Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Learning Disability Quarterly | 9 |
Author
Publication Type
| Journal Articles | 9 |
| Reports - Research | 7 |
| Reports - Evaluative | 2 |
| Reports - Descriptive | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Middle Schools | 3 |
| High Schools | 2 |
| Junior High Schools | 2 |
| Kindergarten | 2 |
| Secondary Education | 2 |
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 9 | 1 |
| Primary Education | 1 |
Audience
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
| Dynamic Indicators of Basic… | 1 |
| Gates MacGinitie Reading Tests | 1 |
| Keymath Diagnostic Arithmetic… | 1 |
| Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
Direct linkKristie L. Calvin; Shelley Gray – Learning Disability Quarterly, 2024
The purpose of this study was to examine the efficacy of a graphic organizer for improving the expository text comprehension of adolescent Spanish-English bilingual students with learning disabilities. Students were two females and one male. Using a multiple baseline single case design, researchers taught students to create a funnel map graphic…
Descriptors: Instructional Materials, Bilingualism, Spanish, English (Second Language)
Download full textCummings, Kelli D.; Smolkowski, Keith; Baker, Doris Luft – Learning Disability Quarterly, 2021
Universal screening is a critical component of school-based prevention systems. Screening data enable educators to target students for supplemental intervention, align resources to meet needs, and identify students who may be at risk for learning disabilities. One major requirement of the screening process is that all students are included to gain…
Descriptors: Emergent Literacy, Reading Difficulties, Learning Disabilities, Screening Tests
Williams, Kelly J.; Vaughn, Sharon – Learning Disability Quarterly, 2020
English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students…
Descriptors: Program Effectiveness, Intervention, Reading Difficulties, Learning Disabilities
Reed, Deborah K.; Cummings, Kelli D.; Allen, Elizabeth A.; Weiser, Beverly L.; Hott, Brittany L.; Smolkowski, Keith – Learning Disability Quarterly, 2014
The Council for Learning Disabilities' Research Committee hosted a "Must Read" session at the 35th Annual International Conference in which they discussed influential articles published between August 1, 2012, and July 31, 2013. Articles were selected in six areas relevant to learning disabilities research and practice: response to…
Descriptors: Synthesis, Learning Disabilities, Conferences (Gatherings), International Studies
Melekoglu, Macid A. – Learning Disability Quarterly, 2011
This study was an investigation of the impact of motivation to read on reading gains of struggling readers with and without specific learning disabilities (LD) who were exposed to a structured, research-based daily reading program over an 18-week period. Participants included 13 students with LD and 25 students without disabilities from two middle…
Descriptors: Reading Difficulties, Middle School Students, High School Students, Surveys
Santi, Kristi L.; York, Mary; Foorman, Barbara R.; Francis, David J. – Learning Disability Quarterly, 2009
Under the accountability provisions of the No Child Left Behind legislation, screening for reading risk has become routine in kindergarten. The objective of this study was to examine the effects of the timing of kindergarten assessment and the type of support provided to teachers to translate assessment results to instruction. Sixty-two schools…
Descriptors: Mentors, Student Evaluation, Early Reading, Federal Legislation
Peer reviewedHansen, Cheryl L. – Learning Disability Quarterly, 1978
A method for quantifying story retells, called proposition analysis, was used to study the reading comprehension performances of 34 learning disabled and normal fifth and sixth graders. Journal availability: see EC 112 927. (DLS) 927
Descriptors: Exceptional Child Research, Intermediate Grades, Learning Disabilities, Memory
Peer reviewedMcCullough, B. Claire; Zaremba, Barbara A. – Learning Disability Quarterly, 1979
The results of the Woodcock Reading Mastery Tests were found to be quite similar for both learning disabled and normal Ss, with high reliability and a unidimensional factor structure. The same was found for the Keymath Diagnostic Arithmetic Test, though the assumption of a unidimensional math achievement was found to be less defensible for the LD…
Descriptors: Achievement Tests, Educational Diagnosis, Exceptional Child Research, Learning Disabilities
Peer reviewedLovitt, Thomas C.; Fantasia, Kathryn – Learning Disability Quarterly, 1980
Pretest and posttest measures of reading were obtained for two groups of learning disabled elementary students for 2 years. The argument was made that based on reliability considerations, practical issues, and ethical concerns, teachers might be better off to opt for the direct approach to evaluating their reading programs. For related information…
Descriptors: Elementary Education, Evaluation Methods, Exceptional Child Research, Learning Disabilities
