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Journal of Learning…58
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Harris, Bryn; Kulkarni, Tara; Sullivan, Amanda L. – Journal of Learning Disabilities, 2024
The identification of specific learning disabilities (SLD) remains fraught with controversy and uncertainty about professionals' capacity to appropriately identify special education eligibility. For students from linguistically minoritized backgrounds, the "exclusionary clause" prohibits the identification of learning difficulties…
Descriptors: Students with Disabilities, Learning Disabilities, Minority Group Students, State Policy
Steve Graham; Alyson A. Collins; Stephen Ciullo – Journal of Learning Disabilities, 2023
Seventy-six general education and 67 special education teachers working in the same 66 elementary schools were surveyed about their beliefs about writing. Each teacher taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Survey findings indicated that general…
Descriptors: Special Education, General Education, Teachers, Regular and Special Education Relationship
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Waber, Deborah P.; Boiselle, Ellen C.; Forbes, Peter W.; Sideridis, Georgios D. – Journal of Learning Disabilities, 2022
Learning disorders can have adverse impacts on children and families extending beyond the academic skills deficits. The goal of the present study was to assess the impact of the school's response, following an independent evaluation, for child and family school-related quality of life (QOL). We hypothesized that a positive school response would be…
Descriptors: Parents, Children, Learning Disabilities, Special Education
Morris-Mathews, Hannah; Stark, Kristabel R.; Jones, Nathan D.; Brownell, Mary T.; Bell, Courtney A. – Journal of Learning Disabilities, 2021
Danielson's Framework for Teaching (FFT) is currently used in more than 20 states to inform teacher evaluation and professional learning. To investigate whether FFT promotes instruction that appropriately responds to the needs of students with learning disabilities, we conduct a systematic content analysis of the instructional approach emphasized…
Descriptors: Special Education, Learning Disabilities, Teaching Models, Teacher Effectiveness
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Allison F. Gilmour; Justin Harper; Blair Lloyd; Alyssa Van Camp – Journal of Learning Disabilities, 2024
Response to intervention (RTI) is a method for providing academic support to students and for identifying specific learning disabilities (SLDs). Using interrupted time series and hazard models, we examined if statewide RTI adoption in the U.S. state of Tennessee was associated with changes in rates of SLD and first-time SLD identification in…
Descriptors: Students with Disabilities, Learning Disabilities, Disability Identification, Intervention
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Arden, Sarah V.; Pentimonti, Jill M.; Cooray, Rochana; Jackson, Stephanie – Journal of Learning Disabilities, 2018
This investigation employs categorical content analysis processes as a mechanism to examine trends and issues in a sampling of highly cited (100+) literature in special education journals. The authors had two goals: (a) broadly identifying trends across publication type, content area, and methodology and (b) specifically identifying articles with…
Descriptors: Special Education, Periodicals, Learning Disabilities, Journal Articles
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Berkeley, Sheri; Scanlon, David; Bailey, Tessie R.; Sutton, Jason C.; Sacco, Donna M. – Journal of Learning Disabilities, 2020
Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state education agency websites was conducted to provide an…
Descriptors: Response to Intervention, Positive Behavior Supports, Equal Education, Students with Disabilities
O'Connor, Rollanda E.; Sanchez, Victoria M.; Jones, Brian T.; Suchlit, Luisana; Youkhanna, Valencia; Beach, Kristen D.; Widaman, Keith – Journal of Learning Disabilities, 2021
In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and…
Descriptors: Vocabulary Development, Middle School Students, English, Language Arts
Theobald, Roddy J.; Goldhaber, Dan D.; Gratz, Trevor M.; Holden, Kristian L. – Journal of Learning Disabilities, 2019
We used longitudinal data from Washington State to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. We replicated earlier findings that students with learning disabilities who were enrolled in a…
Descriptors: Vocational Education, Inclusion, Learning Disabilities, Enrollment
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Joshi, Gauri S.; Bouck, Emily C. – Journal of Learning Disabilities, 2017
Given the history of poor postschool outcomes for students with disabilities, researchers repeatedly sought to demonstrate the links between predictor variables and postschool outcomes for students with disabilities. This secondary data analysis used the National Longitudinal Transition Study-2 to examine the relationship between postsecondary…
Descriptors: Postsecondary Education, Correlation, Transitional Programs, Learning Disabilities
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Wagner, Mary M.; Newman, Lynn A.; Javitz, Harold S. – Journal of Learning Disabilities, 2016
Using data from the National Longitudinal Transition Study-2 (NLTS2), this study examines the career and technical education (CTE) course taking of high school students with learning disabilities (LD) in the context of the national movement toward higher standards for determining whether students leave high school "college and career…
Descriptors: Vocational Education, Learning Disabilities, High School Students, Longitudinal Studies
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Cook, Bryan G.; Dupuis, Danielle N.; Jitendra, Asha K. – Journal of Learning Disabilities, 2017
When classifying the evidence base of practices, special education scholars typically appraise study quality to identify and exclude from consideration in their reviews unacceptable-quality studies that are likely biased and might bias review findings if included. However, study quality appraisals used in the process of identifying evidence-based…
Descriptors: Investigations, Evidence Based Practice, Experimental Programs, Special Education
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De La Paz, Susan; Wissinger, Daniel R. – Journal of Learning Disabilities, 2017
In this study, we explored the potential of two forms of discussion (disciplinary vs. traditional) for 39 sixth- and seventh-grade students with or at risk for learning disabilities (LD), before writing historical arguments. Nine teachers who led small group discussions in six heterogeneous social studies classrooms implemented the intervention.…
Descriptors: At Risk Students, Learning Disabilities, Writing Improvement, Grade 6
Chirkina, Galina V.; Grigorenko, Elena L. – Journal of Learning Disabilities, 2014
The earliest hypothesis concerning the phonetic-phonological roots of reading and writing learning disabilities is usually attributed to Boder in the U.S. literature. Yet by following a trail of references to work in psychology and education conducted some 30 years earlier in the USSR, we find the seeds of this idea already well established in the…
Descriptors: Learning Disabilities, Special Education, Intellectual History, Citation Analysis
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Zheng, Chunmei; Gaumer Erickson, Amy; Kingston, Neal M.; Noonan, Patricia M. – Journal of Learning Disabilities, 2014
Research suggests that self-determination skills are positively correlated with factors that have been shown to improve academic achievement, but the direct relationship among self-determination, self-concept, and academic achievement is not fully understood. This study offers an empirical explanation of how self-determination and self-concept…
Descriptors: Self Determination, Self Concept, Academic Achievement, Learning Disabilities
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