The Effects of Incentives on Rehearsal and Short-Term Memory in Children with Reading Problems.
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Haines, Deborah J.: Torgessen, Joseph K. – Learning Disability Quarterly, 1979
The study investigated the effects of incentives for good performance on the selection and use of an efficient task strategy by 30 reading disabled and 30 normally reading second graders. (SBH)
Descriptors: Exceptional Child Research, Learning Disabilities, Learning Processes, Memory
Activating the Inactive Learner: Use of Questions/Prompts to Enhance Comprehension and Retention of Implied Information in Learning Disabled Children.
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Wong, Bernice Y. L. – Learning Disability Quarterly, 1980
The article reports the findings of two studies involving comprehension and retention in learning disabled (N=96) and normally achieving (N=64) second and sixth graders. Results were interpreted to support J. Torgesen's conceptualization of learning disabled children as inactive learners. (Author/SBH)
Descriptors: Comprehension, Elementary Education, Exceptional Child Research, Learning Disabilities
Research and Educational Implications of Some Recent Conceptualizations in Learning Disabilities.
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Wong, Bernice Y. L. – Learning Disability Quarterly, 1988
The paper discusses the implications for research and education of learning disabled students of three models of learning disabilities. The models focus on either: (1) child-centered process problems (attentional deficits), (2) nonspecific performance problems (metacognitive problems), and (3) the interaction between child-centered variables and…
Descriptors: Attention Deficit Disorders, Cognitive Processes, Elementary Secondary Education, Instructional Design
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