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Direct linkKim, Ae-Hwa; Kim, Ui Jung; Kim, Jae Chul; Vaughn, Sharon – Learning Disability Quarterly, 2021
The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by…
Descriptors: Classification, Korean, Reading Achievement, Elementary School Students
Swanson, H. Lee; Moran, Amber S.; Bocian, Kathleen; Lussier, Cathy; Zheng, Xinhua – Learning Disability Quarterly, 2013
This study investigated the role of generative strategies and working memory capacity on word problem solving accuracy in children with math difficulties (MD). Within classrooms, children in Grade 3 with MD ("n" = 69) were randomly assigned to one of three treatment conditions: paraphrase question propositions (Restate), paraphrase…
Descriptors: Word Problems (Mathematics), Learning Strategies, Comprehension, Short Term Memory
Download full textSwanson, H. Lee; Howard, Crystal B. – Learning Disability Quarterly, 2005
This study was conducted to determine whether the cognitive performance of reading disabled and poor readers can be separated under dynamic assessment procedures, and whether measures related to dynamic assessment add unique variance, beyond IO, in predicting reading achievement scores. The sample consisted of 70 children (39 females and 31…
Descriptors: Reading Achievement, Reading Difficulties, Comparative Analysis, Scores
Peer reviewedGraves, Ann W.; Levin, Joel R. – Learning Disability Quarterly, 1989
Thirty learning-disabled students in grades five-eight read several passages and attempted to identify and remember main ideas. Students were assigned to one to three conditions: control, monitoring and self-questioning, or mnemonic. The monitoring strategy was most effective for main-idea finding, whereas the mnemonic strategy was most effective…
Descriptors: Comparative Analysis, Intermediate Grades, Junior High Schools, Learning Disabilities
