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Christian T. Doabler; Megan Rojo; Jenna A. Gersib; Anna-Maria Fall; Maria A. Longhi; Gail E. Lovette; Greg Roberts; Jasmine Uy; Katharina Johnson; Shadi Ghafghazi; Jason B. Phelps; Sarah R. Powell; William J. Therrien – Journal of Learning Disabilities, 2025
Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students' initial mathematics and reading skills influenced their treatment response to a whole-class, second-grade science program called…
Descriptors: Students with Disabilities, Mathematics Skills, Reading Skills, At Risk Students
Corinthia A. Myrick – ProQuest LLC, 2021
Academic achievement in elementary science achievement scores throughout Title One schools in metro-Atlanta could be identified through analphabetism and improper vocabulary instruction to accommodate students' learning styles. Teaching words explicitly entails extensive time and patience when exposing new science vocabulary. However, teaching…
Descriptors: Grade 5, Correlation, Science Education, Vocabulary Development
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Seifert, Kathleen; Espin, Christine – Learning Disability Quarterly, 2012
This study examined the effects of three types of reading interventions on the science text reading of secondary students with learning disabilities (LD). Twenty 10th-grade students with LD participated in the study. Using a within-subjects design, the relative effects of three different instructional approaches--text reading, vocabulary learning,…
Descriptors: Learning Disabilities, Reading Fluency, Direct Instruction, Vocabulary Development