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Direct linkFuentes, Sarah Quebec; Crawford, Lindy; Huscroft-D'Angelo, Jacqueline – Australian Primary Mathematics Classroom, 2017
All students should have opportunities to develop their ability to reason mathematically. Gersten and Chard (1999) support this stance with respect to students with learning disabilities: "Even if students are not automatic with basic facts, they still should be engaged in activities that promote the development of number sense and…
Descriptors: Teaching Models, Mathematics Instruction, Mathematical Logic, Comparative Analysis
Seaton, Marjorie; Marsh, Herbert W.; Parker, Philip D.; Craven, Rhonda G.; Yeung, Alexander S. – Gifted Child Quarterly, 2015
The reciprocal effects model (REM) predicts a reciprocal relation between academic self-concept and academic achievement, whereby prior academic self-concept is associated with future gains in achievement, and prior achievement is related to subsequent academic self-concept. Although research in this area has been extensive, there has been a…
Descriptors: Correlation, Self Concept, Academic Achievement, Selective Admission
Download full textNamkung, Jessica M.; Fuchs, Lynn S. – Grantee Submission, 2015
The purpose of this study was to examine the cognitive predictors of calculations and number line estimation with whole numbers and fractions. At-risk 4th-grade students (N = 139) were assessed on 7 domain-general abilities (i.e., working memory, processing speed, concept formation, language, attentive behavior, and nonverbal reasoning) and…
Descriptors: Predictor Variables, At Risk Students, Grade 4, Elementary School Students
Swanson, H. Lee; Orosco, Michael J.; Lussier, Cathy – Society for Research on Educational Effectiveness, 2013
Recent intervention studies directed to improve problem solving accuracy in children with math difficulties (MD) have found support for teaching cognitive strategies. This study addresses the question: What role does working memory capacity (WMC) play in strategy outcomes for children with MD? Four prediction models can be applied to strategy…
Descriptors: Grade 3, Elementary School Students, Mathematics Skills, Learning Problems
Saint-Aubin, Jean; Klein, Raymond M. – Reading Research Quarterly, 2008
When skilled readers search for a target letter while reading for comprehension, they miss the target letter more often when it is embedded in high-frequency function words than in less frequent content words. The magnitude of this "missing-letter-effect" (MLE) was investigated among 180 first- to fifth-grade students as a function of…
Descriptors: Reading Skills, Form Classes (Languages), Elementary School Students, Achievement Tests
MacArthur, Charles A.; Konold, Timothy R.; Glutting, Joseph J.; Alamprese, Judith A. – Journal of Learning Disabilities, 2010
The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components…
Descriptors: Learning Disabilities, Construct Validity, Validity, Adult Basic Education
King, Wayne M.; Giess, Sally A.; Lombardino, Linda J. – International Journal of Language & Communication Disorders, 2007
Background: The marked degree of heterogeneity in persons with developmental dyslexia has motivated the investigation of possible subtypes. Attempts have proceeded both from theoretical models of reading and the application of unsupervised learning (clustering) methods. Previous cluster analyses of data obtained from persons with reading…
Descriptors: Statistical Analysis, Reading Difficulties, Models, Databases
