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Hughes, Elizabeth M. – Learning Disabilities: A Contemporary Journal, 2019
Students with mathematics learning disabilities (MLD) often require more intensive intervention in addition to quality core mathematics instruction. This research evaluates the effects of a point of view video modeling (POVM) intervention including virtual demonstrating of concrete mathematics manipulatives to teach simplifying fractions. Three…
Descriptors: Middle School Students, Learning Disabilities, Students with Disabilities, Video Technology
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Marita, Samantha; Hord, Casey; Gamel, Zachary – Learning Disabilities: A Contemporary Journal, 2018
Students with learning disabilities identify teachers' understanding of them as learners as crucial for their empowerment and success in school. This study provides insight into how the analysis of students' academic and social situational tendencies can provide teachers with better understanding of their students' educational experiences and lead…
Descriptors: Learning Disabilities, Grade 8, Middle School Students, Middle School Teachers
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Snow, Carrie C. – Learning Disabilities: A Contemporary Journal, 2017
In this essay, I reflect on over 15 years of experience in the field of special education to explore diverse ways of engaging students in opinion and argument writing. I outline, according to the Common Core standards, the progression of writing in the early years with an emphasis on opinion writing through the later elementary, middle, and high…
Descriptors: Opinions, Persuasive Discourse, Writing (Composition), Special Education
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Burke, Lisa; Poll, Gerard; Fiene, Judy – Learning Disabilities: A Contemporary Journal, 2017
Seventh grade students, varying in their literacy skills, from a suburban middle school in the United States were taught an expository writing strategy using the Self-Regulated Strategy Development approach. Using an AB design, the students participated in an eight-session expository writing intervention that taught the writing process. The…
Descriptors: Expository Writing, Writing Strategies, Middle School Students, Response to Intervention
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Shivers, James; Levenson, Cyra; Tan, Mei – Learning Disabilities: A Contemporary Journal, 2017
A vibrant theory of change capable of fueling critical practice may be an indispensable feature of teaching argument in secondary education. According to the PIE model (Perception, Interpretation, Expression), layers of experience build a cognitive scaffold to support the development of critical skills. In addition, incorporating works of art and…
Descriptors: Visual Literacy, Creativity, Persuasive Discourse, Writing Instruction
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Hord, Casey; Marita, Samantha; Walsh, Jennifer B.; Tomaro, Taylor-Marie; Gordon, Kiyana; Saldanha, Rene L. – Learning Disabilities: A Contemporary Journal, 2016
The researchers conducted an exploratory qualitative case study to describe the gesturing processes of tutors and students when engaging in secondary mathematics. The use of gestures ranged in complexity from simple gestures, such as pointing and moving the pointing finger in an arching motion to demonstrate mathematics relationships within…
Descriptors: Qualitative Research, Case Studies, Nonverbal Communication, Learning Disabilities
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Boon, Richard T.; Paal, Michael; Hintz, Anna-Maria; Cornelius-Freyre, Melissa – Learning Disabilities: A Contemporary Journal, 2015
The purpose of this article is to provide a review on the effectiveness of story mapping to improve the reading comprehension skills of middle and high school (Grades 6-12) students with learning disabilities (LD). An extensive review of the special education research-base revealed twelve (N = 12) story mapping intervention studies that met our…
Descriptors: Reading Comprehension, Learning Disabilities, Intervention, Middle School Students
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Wilson, Joshua; Olinghouse, Natalie G.; Andrada, Gilbert N. – Learning Disabilities: A Contemporary Journal, 2014
The current study examines data from students in grades 4-8 who participated in a statewide computer-based benchmark writing assessment that featured automated essay scoring and automated feedback. We examined whether the use of automated feedback was associated with gains in writing quality across revisions to an essay, and with transfer effects…
Descriptors: Writing Skills, Writing Ability, Feedback (Response), Computer Mediated Communication
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Benedek-Wood, Elizabeth; Mason, Linda H.; Wood, Philip H.; Hoffman, Katie E.; McGuire, Ashley – Learning Disabilities: A Contemporary Journal, 2014
A staggered A-B design study was used to evaluate the effects of Self- Regulated Strategy Development (SRSD) instruction for quick writing in middle school science across four classrooms. A sixth-grade science teacher delivered all students' writing assessment and SRSD instruction for informative quick writing. Results indicated that performance…
Descriptors: Middle School Students, Secondary School Science, Science Instruction, Writing (Composition)
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Grünke, Matthias; Wilbert, Jürgen; Stegemann, Kim Calder – Learning Disabilities: A Contemporary Journal, 2013
This single-case study examined the effects of a graphic organizing strategy on the ability of children to improve their text comprehension abilities. Participants were six students between ten and fourteen years old with major problems in understanding what they read. The intervention intended to teach them to visually highlight key elements of a…
Descriptors: Case Studies, Reading Comprehension, Mental Retardation, Children
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Bouck, Emily C.; Okolo, Cynthia M.; Englert, Carol Sue; Heutsche, Anne – Learning Disabilities: A Contemporary Journal, 2008
This study explored the apprenticeship of students with high-incidence disabilities into the discipline of history through mediation of a web-based instructional environment, the Virtual History Museum (VHM). Thirteen students with high-incidence disabilities spread across two co-taught classrooms participated. They engaged in two units of…
Descriptors: United States History, Discipline, Incidence, Disabilities