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Campbell, Aaron R.; Bowman-Perrott, Lisa; Burke, Mack D.; Sallese, Mary Rose – Learning Disabilities: A Contemporary Journal, 2018
There is a strong connection between emotional and behavioral problems and academic outcomes across multiple domains for students with or atrisk of emotional and behavioral disorders (EBD). There is a growing body of research investigating this area within the field of special education. This article summarized findings from seven systematic…
Descriptors: Correlation, Meta Analysis, Academic Achievement, Outcomes of Education
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Duchaine, Ellen L.; Jolivette, Kristine; Fredrick, Laura D.; Alberto, Paul A. – Learning Disabilities: A Contemporary Journal, 2018
Students with academic, social, and emotional disabilities often demonstrate challenging behaviors and struggle to remain focused on the lesson, learn less that their peers, resulting in lower academic achievement. Research has demonstrated that the more actively engaged students are in the lesson, the more they learn, and therefore the more…
Descriptors: Disabilities, Behavior Problems, Inclusion, Learner Engagement
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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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Erickson, Amy Gaumer; Noonan, Pattie M.; Jenson, Ronda – Learning Disabilities: A Contemporary Journal, 2012
Models of response to intervention (RTI) have been widely developed and implemented and have expanded to include integrated academic/behavior RTI models. Until recently, evaluation of model effectiveness has focused primarily on student-level data, but additional measures of treatment integrity within these multi-tiered models are emerging to…
Descriptors: Academic Achievement, Writing Achievement, Measures (Individuals), Response to Intervention
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Patton, Daniel C. – Learning Disabilities: A Contemporary Journal, 2011
The overall effectiveness of the culturally relevant and responsive education (CRRE) professional development program in the Los Angeles Unified School District (LAUSD) was evaluated. Recruitment procedures included general and special educators and school administrators as participants. The "CRRE Observation Coding Scheme" and…
Descriptors: Parent Participation, Active Learning, School Districts, Parent School Relationship
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Carvalhais, Lenia; da Silva, Carlos Fernandes – Learning Disabilities: A Contemporary Journal, 2010
The focus of this study was to explore primary teachers' attitudes and perceptions toward their training experiences, instructional practices, and supports received in their schools toward working with students with dyslexia in Portugal. Primary school teachers from the centre of Portugal, working with children between the first and fourth grades,…
Descriptors: Educational Needs, Learning Disabilities, Dyslexia, Measures (Individuals)
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Wilbert, Jurgen; Grunke, Matthias – Learning Disabilities: A Contemporary Journal, 2010
Although there is an ongoing debate about which achievement feedback is most useful, the majority of researchers agree that social comparisons and a focus on competition are inappropriate for students with learning disabilities and otherwise academically-challenged students. They are highly at-risk to be unfavorably influenced by inappropriate…
Descriptors: Feedback (Response), Learning Disabilities, Special Education Teachers, Special Education
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Lackaye, Timothy; Margalit, Malka – Learning Disabilities: A Contemporary Journal, 2008
The goals of this study were to (a) examine differences between two age groups of adolescents with and without learning disabilities (LD) in their general and specific self-efficacy beliefs (in history and mathematics), their academic achievement (in history and mathematics), and their loneliness, effort, and hope; and (b) identify predictors of…
Descriptors: Self Efficacy, Learning Disabilities, Academic Achievement, Psychological Patterns
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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