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Direct linkCiullo, Stephen; Falcomata, Terry; Vaughn, Sharon – Learning Disability Quarterly, 2015
The authors report the effects of a single-case, multiple-probe design investigation for students with learning disabilities (LD) in Grades 4 and 5. Seven students classified as LD and with persistent difficulty with informational-text comprehension from two elementary schools participated. The study compared social studies learning across two…
Descriptors: Learning Disabilities, Social Studies, Elementary School Students, Instructional Materials
Preston, Angela Irene – ProQuest LLC, 2016
Over the last two decades, students in Singapore consistently scored above students from other nations on the Trends in International Mathematics and Science Study (TIMSS; Provasnik et al., 2012). In contrast, students in the United States have not performed as well on international and national mathematics assessments and students with…
Descriptors: Direct Instruction, Mathematics Instruction, Problem Solving, At Risk Students
Parker, Jennifer Leigh Sarratt – ProQuest LLC, 2014
The purpose of this quasi experimental research study was to examine the effects of two direct instruction programs, SRA Reading Mastery Signature and SRA Reading Success on reading comprehension skill acquisition of middle school students who qualify as a student with a specific learning disability. Furthermore, the study was used to compare the…
Descriptors: Direct Instruction, Reading Instruction, Teaching Methods, Quasiexperimental Design
Download full textLund, Kaitlyn; McLaughlin, T. F.; Neyman, Jen; Everson, Mary – Journal of Special Education Apprenticeship, 2012
The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system paired with a math racetrack to teach basic multiplication facts to two elementary students diagnosed with learning disabilities. The study was conducted in a resource room which served intermediate aged elementary students. The school was located…
Descriptors: Direct Instruction, Instructional Materials, Mathematics Instruction, Multiplication
Fishley, Katelyn M.; Konrad, Moira; Hessler, Terri; Keesey, Susan – Learning Disabilities Research & Practice, 2012
Although vocabulary plays an important role in literacy and content instruction, there is a paucity of research identifying effective methods for teaching vocabulary. One promising strategy is morphemic analysis, which involves breaking words into morphemes, the smallest meaningful parts of words, and teaching students the meanings of those parts.…
Descriptors: Morphemes, Attention Deficit Hyperactivity Disorder, Learning Disabilities, High School Students
Mann, Zennetta; McLaughlin, T. F.; Williams, Randy Lee; Derby, K. Mark; Everson, Mary – Journal of Special Education Apprenticeship, 2012
The purpose of the present study was to evaluate the effects of Direct Instruction (DI) flashcard procedure, combined with strategies and rewards on multiplication fact accuracy of two elementary school-age students. A single subject replication design across three and four sets of multiplication facts was used to evaluate outcomes. The results…
Descriptors: Direct Instruction, Instructional Materials, Mathematics Instruction, Rewards
Miller, C. Alan; Darch, Craig B.; Flores, Margaret M.; Shippen, Margaret E.; Hinton, Vanessa – Journal of Direct Instruction, 2011
Students with high-incidence disabilities struggle with reading comprehension due to difficulties in background knowledge and metacognitive skills, including use of self-monitoring and other strategies. In the United States, these students typically receive the majority of their instruction in general education settings. However, there is little…
Descriptors: Reading Comprehension, General Education, Mental Retardation, Learning Disabilities
