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Direct linkBerkeley, Sheri; Mastropieri, Margo A.; Scruggs, Thomas E. – Journal of Learning Disabilities, 2011
A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three…
Descriptors: Reading Comprehension, Research Design, Mild Disabilities, Effect Size
Aaron, P. G.; Joshi, R. Malatesha; Gooden, Regina; Bentum, Kwesi E. – Journal of Learning Disabilities, 2008
Currently, learning disabilities (LD) are diagnosed on the basis of the discrepancy between students' IQ and reading achievement scores. Students diagnosed with LD often receive remedial instruction in resource rooms. The available evidence suggests that the educational policy based on this discrepancy model has not yielded satisfactory results.…
Descriptors: Reading Difficulties, Reading Instruction, Disability Identification, Learning Disabilities
Peer reviewedLederer, Jeffrey M. – Journal of Learning Disabilities, 2000
This study examined the effectiveness of reciprocal teaching during social studies instruction with several students with learning disabilities in inclusive classrooms (grades 4-6). Results indicated that all students improved their performance on comprehension measures and students with learning disabilities significantly improved their ability…
Descriptors: Inclusive Schools, Instructional Effectiveness, Intermediate Grades, Learning Disabilities
Kamps, Debra M.; Greenwood, Charles R. – Journal of Learning Disabilities, 2005
Recent advances concerning emerging/beginning reading skills, positive behavioral support (PBS), and three-tiered schoolwide prevention models combined with federal mandates (i.e., IDEA and No Child Left Behind) have stimulated interest in providing early and intensive instructional intervention services to children at risk for reading and…
Descriptors: Federal Legislation, High Risk Students, Second Language Learning, Grade 1
Peer reviewedOakland, Thomas; Black, Jeffrey L.; Stanford, George; Nussbaum, Nancy L.; Balise, Raymond R. – Journal of Learning Disabilities, 1998
The Dyslexia Training Program, a remedial reading program derived from Orton-Gillingham methods, embodies principles of structured phonetic instruction, drill and repetition, and multisensory methodology. Following the two-year program, dyslexic students (N=22) demonstrated significantly higher reading recognition and comprehension than a control…
Descriptors: Decoding (Reading), Drills (Practice), Dyslexia, Elementary Education
Calhoon, Mary Beth – Journal of Learning Disabilities, 2005
The purpose of this study was to examine the effect of a peer-mediated instructional approach on the teaching of phonological skills and reading comprehension for middle school (sixth- to eighth-grade) students with reading disabilities. All students (n = 38) were identified as having learning disabilities and reading at the third-grade level or…
Descriptors: Peer Teaching, Tutoring, Middle School Students, Learning Disabilities
