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Direct linkMargaret M. Flores; Vanessa M. Hinton; Kelly B. Schweck – Learning Disability Quarterly, 2024
The purpose of this study was to investigate the effects of the concrete-representational-abstract--integrated (CRA-I) sequence on students with learning disabilities' performance when learning fraction and decimal concepts. Three elementary-level students in Grades 4 and 6 participated in a single-case multiple probe across behaviors study. The…
Descriptors: Elementary School Students, Grade 4, Grade 6, Students with Disabilities
Rachelle M. Johnson; Jenna E. Finch – Learning Disability Quarterly, 2025
Engagement and academic achievement are generally correlated among elementary school students without learning disabilities (LDs). However, it is unclear if this pattern holds for students with LDs, who have lower achievement and engagement than their peers. This study examined whether links between achievement and student-reported behavioral…
Descriptors: Academic Achievement, Learning Disabilities, Students with Disabilities, Grade 3
Yazdi-Ugav, Orly; Zach, Sima; Zeev, Aviva – Learning Disability Quarterly, 2022
The purpose of the study was to characterize the relationships between behavior problems, academic achievement, and loneliness of students in the upper and lower thirds of a social skills classification. Participants were 733 students (359 boys and 374 girls) ages 9 to 14 years, 642 without learning disabilities (LDs) and 91 with LDs. Their…
Descriptors: Students with Disabilities, Learning Disabilities, Children, Early Adolescents
Tindal, Gerald; Anderson, Daniel – Learning Disability Quarterly, 2019
With the shift from No Child Left Behind (NCLB) to Every Student Succeeds Act (ESSA), accountability models are being changed. Given the past 15 years of reporting on student subgroups and 10 years using various growth models, accountability systems can now be better informed. In this study, we analyze identification and services of students with…
Descriptors: Learning Disabilities, Accountability, Growth Models, Special Education
Núñez, Jose C.; Rodríguez, Celestino; Tuero, Ellián; Fernández, Estrella; Cerezo, Rebeca – Learning Disability Quarterly, 2022
Research has suggested that the relationship between previous academic achievement and student variables is mediated by parent and teacher expectations of the child's ability and future success. The goal of this study was to analyze the mediating role of teachers' expectations and teachers' perceptions of parents' expectations between previous…
Descriptors: Academic Achievement, Students with Disabilities, Learning Disabilities, Teacher Expectations of Students
Hunter, Drew; Boneshefski, Michael; Kovaleski, Joseph F.; Runge, Timothy J. – Learning Disability Quarterly, 2023
There are still many unanswered questions regarding the application of response to intervention (RTI) to making eligibility decisions for specific learning disabilities (SLD). Both U.S. federal regulations and research support that students identified with SLD using RTI should be deficient in both level of academic functioning and rate of growth…
Descriptors: Learning Disabilities, Inclusion, Interdisciplinary Approach, Decision Making
Gartland, Debi; Strosnider, Roberta – Learning Disability Quarterly, 2017
This is an official document of the National Joint Committee on Learning Disabilities (NJCLD), of which Council for Learning Disabilities is a long-standing, active member. With this position paper, NJCLD advocates for the implementation of high-quality education standards (HQES) for students with learning disabilities (LD) and outlines the…
Descriptors: Learning Disabilities, Academic Standards, Educational Quality, Academic Achievement
Zeng, Wen; Ju, Song; Hord, Casey – Learning Disability Quarterly, 2018
The number of students with learning disabilities (LD) enrolling in postsecondary education has increased rapidly over the past decade. It is imperative to investigate what interventions have been used to assist students with LD in achieving academic success. To examine the interventions currently used to support students with LD in postsecondary…
Descriptors: Literature Reviews, Intervention, College Students, Learning Disabilities
Walker, Melodee A.; Stevens, Elizabeth A. – Learning Disability Quarterly, 2017
This article synthesizes observation studies investigating reading instruction for students with learning disabilities (LD) in Grades K-12. A systematic search of the literature between 1980 and 2014 resulted in the identification of 25 studies. In addition to replicating and extending E. A. Swanson's synthesis, the research questions of studies…
Descriptors: Reading Instruction, Learning Disabilities, Observation, Elementary Secondary Education
Maki, Kathrin E.; Adams, Sarah R. – Learning Disability Quarterly, 2020
Specific learning disabilities (SLD) identification has consistently been shown to be problematic; however, research has largely focused on SLD identification using test scores only. The present study, therefore, examined SLD identification decisions across identification methods and student evaluation data levels, including test scores,…
Descriptors: Learning Disabilities, Disability Identification, Decision Making, Student Evaluation
Al-Dababneh, Kholoud Adeeb; Al-Zboon, Eman K. – Learning Disability Quarterly, 2018
Impulsive behavior is a characteristic of children with specific learning disabilities (SLD), and is related to learning ability. The present study aims to identify impulsivity behavior in children with SLD who attend inclusion schools, from their resource room teachers' perspectives. A 31-item questionnaire that addressed four subscales was…
Descriptors: Learning Disabilities, Inclusion, Questionnaires, Teacher Surveys
Showers, Anne H.; Kinsman, Jeremy W. – Learning Disability Quarterly, 2017
Using structural equation modeling, the study tested a theoretical model linking family background, student attributes, and college success. The sample consisted of 346 students with learning disabilities (LDs) who enrolled in college between 2004 and 2012. The data were taken from the public files of the Education Longitudinal Study: 2002. The…
Descriptors: Learning Disabilities, College Students, Structural Equation Models, Success
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
Boyle, Joseph R.; Rivera, Tina Z. – Learning Disability Quarterly, 2012
This article provides a synthesis of note-taking research among students with learning disabilities or other high-incidence disabilities. A search of the professional literature between 1980 and 2010 yielded nine intervention studies, which were evaluated either in terms of effect size or percentage of nonoverlapping data. The studies examined…
Descriptors: Disabilities, Academic Achievement, Scores, Notetaking
Poplin, Mary – Learning Disability Quarterly, 2011
The critical issue Connor, Gallagher, Ferri, Dudley-Marling, and others have put before everyone in this special issue of the "Learning Disability Quarterly" is the hegemony of quantitative methodologies and subsequent marginalization of qualitative research. On this the author is in full agreement. When the human sciences use only quantitative…
Descriptors: Qualitative Research, Classroom Research, Research Methodology, Ideology
