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Hock, Michael F.; Brasseur-Hock, Irma F.; Hock, Alyson J.; Duvel, Brenda – Journal of Learning Disabilities, 2017
Reading achievement scores for adolescents with disabilities are markedly lower than the scores of adolescents without disabilities. For example, 62% of students with disabilities read "below" the basic level on the NAEP Reading assessment, compared to 19% of their nondisabled peers. This achievement gap has been a continuing challenge…
Descriptors: Reading Programs, Reading Achievement, Middle School Students, Learning Disabilities
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Lin-Siegler, Xiaodong; Ahn, Janet N.; Chen, Jondou; Fang, Fu-Fen Anny; Luna-Lucero, Myra – Journal of Educational Psychology, 2016
Students' beliefs that success in science depends on exceptional talent negatively impact their motivation to learn. For example, such beliefs have been shown to be a major factor steering students away from taking science and math courses in high school and college. In the present study, we tested a novel story-based instruction that models how…
Descriptors: High School Students, Science Interests, Learning Motivation, Science Instruction
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Swanson, H. Lee; Moran, Amber; Lussier, Cathy; Fung, Wenson – Learning Disability Quarterly, 2014
The purpose of this study was to investigate the effectiveness of explicit, direct, and generative strategy training and working memory capacity (WMC) on mathematical word problem-solving accuracy in elementary schoolchildren. In this study, children in third grade ("N" = 82) identified as at risk for math difficulties (MD) were randomly…
Descriptors: Short Term Memory, Mathematics Instruction, Mathematics Achievement, Word Problems (Mathematics)
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H. Lee Swanson – Journal of Educational Psychology, 2014
Cognitive strategies are important tools for children with math difficulties (MD) in learning to solve word problems. The effectiveness of strategy training, however, depends on working memory capacity (WMC). Thus, children with MD but with relatively higher WMC are more likely to benefit from strategy training, whereas children with lower WMC may…
Descriptors: Teaching Methods, Cognitive Processes, Learning Problems, Mathematics Instruction
Joshua M. Langberg; Melissa R. Dvorsky; Stephen J. Molitor; Elizaveta Bourchtein; Laura D. Eddy; Zoe R. Smith; Lauren E. Oddo; Hana-May Eadeh – Grantee Submission, 2017
Objective: To evaluate the effectiveness of 2 brief school-based interventions targeting the homework problems of adolescents with attention-deficit/hyperactivity disorder (ADHD)--the Homework, Organization, and Planning Skills (HOPS) intervention and the Completing Homework by Improving Efficiency and Focus (CHIEF) intervention, as implemented by…
Descriptors: Randomized Controlled Trials, Theory Practice Relationship, Intervention, Homework
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Shriner, James G.; Carty, Susan J.; Rose, Chad A.; Shogren, Karrie A.; Kim, Myungjin; Trach, John S. – Journal of Special Education, 2013
This study explored the effects of a web-based decision support system ("Tutorial") for writing standards-based Individualized Education Programs (IEPs). A total of 35 teachers and 154 students participated across two academic years. Participants were assigned to one of three intervention groups based on level of "Tutorial"…
Descriptors: Individualized Education Programs, Web Based Instruction, Intervention, Comparative Analysis
Shriner, James G.; Carty, Susan J.; Rose, Chad A.; Shogren, Karrie A.; Kim, Myungjin; Trach, John S. – Grantee Submission, 2013
This study explored the effects of a web-based decision support system ("Tutorial") for writing standards-based Individualized Education Programs (IEPs). A total of 35 teachers and 154 students participated across two academic years. Participants were assigned to one of three intervention groups based on level of "Tutorial"…
Descriptors: Individualized Education Programs, Web Based Instruction, Intervention, Comparative Analysis