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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
Choo, Sam; Park, Sunhi; Nelson, Nancy J. – Learning Disability Quarterly, 2021
Science, Technology, Engineering, and Mathematics (STEM) education initiatives have placed pressure on teachers to bring technology tools into classroom, including three-dimensional (3D) printing. Yet, little research has examined what specific math skills are required for 3D printing technology. This article describes a follow-up analysis of…
Descriptors: Spatial Ability, Thinking Skills, Mathematics Instruction, Mathematics Skills
McGill, Ryan J.; Styck, Kara M.; Palomares, Ronald S.; Hass, Michael R. – Learning Disability Quarterly, 2016
As a result of the upcoming Federal reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA), practitioners and researchers have begun vigorously debating what constitutes evidence-based assessment for the identification of specific learning disability (SLD). This debate has resulted in strong support for a method that…
Descriptors: Learning Disabilities, Disability Identification, Disabilities, Federal Legislation
Rueda, Robert – Learning Disability Quarterly, 2011
The intent of this volume was to address the following questions: What is considered acceptable knowledge about learning disabilities? Who decides? Where does knowledge come from? Who uses it and for what purposes? Who benefits? In their article, Artiles et al. (this issue) focus explicitly on the issue of culture and how it has served to impact…
Descriptors: Learning Theories, Learning Disabilities, Cultural Influences, Models
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
Valle, Jan W. – Learning Disability Quarterly, 2011
This article examines what we know about the experience of parents in the special education system--in particular, parents of children with learning disabilities since the passage of PL-94-142. Toward this end, I offer a review of special education literature about parent and professional collaboration, a rationale for relying upon a plurality of…
Descriptors: Learning Disabilities, Parents, Special Education, Federal Legislation
Jenkins, Joseph R.; Schiller, Ellen; Blackorby, Jose; Thayer, Sara Kalb; Tilly, W. David – Learning Disability Quarterly, 2013
This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the…
Descriptors: Disabilities, Individualized Instruction, Response to Intervention, Benchmarking
McKenzie, Robert G. – Learning Disability Quarterly, 2009
The assessment procedures within Response to Intervention (RTI) models have begun to supplant the use of traditional, discrepancy-based frameworks for identifying students with specific learning disabilities (SLD). Many RTI proponents applaud this shift because of perceived shortcomings in utilizing discrepancy as an indicator of SLD. However,…
Descriptors: Intervention, Learning Disabilities, Error of Measurement, Psychometrics
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
Peer reviewedWong, Bernice – Learning Disability Quarterly, 1979
The three theories considered are H. S. Adelman's interactional model of learning disabilities, A. O. Ross' theory of developmental lag in selective attention, and J. K. Torgesen's conceptualization of the learning disabled child as an inactive learner. (Author/DLS)
Descriptors: Attention, Child Development, Learning Disabilities, Learning Theories
Download full textGarcia-Sanchez, Jesus-Nicasio; Fidalgo-Redondo, Raquel – Learning Disability Quarterly, 2006
We examined the differential effects of the social cognitive model of sequential skill acquisition (SCM intervention) and the self-regulated strategy development model (SRSD intervention) for writing. One hundred and twenty-one 5th- and 6th-grade Spanish students with learning disabilities (LD) and/or low achievement (LA) were randomly assigned…
Descriptors: Intervention, Self Efficacy, Learning Disabilities, Low Achievement
Sideridis, Georgios D.; Antoniou, Faye; Padeliadu, Susana – Learning Disability Quarterly, 2008
The purpose of the present study was to investigate the presence of teacher biases with regard to identification of students with learning disabilities (LD). Factors related to teachers' gender, age, and experience, along with children's gender, were investigated. Results suggested that teacher gender is associated with biases with regard to…
Descriptors: Learning Disabilities, Identification, Elementary School Teachers, Secondary School Teachers
Peer reviewedBorkowski, John G. – Learning Disability Quarterly, 1989
A metacognition model that can help understand general problem-solving deficits in learning disabled students is presented. Two components of metacognition are highlighted: executive processes and attributional beliefs. An educational package combining these components with specific strategy training is illustrated as an approach to improving…
Descriptors: Beliefs, Classroom Techniques, Generalization, Learning Disabilities
Kavale, Kenneth A.; Kauffman, James M.; Bachmeier, Randy J.; LeFever, Gretchen B. – Learning Disability Quarterly, 2008
The policies underlying the specific learning disability (SLD) regulations in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) are analyzed. The analysis focuses on the Response-to-Intervention (RTI) provision ("if the child responds to scientific, research-based intervention") as a diagnostic model,…
Descriptors: Intervention, Remedial Reading, Early Reading, Learning Disabilities
Peer reviewedWiig, Elisabeth H. – Learning Disability Quarterly, 1990
The paper describes and advocates process-oriented rather than product-oriented approaches to language intervention for students with language-learning disabilities. The paper discusses the need for different reasoning strategies in language intervention, a "levels of competence" macromodel for language intervention, a process-oriented micromodel,…
Descriptors: Cognitive Processes, Elementary Secondary Education, Intervention, Language Acquisition
