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Praet, Magda; Desoete, Annemie – Learning Disabilities: A Contemporary Journal, 2019
The purpose of the present pilot study was to evaluate the effects of particular educational math games in kindergarten on numerical skills in Grade 1. Our participants were 49 children with early math difficulties, 65 average achievers, and 48 high-achieving 5-year-old children. All of them played various adaptive math games for 5 weeks. To avoid…
Descriptors: Early Intervention, Kindergarten, Learning Problems, Mathematics Skills
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Harn, Beth; Basaraba, Deni; Chard, David; Fritz, Ronda – Learning Disabilities: A Contemporary Journal, 2015
Great progress has been made in learning how to provide more responsive instructional and behavioral supports to students through efforts in Response to Intervention and Positive Behavior and Intervention Supports. This article presents information and data on a longitudinal study designed to accelerate first graders at-risk for reading…
Descriptors: Behavior Modification, Positive Behavior Supports, Intervention, Response to Intervention
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Desoete, Annemie; Stock, Pieter – Learning Disabilities: A Contemporary Journal, 2013
Counting abilities have been described as determinative precursors for a good development of later mathematical abilities. However, an important part of variance in mathematical achievement has also been associated with differences between instruction methods given in schools. In this study counting and instruction as predictors for mathematical…
Descriptors: Learning Disabilities, Mathematics Instruction, Computation, Mathematics Achievement
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Mellard, Daryl F.; Frey, Bruce B.; Woods, Kari L. – Learning Disabilities: A Contemporary Journal, 2012
Although response to intervention (RTI) has been widely discussed in education literature and is increasingly being implemented in schools throughout the U.S., few studies provide empirical evidence of improved school-wide student outcomes. Presented here are data and an effect size analysis of school-wide student reading gains in five elementary…
Descriptors: Response to Intervention, Educational Change, Statistical Data, Improvement Programs
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Georgiou, George K.; Parrila, Rauno; Manolitsis, George; Kirby, John R. – Learning Disabilities: A Contemporary Journal, 2011
The purpose of this study was to assess the diagnostic value of rapid automatized naming (RAN) in the identification of poor readers in two alphabetic orthographies: English and Greek. Ninety-seven English-speaking Canadian (mean age = 66.70 months) and 70 Greek children (mean age = 67.60 months) were followed from Kindergarten until Grade 3. In…
Descriptors: Reading Difficulties, Reading Fluency, Economically Disadvantaged, Phonological Awareness
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Barnard-Brak, Lucy – Learning Disabilities: A Contemporary Journal, 2009
The current study examined whether the parental practice of delayed kindergarten entrance, also known as academic red-shirting, was associated with gains in academic achievement among children with learning disabilities. Results indicate no significant differences in the academic achievement among children with learning disabilities who were…
Descriptors: Intervention, Learning Disabilities, Academic Achievement, Kindergarten
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Rinaldi, Claudia; Paez, Mariela – Learning Disabilities: A Contemporary Journal, 2008
This article reports on a longitudinal analysis of factors that predict the word reading skills in English and Spanish for a sample of 234 Spanish-speaking students in first grade. The children were assessed at the end of preschool, kindergarten, and first grade. Data include three subtests of the Woodcock Language Proficiency Battery and a…
Descriptors: Reading Difficulties, Bilingual Students, Vocabulary, Phonological Awareness
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Carney, Karen J.; Stiefel, Gilbert S. – Learning Disabilities: A Contemporary Journal, 2008
Two general models exist for implementing Response to Intervention (RtI) for struggling students, the standard protocol model and the problem-solving model. This study examined the long-term outcomes of one example of the problem-solving method, the Instructional Support Team (IST), in a field setting. Academic records of 32 students were reviewed…
Descriptors: Academic Records, Intervention, Educational Objectives, Academic Achievement