Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Generalization | 2 |
| Learning Disabilities | 2 |
| Problem Solving | 2 |
| Achievement Gains | 1 |
| Beliefs | 1 |
| Classroom Techniques | 1 |
| Cognitive Style | 1 |
| Control Groups | 1 |
| Experimental Groups | 1 |
| Fidelity | 1 |
| Grade 2 | 1 |
| More ▼ | |
Source
| Learning Disability Quarterly | 2 |
Publication Type
| Journal Articles | 2 |
| Guides - Classroom - Teacher | 1 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 2 | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkDennis, Minyi Shih; Sorrells, Audrey McCray; Falcomata, Terry S. – Learning Disability Quarterly, 2016
This study used a multiple probe across participants design, replicated across two interventions and counterbalanced across participant groups to examine the effects of number sense intervention and extensive practice intervention on strategy transformation when students with mathematics learning disabilities (MLD) solved basic fact problems. In…
Descriptors: Learning Disabilities, Grade 2, Problem Solving, Intervention
Peer reviewedBorkowski, John G. – Learning Disability Quarterly, 1989
A metacognition model that can help understand general problem-solving deficits in learning disabled students is presented. Two components of metacognition are highlighted: executive processes and attributional beliefs. An educational package combining these components with specific strategy training is illustrated as an approach to improving…
Descriptors: Beliefs, Classroom Techniques, Generalization, Learning Disabilities
