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Direct linkParnika Bhatia; Jessica Léone; Marie-Line Gardes; Jérôme Prado – Learning Disability Quarterly, 2024
Fractions are challenging for both typically achieving children and adults. Although some prior research has focused on fraction difficulties of children with mathematics difficulties (MD), persistent difficulties encountered by adults with MD remain unknown. It is possible that these adults may be able to compensate for some deficits. In this…
Descriptors: Fractions, Knowledge Level, Mathematics Skills, Mathematics Achievement
Atmaca, Furkan; Yildiz-Demirtas, Vesile – Learning Disability Quarterly, 2023
The present study investigated the effects of the cognitive enhancement training (COGENT) program on the reading skills (reading speed, reading errors, and reading comprehension) and writing skills (dictation and text copying) of students with specific learning disabilities (SLD). The study was conducted with an experimental design. The study…
Descriptors: Cognitive Development, Training, Reading Skills, Writing Skills
Download full textPowell, Sarah R.; Urrutia, Vanessa Y.; Berry, Katherine A.; Barnes, Marcia A. – Learning Disability Quarterly, 2022
In mathematics, the expectation to set up and solve word problems emerges as early as kindergarten; however, many students who experience mathematics difficulty (MD) and dual-language learners often present with specific challenges in this area. To investigate why these populations experience word-problem difficulty, we examined the word, problem…
Descriptors: Word Problems (Mathematics), Problem Solving, Mathematics Instruction, Learning Problems
Zhang, Dake; Stecker, Pamela; Beqiri, Klesti – Learning Disability Quarterly, 2017
We examined faulty strategies with possible underlying misconceptions, as well as execution mistakes, among middle schoolers with and without mathematics disabilities when estimating fractions on number lines. Fifty-one middle schoolers participated in this study, including 27 students with mathematics disabilities. Participants were asked to…
Descriptors: Learning Disabilities, Mathematics Skills, Middle School Students, Computation
Lewis, Katherine E. – Learning Disability Quarterly, 2016
Although many students struggle with fractions, students with mathematical learning disabilities (MLDs) experience pervasive difficulties because of neurological differences in how they process numerical information. These students make errors that are qualitatively different than their typically achieving and low-achieving peers. This study…
Descriptors: Learning Disabilities, Mathematics Instruction, Neurological Impairments, Statistical Analysis
Peer reviewedGerber, Michael – Learning Disability Quarterly, 1984
Based on research results on learning disabled children's spelling, it is argued that spelling errors produced by carefully selected LD elementary-school students cannot be interpreted as deviating from errors expected from younger, normally achieving children. Data are interpreted to support a cognitive-developmental model of spelling…
Descriptors: Error Patterns, Learning Disabilities, Learning Processes, Orthographic Symbols
Peer reviewedBachor, Dan G. – Learning Disability Quarterly, 1979
The article outlines specific procedures for analyzing student errors and using the information gained as a tool for making appropriate assessment and instructional decisions. (DLS)
Descriptors: Cognitive Processes, Educational Diagnosis, Error Patterns, Evaluation Methods
Peer reviewedFleisher, Lisa S.; Jenkins, Joseph R. – Learning Disability Quarterly, 1983
The effects of three instructional procedures on reading comprehension and word recognition were compared with 21 learning disabled elementary school students. No differences were found among treatment effects on comprehension and oral reading. (Author/SW)
Descriptors: Comprehension, Content Analysis, Drills (Practice), Error Patterns
Riccomini, Paul J. – Learning Disability Quarterly, 2005
The present study investigated 90 elementary teachers' ability to identify two systematic error patterns in subtraction and then prescribe an instructional focus. Presented with two sets of 20 completed subtraction problems comprised of basic facts, computation, and word problems representative of two students' math performance, participants were…
Descriptors: Misconceptions, Word Problems (Mathematics), Subtraction, Mathematics Achievement
Peer reviewedJenkins, Joseph R.; And Others – Learning Disability Quarterly, 1983
Two procedures for correcting oral reading errors, word supply and word drill, were examined to determine their effects on measures of word recognition and comprehension with 17 learning disabled elementary school students. (Author/SW)
Descriptors: Drills (Practice), Elementary Education, Error Patterns, Feedback
Peer reviewedLi, Huijun; Hamel, Christine M. – Learning Disability Quarterly, 2003
A review of 38 articles published from 1990 to 2000 on college students with learning disabilities and writing difficulties (LD/WD) found four major topics were discussed: available assistive technology; effectiveness of assistive technology; characteristics and error patterns in the writings of college students with LD/WD; and instructional…
Descriptors: Assistive Technology, College Students, Error Patterns, Exceptional Child Research
