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An Observation Study of Reading Instruction Provided to Elementary Students with Learning Disabilities in the Resource Room
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Swanson, Elizabeth A.; Vaughn, Sharon – Psychology in the Schools, 2010
This study documents the amount and quality of reading instruction provided to second- through fifth-grade students with learning disabilities provided resource-room services. Reading instruction provided by 10 special education resource-room teachers was observed. Findings reveal that teachers and students were on task during instructional time…
Descriptors: Class Size, Reading Fluency, Learning Disabilities, Vocabulary
Developing Math Automaticity Using a Classwide Fluency Building Procedure for Middle School Students: A Preliminary Study
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Axtell, Philip K.; McCallum, R. Steve; Bell, Sherry Mee; Poncy, Brian – Psychology in the Schools, 2008
To investigate the influence of an innovative math fluency intervention, 36 middle-school students were randomly assigned to either an experimental (the Detect, Practice, Repair [DPR]) or control condition (reading intervention). After covarying pretest scores, the DPR treatment produced a significantly higher (p = 0.016) adjusted mean (M) math…
Descriptors: Control Groups, Intervention, Psychologists, School Psychologists
Enhancing Science Performance in Students with Learning Disabilities Using Cover, Copy, and Compare: A Student Shows the Way.
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Smith, Tawnya J.; Dittmer, Karen I.; Skinner, Christopher H. – Psychology in the Schools, 2002
In the current study a multiple baseline across tasks design was used to determine if the self-managed academic intervention known as cover, copy, and compare (CCC) could be used to enhance accuracy in identifying parts of the human heart in three students with learning disabilities. Results showed that immediately after implementing the CCC…
Descriptors: Academic Achievement, Learning Disabilities, Science Instruction, Self Management
Clinical Applications of the Stanford-Binet Intelligence Scale: Fourth Edition to Reading Instructions of Children with Learning Disabilities.
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Lavin, Claire – Psychology in the Schools, 1995
In its present form, the Stanford-Binet Intelligence Scale lends itself to the selection of instructional strategies in reading for children with learning problems. The data on cognitive skills obtained provide important insight into cognitive strengths and weaknesses that may be related to academic functioning. (JPS)
Descriptors: Children, Clinical Diagnosis, Elementary Secondary Education, Learning Disabilities
Perceptions of the Usefulness of the IEP by Teachers of Learning Disabled and Emotionally Disturbed Children.
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Dudley-Marling, Curtis – Psychology in the Schools, 1985
Examines the perceptions of the usefulness of the Individualized Education Program (IEP) by teachers (N=150) of emotionally disturbed and learning disabled children. The majority of respondents indicated that although the IEP does have some utility, it does not usually assist them in planning day-to-day instruction. (BH)
Descriptors: Adolescents, Children, Elementary Secondary Education, Emotional Disturbances
The Effects of the Kinesthetic-Tactile Component of the VAKT Procedure on Secondary LD Students' Reading Performance.
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Thorpe, Harold W.; And Others – Psychology in the Schools, 1981
Evaluated the effects of the kinesthetic-tactile component in visual auditory kinesthetic tactile (VAKT) instruction. Three learning disabled secondary students read more words correctly after VAKT instruction than after visual-auditory instruction and retained them longer. The instruction did not differentially affect the spelling of words.…
Descriptors: Learning Disabilities, Multisensory Learning, Outcomes of Education, Reading Improvement