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Effects of a Problem-Solving Strategy on the Introductory Algebra Performance of Secondary Students with Learning Disabilities.
Peer reviewed Peer reviewed
Maccini, Paula; Hughes, Charles A. – Learning Disabilities Research and Practice, 2000
A study investigated the effects of an instructional strategy within a graduated teaching sequence on the representation and solution of problem-solving skills encompassing integer numbers for six secondary students with learning disabilities. Results indicate problem-solving skills dramatically improved following instruction at the concrete,…
Descriptors: Algebra, Learning Disabilities, Mathematics Education, Mathematics Instruction
Evaluation of an Individualized, Context-Based Social Skills Training Program for Children with Learning Disabilities.
Peer reviewed Peer reviewed
Wiener, Judith; Harris, P. J. – Learning Disabilities Research and Practice, 1997
An individualized, classroom-based social skills training program was evaluated using 45 children (ages 9-12) with learning disabilities in special education classes. Thirteen children received a 6-week intervention, 7 received a 12-week intervention, and 25 received no training. Children in the six-week program showed gains in social skills and…
Descriptors: Behavior Problems, Elementary Education, Instructional Effectiveness, Interpersonal Competence
The Challenges of Instructional Scaffolding: The Challenges of Instruction That Supports Student Thinking.
Peer reviewed Peer reviewed
Pressley, Michael; And Others – Learning Disabilities Research and Practice, 1996
The constructivist educational theory of instructional scaffolding, where a teacher provides support to students on an as-needed basis and decreases support as the student's competence grows, is evaluated. Scaffolding is seen as being only one part of effective instruction for students with learning or other disabilities. Limitations to the…
Descriptors: Constructivism (Learning), Educational Principles, Educational Strategies, Elementary Secondary Education
Orthographic Dyslexia: The Neglected Subtype.
Peer reviewed Peer reviewed
Roberts, Rhia; Mather, Nancy – Learning Disabilities Research and Practice, 1997
A review and comparison of two subtypes of dyslexia, phonologic and orthographic, identifies characteristics and assessment concerns and offers two case studies to demonstrate the impact of orthographic dyslexia on the development of literacy skills. The article concludes that the needs of individuals with orthographic dyslexia must not be…
Descriptors: Case Studies, Classification, Dyslexia, Educational Diagnosis
Transfer of Decoding Skills to a Literature Basal.
Peer reviewed Peer reviewed
Snider, Vicki E. – Learning Disabilities Research and Practice, 1997
This study evaluated the transfer of decoding skills from a code-emphasis program that used a controlled text to a literature-based basal reading series consistent with the whole language approach. Participants were 11 elementary students with learning disabilities who received reading instruction in a resource program. Results found students…
Descriptors: Basal Reading, Decoding (Reading), Elementary Education, Generalization
Community-Based Early Reading Intervention for At-Risk First Graders.
Peer reviewed Peer reviewed
Vadasy, Patricia F.; And Others – Learning Disabilities Research and Practice, 1997
A study of 17 first-graders identified at high risk for a reading disability investigated the effects of community tutors on reading performance. When compared to the performance of matched controls, the children performed better on spelling and segmentation but not on reading. Skills declined at the second-grade follow-up evaluation. (CR)
Descriptors: Community Programs, Early Intervention, Grade 1, High Risk Students