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| Learning Disabilities… | 6 |
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Peer reviewedLucangeli, Daniela; And Others – Learning Disabilities Research and Practice, 1995
Two experiments with 89 fifth-grade and 166 intermediate-grade students with learning problems found that specific strategy training improved fifth graders' level of knowledge and performance on a categorical memory test, and metamemory and metacognitive reading training improved metacognitive knowledge and academic achievement of the learning…
Descriptors: Academic Achievement, Generalization, Instructional Effectiveness, Intermediate Grades
Peer reviewedRieth, Herbert J.; Polsgrove, Lewis – Learning Disabilities Research and Practice, 1994
This article on curriculum and instructional issues in teaching secondary students with learning disabilities discusses the impact of traditional secondary school programs on these students; promising research examining alternative program models and instructional interventions (including the Strategies Intervention Model, Integrated Strategy…
Descriptors: Academic Achievement, Curriculum, Intervention, Learning Disabilities
Direct linkMeltzer, Lynn; Reddy, Ranjini; Pollica, Laura Sales; Roditi, Bethany; Sayer, Julie; Theokas, Christina – Learning Disabilities Research and Practice, 2004
This study was part of a larger research program designed to investigate how effort interacts with strategy use to mediate the academic performance of successful students with learning disabilities (LD) and how teachers' and students' perceptions influence these relationships. The sample consisted of 46 students with LD and 46 matched students…
Descriptors: Student Attitudes, Academic Achievement, Learning Disabilities, Teacher Attitudes
Peer reviewedScanlon, David; And Others – Learning Disabilities Research and Practice, 1996
Multiple probe and comparison group designs were used to evaluate effects of teacher training in learning strategy instruction and subsequent performance of academically diverse students in six middle school social studies classes. Teacher involvement in strategic instruction was greater after training. Performance of nondisabled students was…
Descriptors: Academic Achievement, Disabilities, Inclusive Schools, Inservice Teacher Education
Peer reviewedMastropieri, Margo A.; And Others – Learning Disabilities Research and Practice, 1992
Junior high learning-disabled students (n=29) were taught U.S. states and capitals. Students scored higher on items taught mnemonically than on items taught traditionally, whether students were required to provide forward or backward information. Significant correlations were found between performance and reported mnemonic strategy usage.…
Descriptors: Academic Achievement, Geography Instruction, Instructional Effectiveness, Junior High Schools
Peer reviewedCrank, Joe N.; Bulgren, Janis A. – Learning Disabilities Research and Practice, 1993
This paper reviews research involving the use of visual depictions such as webs, matrices, timelines, networks, and charts of relationships to teach content information to students with learning disabilities. As an adjunct to lecture-discussion instruction, these enhancements have been shown to result in greater student learning of content…
Descriptors: Academic Achievement, Elementary Secondary Education, Instructional Effectiveness, Instructional Materials
