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Fisher, Joseph B.; Schumaker, Jean Bragg – Learning Disabilities Research & Practice, 2021
This article is the second part of a two-part article focusing on research that has been conducted on Content Enhancement Routines, instructional routines developed to be used during inclusive subject-area instruction. Part I of this article (Schumaker and Fisher, 2021) reviews the original validation studies that were conducted on four Content…
Descriptors: Research and Development, Theory Practice Relationship, Educational Research, Teaching Methods
Therrien, William J.; Zaman, Maliha; Banda, Devender R. – Remedial and Special Education, 2011
Meta-analysis is considered an acceptable method to evaluate research studies for evidence-based practices. The purpose of this review is to examine the applicability of using meta-analyses in the learning disability field to guide classroom practice. The authors evaluated 15 learning disability meta-analyses in three domains: large-scale…
Descriptors: Evidence, Learning Disabilities, Teaching Methods, Meta Analysis
Chard, David J.; Ketterlin-Geller, Leanne R.; Baker, Scott K.; Doabler, Christian; Apichatabutra, Chanisa – Exceptional Children, 2009
For students with or at risk for learning disabilities, developing fluency with reading connected texts remains a formidable challenge. In response, teachers often use repeated reading practices designed to provide students with multiple exposures to the same words. This study examined research focused on determining the efficacy of repeated…
Descriptors: Reading Fluency, Learning Disabilities, Teaching Methods, Intervention
Mellard, Daryl; McKnight, Melinda; Jordan, Joanna – Learning Disabilities Research & Practice, 2010
Response-to-intervention (RTI) frameworks have become increasingly prevalent in schools as an academic and behavioral prevention and intervention organizational approach that emphasizes students' responsiveness and nonresponsiveness as indicators of appropriate curricular and instructional decisions. Theoretical as well as practical descriptions…
Descriptors: Prevention, Response to Intervention, Small Group Instruction, Feedback (Response)
Montague, Marjorie; Dietz, Samantha – Exceptional Children, 2009
This review considers both the content and methodologies of 5 single-subject and 2 group experimental design studies investigating the effects of cognitive strategy instruction on the mathematical problem solving of students with disabilities, using quality indicators proposed by Horner et al. (2005) and Gersten et al. (2005). Findings indicated…
Descriptors: Problem Solving, Intervention, Learning Disabilities, Theory Practice Relationship
Bryant, Brian R.; Bryant, Diane Pedrotty; Kethley, Caroline; Kim, Sun A.; Pool, Cathy; Seo, You-Jin – Learning Disability Quarterly, 2008
High-quality core instruction in kindergarten and first and second grade is critical to prevent mathematics difficulties. Evidence-based critical features of instruction should be part of core instruction and be included in mathematics textbooks. This study examined lessons from kindergarten and first- and second-grade basal mathematics textbooks…
Descriptors: Kindergarten, Grade 2, Instructional Effectiveness, Fundamental Concepts

McNaughton, David; And Others – Learning Disability Quarterly, 1994
Examination of 27 studies on spelling instruction for students with learning disabilities suggests several activities that may enhance learning, such as limiting number of new words introduced, facilitating student-directed and peer-assisted instruction, providing immediate error correction, and including instruction in morphemic analysis. Future…
Descriptors: Elementary Secondary Education, Instructional Effectiveness, Learning Disabilities, Spelling Instruction

Kelly, Bernadette; And Others – Journal of Learning Disabilities, 1990
The study found that a curriculum which incorporated three empirically derived principles of curriculum design (e.g., use of a wide range of examples to illustrate each concept) was significantly more effective than a basal approach in teaching fractions concepts to 40 low-performing or learning-disabled high school students. (Author/DB)
Descriptors: Curriculum Design, Educational Principles, High Schools, Instructional Effectiveness
Edgar, Susan E.; Shepherd, Margaret Jo – 1983
The review describes the advance organizer technique and reviews the empirical evidence on the effectiveness of advance organizers with both normal students and students classified as handicapped. Examples of advance organizers include the expository advance organizer, the comparative advance organizer, the graphic advance organizer, and…
Descriptors: Advance Organizers, Disabilities, Educational Methods, Elementary Secondary Education

Licht, Barbara G. – Journal of Learning Disabilities, 1988
In response to a previous article, the paper argues that effective instruction of the learning disabled is most likely to develop from systematic theoretically based research though instructional studies can contribute to theory development. Research in many other areas is necessary to develop the powerful teaching methods required. (DB)
Descriptors: Elementary Secondary Education, Instructional Effectiveness, Learning Disabilities, Research and Development

Deshler, Donald D. – Learning Disabilities Research and Practice, 1998
This tribute to Samuel Kirk, an early leader in the field of learning disabilities, focuses on two of his powerful ideas and their effect on the author's work and later research. The first idea is that effective teaching requires knowing the students well, and the second idea is that explicit instruction in skills and strategies based on known…
Descriptors: Educational History, Educational Research, Elementary Secondary Education, Instructional Effectiveness

Rivera, Diane Pedrotty – LD Forum, 1996
This article introduces a series of 12 papers on mathematics instruction for students with learning disabilities (LD). It discusses educational trends that have implications for mathematics instruction, research in LD and mathematics instruction, and components of effective mathematics instruction. Tables summarize the standards of the National…
Descriptors: Academic Standards, Educational Trends, Elementary Secondary Education, Instructional Effectiveness

Speece, Deborah L.; MacDonald, Victoria; Kilsheimer, Lisa; Krist, Jenny – Learning Disabilities Research and Practice, 1997
Presents the experiences of three preservice special educators who applied the research on reciprocal teaching with elementary school children with learning and behavioral disabilities. The problems encountered, the adaptations, and perceptions of student progress are summarized in three separate accounts. Suggestions are provided for successful…
Descriptors: Behavior Disorders, Elementary Education, Instructional Effectiveness, Learning Disabilities

Wong, Bernice Y. L. – Learning Disability Quarterly, 1997
Describes three years of research in intensive long-term writing intervention with adolescents with learning disabilities (LD) and low achievement. Successful intervention was attributed to the genre-specific strategies used, the focused and intensive nature of the writing instruction, and the use of interactive dialogs in conferences between…
Descriptors: Adolescents, Instructional Effectiveness, Intervention, Learning Disabilities

Scruggs, Thomas E.; Mastropieri, Margo A. – Journal of Learning Disabilities, 1998
This commentary on C. Addison Stone's paper on the scaffolding metaphor for the learning disabilities field urges that all available literature, rather than a particular metaphor, should be used to evaluate the efficacy of instructional procedures in interpreting findings of instructional research. (Author/DB)
Descriptors: Cognitive Restructuring, Instructional Effectiveness, Learning Disabilities, Metaphors