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| Learning Disabilities:… | 3 |
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| Babbitt, Beatrice | 1 |
| Butler, Frances M. | 1 |
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| Cass, Mike | 1 |
| Cates, Dennis | 1 |
| Crehan, Kevin | 1 |
| Jackson, Cynthia | 1 |
| Miller, Susan P. | 1 |
| Molloy, Dawn Eddy | 1 |
| Pierce, Thomas | 1 |
| Smith, Michelle | 1 |
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| Reports - Research | 3 |
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Peer reviewedButler, Frances M.; Miller, Susan P.; Crehan, Kevin; Babbitt, Beatrice; Pierce, Thomas – Learning Disabilities: Research & Practice, 2003
This study compared effectiveness of either a concrete-representational-abstract (CRA) or a representational-abstract (RA) instructional sequence in teaching fraction concepts to 50 middle school students with mathematics disabilities. On all achievement measures, students in the CRA group had overall higher mean scores than did students in the RA…
Descriptors: Fractions, Instructional Effectiveness, Learning Disabilities, Manipulative Materials
Peer reviewedCass, Mike; Cates, Dennis; Smith, Michelle; Jackson, Cynthia – Learning Disabilities: Research & Practice, 2003
This study evaluated effects of manipulative instruction on perimeter and area problem-solving performance of three middle or high school students with learning disabilities in mathematics. Students rapidly acquired the problem solving skills, maintained these skills over a two-month period, and transferred the skills to a paper-and-pencil problem…
Descriptors: Geometry, Instructional Effectiveness, Learning Disabilities, Maintenance
Peer reviewedSpeece, Deborah L.; Case, Lisa Pericola; Molloy, Dawn Eddy – Learning Disabilities: Research & Practice, 2003
Three studies investigated children's responsiveness to general education reading instruction as an indicator of need for more intensive interventions and found that the response-to-instruction model tested was valid. Results indicated that children at-risk (n=47) who received specially designed general education instruction had better outcomes…
Descriptors: Academic Failure, Classification, Definitions, Disability Identification
