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Direct linkMcCutchen, Deborah; Stull, Sara; Herrera, Becky Logan; Lotas, Sasha; Evans, Sarah – Journal of Learning Disabilities, 2014
This quasi-experimental study examined effects of a 12-week, teacher-delivered, morphologically focused intervention on writing outcomes for fifth-grade U.S. students. In order to help students gain control over the morphologically complex words that typify academic writing, the intervention called students' attention to the morphological…
Descriptors: Quasiexperimental Design, Intervention, Elementary School Students, Grade 5
Re, Anna Maria; Caeran, Monica; Cornoldi, Cesare – Journal of Learning Disabilities, 2008
The present study examines the expressive writing abilities of children described by their teachers as having Attention Deficit Hyperactivity Disorder (ADHD) symptoms and of matched controls and the effects of two types of facilitation. A group of 35 ADHD children and matched controls are given the task of composing a letter either under standard…
Descriptors: Spelling, Symptoms (Individual Disorders), Attention Deficit Hyperactivity Disorder, Expressive Language
Peer reviewedCooper, Harris; Nye, Barbara – Journal of Learning Disabilities, 1994
A review of the literature on effects of homework for students with and without disabilities offers a homework process model, and suggests that homework policies and practices for students with learning disabilities should emphasize: simple, short assignments; careful monitoring by and prominent rewards from teachers; and parental involvement to…
Descriptors: Assignments, Elementary Secondary Education, Homework, Learning Disabilities
