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Learning Disability Quarterly | 4 |
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Thurlow, Martha L.; And Others – Learning Disability Quarterly, 1984
Observation of 26 learning disabled elementary students' over two entire school days revealed such results as that instructional approaches varied according to service delivery level. However, no differences were found in students' opportunities to learn through active academic responding and that academic responding time was low for all students.…
Descriptors: Academic Achievement, Delivery Systems, Educational Practices, Elementary Education

Thurlow, Martha; And Others – Learning Disability Quarterly, 1983
Seventeen pairs of learning disabled (LD) and normal elementary school students were observed to determine instructional and responding times. While the time allocated to activities and tasks did not differ for the two groups, LD students received more individual instruction and teacher approval than did non-LD students. (Author/SW)
Descriptors: Academic Achievement, Elementary Education, Learning Activities, Learning Disabilities

Harris, Karen R.; And Others – Learning Disability Quarterly, 1994
Two studies, each involving four intermediate grade students with learning disabilities, examined the differential effects of attention monitoring and performance monitoring on spelling study behaviors and story writing behaviors. Both interventions had a positive impact; neither was clearly or consistently superior to the other. (Author/JDD)
Descriptors: Academic Achievement, Attention Control, Intermediate Grades, Learning Disabilities

DiGangi, Samuel A.; And Others – Learning Disability Quarterly, 1991
Two students (ages 10-11) with learning disabilities exhibited improved on-task behavior and academic performance during self-monitoring procedures, with additional increases resulting from self-graphing procedures. However, little improvement in on-task behavior and academic productivity was noted with the introduction of self-reinforcement and…
Descriptors: Academic Achievement, Classroom Techniques, Graphs, Instructional Effectiveness