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Fuchs, Lynn S.; Wang, Amber Y.; Preacher, Kristopher J.; Malone, Amelia S.; Fuchs, Douglas; Pachmayr, Rachel – Exceptional Children, 2021
The purposes of this study were to assess the effects of fractions intervention for students who are at risk for poor outcomes and to examine whether a component that combines self-regulated learning with growth-mindset instruction (SR-GM) provides added value for improving outcomes. At-risk students (N = 84) were randomly assigned to three…
Descriptors: Mathematics Instruction, Fractions, Intervention, Elementary School Mathematics
Fuchs, Lynn S.; Wang, Amber Y.; Preacher, Kristopher J.; Malone, Amelia S.; Fuchs, Douglas; Pachmayr, Rachel – Grantee Submission, 2020
The purposes of this study were to assess the effects of fractions intervention for students who are at-risk for poor outcomes and to examine whether a component that combines self-regulated learning with growth mindset instruction (SR-GM) provides added value for improving outcomes. At-risk students (N = 84) were randomly assigned to 3…
Descriptors: Mathematics Instruction, Fractions, Intervention, Elementary School Mathematics
Seidler, Rachael D. – Learning & Memory, 2007
Two important components of skill learning are the learning process itself (motor acquisition) and the ability to transfer what has been learned to new task variants (motor transfer). Many studies have documented age-related declines in the ability to learn new manual motor skills. In this study, I tested whether the degree of savings at transfer…
Descriptors: Transfer of Training, Feedback, Learning Disabilities, Aging (Individuals)

Rueda, Robert; Mehan, Hugh – Anthropology and Education Quarterly, 1986
Students with learning disabilities work to avoid difficult tasks while trying to appear competent ("passing"). They also check, monitor, and evaluate their actions, a form of "metacognition." These are flip sides of the same coin of strategic interaction and are context-bound, not context-free activities. (Author/LHW)
Descriptors: Cognitive Processes, Cognitive Structures, Cognitive Style, Elementary Secondary Education

Scanlon, David J.; And Others – Learning Disabilities Research and Practice, 1992
Interactive Semantic Mapping is presented as an interactive instructional strategy developed from multiple theoretical bases to aid reading comprehension in students with learning disabilities. It involves students in predicting relationships among concepts and sharing knowledge to facilitate comprehension of text-related concepts. This article…
Descriptors: Cognitive Structures, Elementary Secondary Education, Instructional Effectiveness, Interaction

Fulk, Barbara M. – TEACHING Exceptional Children, 1997
Describes 11 spelling strategies for students with mild disabilities that enhance student motivation and can be used to reinforce existing spelling curriculums with no additional materials. Some of the modifications include stressing the relevance of spelling; implementing test-teach and test-correction methods; using an analogy strategy; and…
Descriptors: Cognitive Structures, Elementary Secondary Education, Learning Disabilities, Mild Mental Retardation

Fowler, Patrick C. – Child Study Journal, 1986
Applies the analytic technique of maximum likelihood factor analysis to the intercorrelations of the Wechsler Intelligence Scale for Children-Revised's subtests as a means for assessing more or less differentiation and integration. (HOD)
Descriptors: Academic Achievement, Age Differences, Children, Cognitive Structures

Simmonds, Effie P. M. – Journal of Learning Disabilities, 1990
This study compared effectiveness of cognitive modeling with and without verbalization in teaching 60 learning-disabled elementary students efficient questioning strategies. Results indicated that both groups showed significant reductions from pretreatment to posttreatment in the number of questions required but no effectiveness differential…
Descriptors: Cognitive Mapping, Cognitive Structures, Comparative Analysis, Elementary Education

Nelson, Ron; And Others – Learning Disabilities Research and Practice, 1994
Sixty elementary students with learning disabilities were interviewed about parallel domains of uncontested and contested knowledge on the topic of space, including questions of morality and questions of empirical law. Students clearly distinguished between uncontested and contested knowledge, suggesting that they are capable of working with…
Descriptors: Cognitive Processes, Cognitive Structures, Difficulty Level, Elementary Education
Dysfunctional Cognitions Associated with Adolescent Depression: Findings across Special Populations.

Maag, John W.; And Others – Exceptionality: A Research Journal, 1992
This study examined differences in reported depressive symptomatology and related dysfunctional cognitions in nonhandicapped, learning-disabled, and seriously emotionally disturbed adolescents from both public school and juvenile correction settings. No significant main effect was found for differences across label, but consequential differences…
Descriptors: Adolescents, Cognitive Structures, Cognitive Style, Comparative Analysis

Kraker, Myra J. – Teaching and Teacher Education, 2000
Investigated teacher-student discourse from a sociocultural perspective to ascertain the nature of effective instruction for students with learning disabilities, examining one teacher's resource room instruction. Results highlight differential discourse patterns across academic domains and emphasize the importance of teacher self-reflection and…
Descriptors: Cognitive Structures, Discourse Analysis, Elementary Secondary Education, Feedback

Miller, Susan Peterson; And Others – LD Forum, 1996
This article discusses ways to improve mathematics performance of students with learning disabilities through cognitive strategies instruction. Principles of a strategic classroom environment are explained, such as involving students in goalsetting and providing advance organizers. Three specific strategies for math instruction are described:…
Descriptors: Classroom Environment, Classroom Techniques, Cognitive Processes, Cognitive Structures
Hutchinson, Nancy L. – B. C. Journal of Special Education, 1990
Challenges in applying cognitive strategy research to complex knowledge domains in students with learning disabilities include the need to focus on deficits in domain-specific knowledge; adaptation of assessment designs to answer cognitive questions; and procedures for individual cognitive strategy instruction in group settings. A research agenda…
Descriptors: Cognitive Processes, Cognitive Structures, Difficulty Level, Educational Research
Brooks, Robert B. – Learning Disabilities: A Contemporary Journal, 2004
We all possess assumptions about ourselves as well as others. We may not think about or be aware of these assumptions, but they play a significant role in determining our expectations and behavior. Even seemingly hidden assumptions have a way of being expressed to others. Not surprisingly, people begin to behave in accord with the expectations we…
Descriptors: Learning Disabilities, Expectation, Cognitive Structures, Teacher Effectiveness

Kolligian, John, Jr.; Sternberg, Robert J. – Journal of Learning Disabilities, 1987
The article describes the triarchic theory of human intelligence, which is composed of three subtheories: componential, experiential, and contextual. Deficient cognitive strategies and inadequate knowledge in certain domains may result from the inability of the learning disabled to selectively encode, compare, and combine information, or from an…
Descriptors: Adjustment (to Environment), Cognitive Processes, Cognitive Structures, Cognitive Style
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