Reading, writing, and math are academic skills involving a number of different executive functions, particularly working memory. Children with specific learning disabilities (SLD) may present myriad academic difficulties, depending on their specific area(s) of processing weakness. is study examined differences in academic achievement and working…

Teachers play a critical role in facilitating the academic achievements of students with learning disabilities (LD). The personal resources of teachers, such as sense of coherence (SOC) and hopeful thinking, may predict self-perception of the competency and efficacy they possess to help students with LD acquire needed learning skills. Several…

Research suggests that the academic achievement of deaf and hard-of-hearing (DHH) students is the result of a complex interplay of many factors. These factors include characteristics of the students (e.g., hearing thresholds, language fluencies, mode of communication, and communication functioning), characteristics of their family environments…

Research suggests that the academic achievement of deaf and hard-of-hearing (DHH) students is the result of a complex interplay of many factors. These factors include characteristics of the students (e.g., hearing thresholds, language fluencies, mode of communication, and communication functioning), characteristics of their family environments…

This disability category study was created to examine the relationship between the effects of inclusion with co-teaching methodologies on mathematics and language arts scores recorded from TCAP scores for 7th grade students who were found eligible for Special Education as having either a Specific Learning Disability or an Intellectual Disability.…

This study provides a description of the academic functioning levels and performance gains of adolescents (n = 423) attending a residential school over a seven year period using secondary data. Students ranged in age from 12 to 18 and represented a wide range of cultural and linguistic backgrounds. The vast majority of the sample were males (68%).…

A multivariate model is proposed for assessing a severe discrepancy between intellectual ability and actual achievement in learning disabled (LD) children. Formulas for computing universe difference score variance, the standard error of the difference score, and its generalizability coefficient are given. (Author)

Attempts to evaluate the cognitive-motivational profiles of students with reading comprehension difficulties have been scarce. The purpose of the present study was twofold: (a) to assess the discriminatory validity of cognitive, motivational, affective, and psychopathological variables for identification of students with reading difficulties, and…

Background: In this study, psychosocial functioning of different groups of young children with learning problems was investigated using a diverse set of psychosocial variables (including behaviour problems, academic motivation, social preference, and self-concept). Methods: For this purpose, children with low academic achievement, with a specific…

Teachers' perceptions of behavior and social skills, peer and self-perceptions of social status, and academic achievement were examined for 239 kindergartners in the fall and spring. Students were classified as learning disabled (LD) prior to identification and low, average, and high achievers. Social difficulties of LD students are discussed.…

This report describes 12 studies dealing with the knowledge monitoring component of metacognition. It is assumed that knowledge monitoring is basic to other metacognitive activities, such as evaluating learning, selecting appropriate strategies, or planning, because distinguishing between what students know and do not know ought to be a…