We examined the efficacy of two interventions aiming to strengthen argumentative text comprehension in Greek secondary students with specific reading disability or low reading achievement of unspecified cause. The first intervention (control group, n = 29) was based on principles of systematic explicit instruction, whereas in the second one…

There is an increased interest in exploring the interaction between knowledge of foreign languages, Reading and Mathematics and correlation of students' achievement in Hungary (e. g. Szirmai, 2003; Garami, 2009; Hegedus & Sebestyén, 2019). Special learner groups are rarely put in the focus of research, therefore in our paper, we examine…

This research evaluated the implementation of a climate science curriculum intervention for students in Grades 4 and 5, including those who were typically achieving and those with difficulties in mathematics, reading, or both. Pre- and posttests of measurement and climate change science concepts were administered at the beginning and end of each…

This study aimed to compare trait anxiety and test anxiety among Chinese undergraduates with typical development, high-functioning specific learning disabilities (SLD), and typical-functioning SLD, and to examine the mediating role of test anxiety in the relationship between trait anxiety and academic performance across these three groups. The…

Though several studies have been undertaken to explore the correlates of academic achievement, there is a dearth of studies relating to the cognitive profiles of children who show marked discrepancies between their cognitive potential and actual academic achievement. The present study was undertaken in this context. The study was conducted on a…

Processing efficiency theory can explain the relationship between anxiety and academic success; however, its application to adults with Specific Learning Disabilities (SLD) remains unclear, especially in a nonalphabetic language, such as Chinese. This study investigated the effects of working memory and processing speed on the relationships…

This case study focuses on Grade 12 students aged 15 to 19 years in 2015/2016 in British Columbia, examining disparities in high school completion between students with and without disabilities and diverse abilities (DDAs). It looks particularly at those receiving a Dogwood Diploma (a certificate of graduation) or an Evergreen Certificate (a…

In recent years, an increasing number of students with specific learning disabilities (SLDs) have enrolled in universities. The present exploratory study examined the frequency of use and appreciation of universal (open to every student) and specific services (offered to students with SLDs) and their relation to age, academic achievement,…

The few existing studies in international literature about students with learning disabilities' postsecondary persistence and academic performances show varied outcomes. Rigorous research has been limited. Moreover, in Italy there is a dearth of public data on students' careers and clearly a deficiency regarding literature on this topic. To tackle…

Using cognitive diagnostic modeling (CDM), this study identified subtypes of mathematics learning disability (MLD) based on children's numerical skills and examined the language and spatial precursors of these subtypes. Participants were 99 MLD children and 420 low achievers identified from 1839 Finnish children (966 boys) who were followed from…

Within the Canadian context, the two major learning disability classification systems are arguably the American Psychiatric Association's (APA) "Diagnostic and Statistical Manual of Mental Disorders" and the Learning Disabilities Association (LDAC) of Canada's "Official Definition of Learning Disabilities." Several of the more…

This study aims to classify subtypes of mathematics disability (MD) using a novel classification method, cognitive diagnostic models (CDMs), and examine whether domain-general skills, namely, linguistic, working memory, and spatial skills, were related to the identification of the subtypes. Participants were 454 children (246 boys; age: M ± SD =…

Review studies are vital for advancing knowledge in many scientific fields, including mathematics education, amid burgeoning publications. Based on an extensive consideration of existing review typologies, we conducted a meta-review and bibliometric analysis to provide a comprehensive overview of and deeper insights into review studies within…

Students with learning disabilities have difficulty in science literacy because of the extensive amount of abstract concepts in comprehending science content. An adapted alternating treatments design with an extended baseline was used to compare the effectiveness and efficiency of graphic organizers (GOs) enhanced with…

The purpose of this study was to examine the effects of cognitive strategies and metacognitive functions of students with learning disabilities (LD), students with low-achieving (LA), and students with average-achieving (AA) over their math problem-solving performance. The study sample consisted of 150 students with 50 students from each group.…