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Showing 1 to 15 of 76 results Save | Export
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Vostal, Brooks R. – Beyond Behavior, 2011
Students with emotional and behavioral disorders (EBD) demonstrate significant academic deficits across content areas (Coutinho, 1986; Lane, Barton-Arwood, Nelson, & Wehby, 2008; Nelson, Benner, Lane, & Smith, 2004; Reid, Gonzalez, Nordness, Trout, & Epstein, 2004; Ruhl & Berlinghoff, 1992). Mathematics, however, appears to be especially…
Descriptors: Evidence, Emotional Disturbances, Learning Disabilities, Academic Achievement
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Gelzheiser, Lynn M.; And Others – Learning Disability Quarterly, 1987
The performance of 60 learning disabled and normally achieving children (ages 9-12), either given minimal instruction to use organizing strategies or engaged only in practice with a free recall task, were compared. Factors underlying the unexpected finding that strategy use did not account for learning disabled students' poor recall are discussed.…
Descriptors: Elementary Education, Learning Disabilities, Learning Strategies, Metacognition
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Krustchinsky, Rick; Larner, Nancy – Teaching Exceptional Children, 1988
Techniques used to teach a class of seven- and eight-year-old learning-disabled students to tell time are described. Students first practiced counting by 1s and 5s around a clock with no hands before being introduced to the differing functions of the minute and hour hands. (VW)
Descriptors: Elementary Education, Learning Disabilities, Learning Strategies, Number Concepts
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Simmons, Deborah C.; And Others – Learning Disability Quarterly, 1988
The study examined the relationship between proximity of critical textual information and selected metacognitive behaviors of 29 elementary-age subjects. Subjects receiving collapsed versions of passages reported use of higher percentages of text-based strategies, whereas over 50 percent of the responses of subjects receiving the dispersed text…
Descriptors: Elementary Education, Learning Disabilities, Learning Strategies, Metacognition
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Thomas, Carol Chase; And Others – Remedial and Special Education (RASE), 1987
Examination of the expository writing of 36 learning-disabled (LD), 36 nondisabled (matched in intelligence quotient and reading ability), and 36 normally-achieving nondisabled elementary school students indicated both grade- and group-related differences, with LD students producing more errors than low achieving nondisabled students, who produced…
Descriptors: Comparative Analysis, Elementary Education, Expository Writing, Learning Disabilities
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Jones, G. A.; And Others – Journal of Learning Disabilities, 1985
Case studies describe the positive responses of two elementary learning disabled students involved in an experimental number fact program. The program emphasized development of strategies matched to individual learning needs in a nontraditional approach to the organization of addition facts. (Author/CL)
Descriptors: Addition, Case Studies, Elementary Education, Learning Disabilities
Highnam, Cliff; Martin, Kellie – Journal of Childhood Communication Disorders, 1987
Ten normal and ten learning disabled children were asked to provide strategies for hypothetical memory tasks and to evaluate those strategies subsequent to learning of the hypothetical outcomes. The groups did not differ in strategies selected but did differ in how they evaluated the effectiveness of the strategies used. (Author/DB)
Descriptors: Cognitive Processes, Elementary Education, Learning Disabilities, Learning Strategies
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Holmes, Betty C. – Journal of Learning Disabilities, 1985
The study examined whether teaching 24 elementary disabled readers a structured inferencing strategy using materials sequentially arranged from easy to more difficult would improve their ability to answer inferential questions. Results suggested that disabled readers' apparent problems in answering inferential qustions may exist because of a lack…
Descriptors: Elementary Education, Inferences, Learning Disabilities, Learning Strategies
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Idol, Lorna – Journal of Learning Disabilities, 1987
A story mapping strategy was used to effectively improve reading comprehension in heterogeneous groups of third/fourth graders, including five learning disabled and low achieving students. Group averages maintained above 80 percent when students were no longer required to use the strategy. (Author/DB)
Descriptors: Elementary Education, Heterogeneous Grouping, Learning Disabilities, Learning Strategies
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Buser, Karen P.; Reimer, Dauri – Teaching Exceptional Children, 1988
A program designed to teach cognitive strategies through logical problem-solving and developed for elementary learning disabled students is presented. For each problem set, the instructional procedure involves a discovery activity, discussion, conclusion, follow-up activities, and integration. Five samples of the program's problem sets (e.g.,…
Descriptors: Cognitive Development, Elementary Education, Learning Disabilities, Learning Strategies
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Carnine, Douglas; And Others – Journal of Special Education, 1985
Two studies involving learning disabled elementary students examined two procedures shown to facilitate concept acquisition among normal children: selection and sequence of positive and negative examples and analytic assistance during concept learning. Examples did not facilitate concept acquisition, and exposure to a simple strategy actually…
Descriptors: Attention Control, Cognitive Development, Concept Formation, Elementary Education
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Lee, Carolyn P.; Obrzut, John E. – Journal of Learning Disabilities, 1994
This study investigated taxonomic clustering and use of frequency associations as features in the semantic memory of children (n=30 in grades two and six) with learning disabilities (LD). Results suggested that, when individual child-generated word lists (i.e., meaningful) are used, children with LD may not be impaired in their ability to utilize…
Descriptors: Age Differences, Classification, Cognitive Processes, Elementary Education
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Schworm, Ronald W. – Teaching Exceptional Children, 1988
The use of visual phonics can help beginning readers or reading-disabled students overcome difficulties in word learning. The technique enhances the ability to identify grapheme-phoneme correspondences (usually appearing in the middle of words and useful for decoding) and prompts the learner to generalize these correspondences from one word to…
Descriptors: Decoding (Reading), Elementary Education, Learning Disabilities, Learning Strategies
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Cherkes-Julkowski, Miriam; And Others – Journal of Learning Disabilities, 1986
This study investigated the ability of learning disabled, slow learning, and average children (N=39) to adapt learning strategies to different stimulus demands in small group learning situations. Findings demonstrated distinctly different patterns of strategy usage in each diagnostic category; all three groups were able to differentiate among…
Descriptors: Cognitive Processes, Cognitive Style, Elementary Education, Learning Disabilities
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Lynch, Ellen M.; Jones, Sheila Dove – Learning Disability Quarterly, 1989
The article reviews the research on composition and transcription writing skills conducted with elementary-aged learning-disabled students and published during the last five years. Conclusions are drawn concerning the influence of: text production method, specific interventions, text structure knowledge, word presentation form, and…
Descriptors: Elementary Education, Handwriting, Learning Disabilities, Learning Strategies
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