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A Complex Mnemonic Strategy for Teaching States and Their Capitals: Comparing Forward and Backward Associations.
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Mastropieri, 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
Increasing Achievement of Learning Disabled Students by Measuring and Controlling Task Difficulty.
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Wilson, Rich; Wesson, Caren – Learning Disabilities Research and Practice, 1991
This article presents procedures, forms, and instructional techniques used to increase achievement of learning-disabled students through measuring and controlling task difficulty during classroom instruction time. These techniques are especially recommended for classrooms using individualization and small group instruction. (Author/PB)
Descriptors: Academic Achievement, Classroom Techniques, Difficulty Level, Elementary Secondary Education
The Influence of Induced Positive Affect on Middle School Children with and without Learning Disabilities.
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Yasutake, David; Bryan, Tanis – Learning Disabilities Research and Practice, 1995
Twenty-eight students (grades six through eight) with severe learning disabilities (LD) received group or individual intervention with either induced positive or neutral moods. The positive affect condition in the individual setting increased coding task performance the most for students with LD. Subjects receiving the neutral affect induction,…
Descriptors: Academic Achievement, Affective Behavior, Emotional Response, Grouping (Instructional Purposes)
Teacher Enthusiasm in Learning Disabilities Classrooms: Effects on Learning and Behavior.
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Brigham, Frederick J.; And Others – Learning Disabilities Research and Practice, 1992
Sixteen students with learning disabilities in junior high special education classrooms were given instruction in science, with levels of teacher enthusiasm manipulated. Results suggest that more enthusiastic presentations resulted in significantly higher academic achievement and lower levels of off-task behavior. (Author/JDD)
Descriptors: Academic Achievement, Junior High Schools, Learning Disabilities, Performance Factors
Effects of Increased High School Graduation Standards on College Entrance Examination Performance of Students with Learning Disabilities.
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Shokoohi-Yekta, Mohsen; Kavale, Kenneth A. – Learning Disabilities Research and Practice, 1994
Comparison of data on 8,748 students with learning disabilities (LD) and 78,757 nondisabled peers who took the American College Testing (ACT) examinations found ACT performance less predictable for the LD group. For both groups, math credits best predicted ACT Math scores, and high school grade point average best predicted ACT English and Science…
Descriptors: Academic Achievement, Academic Standards, College Entrance Examinations, Credits
Educational and Psychological Factors in Successful and Unsuccessful College Students with Learning Disabilities.
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Vogel, Susan A.; And Others – Learning Disabilities Research and Practice, 1993
Comparison of college students with learning disabilities who either graduated (n=23) or did not graduate (n=17) from college found that the two groups differed on frequency of self-contained placement, duration of private tutoring, high school English courses, and age and prior college experience at college entrance. Gender differences were also…
Descriptors: Academic Achievement, Age Differences, College Graduates, College Preparation
Using a Learning Set to Increase the Test Performance of Students with Learning Disabilities in Social Studies Classes.
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Hudson, Pamela – Learning Disabilities Research and Practice, 1996
This study of 20 sixth- and seventh-grade students with learning disabilities receiving social studies instruction found that prelesson learning set activities (including interactive review of previous instruction, statements of lesson objectives and expectations, and discussion of the lesson's importance) resulted in significantly better…
Descriptors: Academic Achievement, Advance Organizers, Instructional Effectiveness, Intermediate Grades
Instructional Variables Affecting Student Achievement: Case Studies of Two Contrasting Teachers.
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Phillips, Norris B.; And Others – Learning Disabilities Research and Practice, 1996
Comparison of two fourth-grade teachers who effected different patterns of achievement (either expected achievement or high achievement) among their students (including those with learning disabilities or low achieving) found important differences in terms of pacing and format of instruction, student involvement in the lessons, motivation,…
Descriptors: Academic Achievement, Case Studies, Elementary School Teachers, Grade 4
Academic Consequences of Learning Disability: Longitudinal Prediction of Outcomes at 11 Years of Age.
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McKinney, James D.; And Others – Learning Disabilities Research and Practice, 1993
The Carolina Longitudinal Learning Disabilities Project identified 42 first- and second-grade students with learning disabilities (LD) and compared their development over 5 years with that of randomly selected peers. Different variables were predictive for the two groups. Teacher perceptions of intelligence, measured intelligence quotient, grade…
Descriptors: Academic Achievement, Behavior Patterns, Child Development, Grade Repetition