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Mnemonic Multiplication Fact Instruction for Students with Learning Disabilities.
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Greene, Gary – Learning Disabilities Research and Practice, 1999
Twenty-three elementary and middle school students with learning disabilities were taught 14 difficult-to-memorize multiplication facts with a combination of mnemonic and traditional instruction. Results indicated that mnemonic training enhanced learning and these benefits were retained over time. (Author/DB)
Descriptors: Arithmetic, Elementary Education, Instructional Effectiveness, Learning Disabilities
Using a Graduated Word Problem Sequence to Promote Problem-Solving Skills.
Peer reviewed Peer reviewed
Miller, Susan Peterson; Mercer, Cecil D. – Learning Disabilities Research and Practice, 1993
This article presents a graduated word problem sequence in mathematics, beginning with simple words; progressing to phrases, sentences, and paragraphs; advancing to paragraph word problems with extraneous information; and finally having students create their own word problems. Results from 67 elementary students with learning disabilities support…
Descriptors: Elementary Education, Instructional Effectiveness, Learning Disabilities, Mathematics Instruction
Computer-Assisted Instruction with Constant Time Delay to Teach Multiplication Facts to Students with Learning Disabilities.
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Koscinski, Susan T.; Gast, David L. – Learning Disabilities Research and Practice, 1993
Six male elementary school students with learning disabilities were taught multiplication facts using a computer software program with a five-second constant time delay procedure. Results indicated that the computer-assisted instructional program was effective. Learning generalized with varying degrees of success. (Author/JDD)
Descriptors: Computer Assisted Instruction, Computer Software, Elementary Education, Instructional Effectiveness
Using Data to Learn about Concrete-Semiconcrete-Abstract Instruction for Students with Math Disabilities.
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Miller, Susan Peterson; Mercer, Cecil D. – Learning Disabilities Research and Practice, 1993
Nine students (ages 7 to 11) with math disabilities were effectively taught using an instructional sequence that moved from the concrete to the semiconcrete to the abstract. Subjects needed between three and seven lessons using manipulative devices and pictures before being able to do abstract-level problems. (Author/DB)
Descriptors: Abstract Reasoning, Concept Formation, Elementary Education, Instructional Effectiveness
Perceptions of Students with Language and Learning Disabilities about Writing Process Instruction.
Peer reviewed Peer reviewed
McAlister, Kara M.; Nelson, Nickola W.; Bahr, Christine M. – Learning Disabilities Research and Practice, 1999
Seven students with language and learning disabilities in fourth through eighth grades were interviewed to determine their understanding of and attitudes toward a writing-process instructional approach. Students' attitudes toward this approach were positive but their understanding of prewriting elements and of revising and editing were quite…
Descriptors: Elementary Education, Interviews, Language Impairments, Learning Disabilities
Teacher Planning for Students with Learning Disabilities: Differences between General and Special Educators.
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Fuchs, Lynn S.; And Others – Learning Disabilities Research and Practice, 1992
Twenty-five general and 37 special education teachers were compared in their planning and adaptation for students with learning disabilities. Results indicated that special education teachers who used curriculum-based measurement (CBM) adapted students' programs more frequently and relied on more objective databases than did non-CBM special…
Descriptors: Diagnostic Teaching, Educational Planning, Elementary Education, Evaluation Methods
An Alternative Reading Approach: Instructional Conversations in a Bilingual Special Education Setting.
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Echevarria, Jana; McDonough, Renee – Learning Disabilities Research and Practice, 1995
Students (n=12) in a self-contained elementary class for students with learning disabilities were taught using instructional conversation (IC), a teaching method in which students are engaged in interactions promoting analysis, reflection, and critical thinking. IC promoted oral participation and interactions among students and provided a holistic…
Descriptors: Bilingual Education, Classroom Communication, Discussion (Teaching Technique), Elementary Education