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Direct linkKrawec, Jennifer; Huang, Jia; Montague, Marjorie; Kressler, Benikia; de Alba, Amanda Melia – Learning Disability Quarterly, 2013
This study investigated the effectiveness of "Solve It!" instruction on students' knowledge of math problem-solving strategies. "Solve It!" is a cognitive strategy intervention designed to improve the math problem solving of middle school students with learning disabilities (LD). Participants included seventh- and eighth-grade…
Descriptors: Learning Disabilities, Intervention, Problem Solving, Middle School Students
Powell, Sarah R. – Learning Disability Quarterly, 2012
Students with disabilities are frequently granted accommodations for high-stakes standardized tests to provide them an opportunity to demonstrate their academic knowledge without interference from their disability. One type of possible accommodation, test response format, concerns whether students respond in multiple-choice or constructed-response…
Descriptors: High Stakes Tests, Standardized Tests, Problem Solving, Mathematics Achievement
Jitendra, Asha K.; Rodriguez, Michael; Kanive, Rebecca; Huang, Ju-Ping; Church, Chris; Corroy, Kelly A.; Zaslofsky, Anne – Learning Disability Quarterly, 2013
This intervention study compared the efficacy of small-group tutoring on the mathematics learning of third-grade students at risk for mathematics difficulty using either a school-provided standards-based curriculum (SBC) or a schema-based instruction (SBI) curriculum. The SBI curriculum placed particular emphasis on the underlying mathematical…
Descriptors: Reading Achievement, At Risk Students, Tutoring, Problem Solving
Griffin, Cynthia C.; League, Martha B.; Griffin, Valerie L.; Bae, Jungah – Learning Disability Quarterly, 2013
In this exploratory study, teachers' use of standards-based, discourse practices and their students' mathematics learning in inclusive elementary mathematics classrooms were examined. Two beginning teachers (one third-grade teacher, one fourth-grade teacher) and six students identified with disabilities or as low performing in mathematics…
Descriptors: Accountability, Beginning Teachers, Mathematics Education, Mathematics Instruction
Leh, Jayne M.; Jitendra, Asha K. – Learning Disability Quarterly, 2013
This study compared the effectiveness of computer-mediated instruction (CMI) and teacher-mediated instruction (TMI) on the word problem-solving performance of students struggling in mathematics. Both conditions integrated cognitive modeling that focused on the problem structure using visual representations with critical instructional elements…
Descriptors: Instructional Effectiveness, Mathematics Achievement, At Risk Students, Achievement Tests
Lenz, B. Keith; Adams, Gary L.; Bulgren, Janis A.; Pouliot, Norman; Laraux, Michelle – Learning Disability Quarterly, 2007
Previous research on students with learning disabilities has indicated that they benefit most from explicit instruction. However, few studies have examined how explicit instruction may be translated to the logistical demands associated with large-group instruction in high school general education settings in ways that are socially acceptable to…
Descriptors: Group Instruction, Core Curriculum, Learning Disabilities, Intermode Differences
