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Investigating the Longitudinal Effects of a Core Mathematics Program on Evidence-Based Teaching Practices in Mathematics
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Doabler, Christian T.; Nelson, Nancy J.; Kennedy, Patrick C.; Stoolmiller, Mike; Fien, Hank; Clarke, Ben; Gearin, Brian; Smolkowski, Keith; Baker, Scott K. – Learning Disability Quarterly, 2018
Accumulating research has established explicit mathematics instruction as an evidence-based teaching practice. This study utilized observation data from a multi-year efficacy trial to examine the longitudinal effects of a core kindergarten mathematics program on the use of explicit mathematics instruction among two distinct groups of teachers: one…
Descriptors: Core Curriculum, Evidence Based Practice, Longitudinal Studies, Mathematics Instruction
Language-based Spelling Instruction: Teaching Children To Make Multiple Connections between Spoken and Written Words.
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Berninger, Virginia W.; Vaughan, Katherine; Abbott, Robert D.; Brooks, Allison; Begay, Kristin; Curtin, Gerald; Byrd, Kristina; Graham, Steve – Learning Disability Quarterly, 2000
Two studies compared the effectiveness of alphabet principle training only versus combined alphabet principle and syllable awareness training with at-risk spellers (grades 2 and 3). Differing results suggest use of a two-tier early intervention model in which first the alphabet principle is taught and applied and then the following year children…
Descriptors: Alphabets, Early Intervention, Learning Problems, Primary Education
Social and Individual Forces in Learning: Implications for Instruction of Children with Learning Difficulties.
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Stone, C. Addison; Reid, D. Kim – Learning Disability Quarterly, 1994
This paper discusses arguments for the social nature of knowledge construction, the balancing influence of individual knowledge construction, conceptualization of the relative roles of individual and social dynamics in children's learning, important principles of effective instruction, and implications for designing educational programs for…
Descriptors: Constructivism (Learning), Educational Principles, Elementary Secondary Education, Learning
Collaborative Instruction: Is It an Effective Option for Inclusion in Secondary Classrooms?
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Boudah, Daniel; Schumacker, Jean B.; Deshler, Donald D. – Learning Disability Quarterly, 1997
This study evaluated the Collaborative Instruction Model in four secondary classes that included students with mild disabilities and low achievement. Measures included instructional actions of teachers, student engagement, student use of strategic skills, and student performance on content tests. Mixed results on student measures suggested the…
Descriptors: Instructional Effectiveness, Low Achievement, Mild Disabilities, Regular and Special Education Relationship
Promises and Challenges of Scaffolded Instruction.
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Winn, Judith A. – Learning Disability Quarterly, 1994
This article addresses the potential and the challenges of scaffolded instruction within the context of an exploratory study of the implementation of mediated collaborative problem solving. Implementation of the model for self-regulation with students experiencing reading difficulties is described, with suggestions for making scaffolded…
Descriptors: Elementary Secondary Education, Problem Solving, Reading Difficulties, Reading Instruction
Strategy Instruction in Planning: Teaching Students with Learning and Writing Disabilities To Compose Persuasive and Expository Essays.
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De La Paz, Susan – Learning Disability Quarterly, 1997
Two studies of intermediate grade students with and without learning and writing disabilities evaluated the Self-Regulated Strategy Development model in teaching students how to plan persuasive essays before and during composing. Instructional effects were investigated using different research designs, in different settings, and with different…
Descriptors: Essays, Intermediate Grades, Intervention, Learning Disabilities
Facilitating Successful Transition: Using the TRAC Model to Assess and Develop Academic Skills Needed for Vocational Competence.
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Minskoff, Esther H.; DeMoss, Sherry – Learning Disability Quarterly, 1993
The TRAC (Trade-Related Academic Competencies) model is designed for use by special education teachers in conjunction with vocational educators to provide a positive first experience for students with learning disabilities in transition from school to employment. The model assesses and develops academic skills in 26 vocational education program…
Descriptors: Academic Education, Career Awareness, Education Work Relationship, Junior High Schools
Evaluation of a Writing Instruction Model That Integrated a Process Approach, Strategy Instruction, and Word Processing.
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MacArthur, Charles A.; And Others – Learning Disability Quarterly, 1995
A model of writing instruction integrating word processing, strategy instruction, and a process approach, within a social context for writing as a meaningful task, was tested with 113 elementary students with learning disabilities. Students in experimental classes made greater gains in quality of their narrative and informative writing than did…
Descriptors: Elementary Education, Instructional Effectiveness, Learning Disabilities, Learning Strategies