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Botsas, George – Learning Disabilities: A Contemporary Journal, 2017
The aim of the study was to investigate differences in cognitive and metacognitive strategy use in the reading comprehension of narrative and expository texts among students with learning disabilities (SLD) and without learning disabilities (SWOLD). A total of 122 fifth and sixth graders took part in the study. Half of them (n = 61) were SLD…
Descriptors: Reading Comprehension, Reading Strategies, Learning Disabilities, Cognitive Processes
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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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Garcia, Jesus-Nicasio; Fidalgo, Raquel – Learning Disabilities: A Contemporary Journal, 2008
The aim of the study was to compare two samples of sixth-grade Spanish primary students on coordination of writing processes measured by online or direct retrospection techniques and writing products. One group was comprised of 81 students with learning disabilities (LD), the other was made up by 80 typically achieving students. The results showed…
Descriptors: Writing (Composition), Self Efficacy, Learning Disabilities, Writing Processes
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Santangelo, Tanya; Harris, Karen R.; Graham, Steve – Learning Disabilities: A Contemporary Journal, 2007
Many students find writing extremely difficult and frustrating because they are not able to learn and apply the strategies used by skilled writers. Self-Regulated Strategy Development (SRSD) is a comprehensive, flexible model that explicitly helps students learn to manage the writing process. An extensive body of research has documented that SRSD…
Descriptors: Writing Strategies, Learning Disabilities, Writing Processes, Writing Instruction
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Antoniou, Faye; Souvignier, Elmar – Learning Disabilities: A Contemporary Journal, 2007
Teaching reading strategies and guiding students towards self-regulated reading routines are promising approaches to fostering reading comprehension in students with learning disabilities. The aim of this study was to evaluate in a sample of 73 fifth to eighth graders with learning disabilities (IQ higher than 85 and reading skills below…
Descriptors: Reading Comprehension, Reading, Self Efficacy, Learning Disabilities
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Garcia, Jesus N.; de Caso, Ana Maria – Learning Disabilities: A Contemporary Journal, 2006
This study aimed at verifying whether a specific program on writing self-efficacy, designed to train the four sources of self-efficacy suggested by Bandura (1997), could improve not only productivity and quality of writing composition in students with LD and their processes of writing, but also their writing self-efficacy beliefs and other…
Descriptors: Control Groups, Writing (Composition), Self Efficacy, Learning Disabilities
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Agaliotis, Ioannis; Goudiras, Dimitrios – Learning Disabilities: A Contemporary Journal, 2004
This study involved a comparison between 30 children with Learning Disabilities (LD) and 30 typically developing peers, regarding their ability to resolve interpersonal conflict problems. It was hypothesized that the groups would show significant differences along the following parameters: (a) understanding of the components of the problems; (b)…
Descriptors: Social Behavior, Learning Disabilities, Interpersonal Relationship, Conflict Resolution
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Sideris, Georgios D.; Tsorbatzoudis, Charalambos – Learning Disabilities: A Contemporary Journal, 2003
The purpose of the present study was to profile, using a K-means cluster analysis, the cognitive, motivational, affective, and goal orientation characteristics of elementary school students with and without learning disabilities (LD). Participants were 58 fifth and 6 sixth graders (29 typical and 29 LD) selected using stratified random procedures.…
Descriptors: Elementary School Students, Learning Disabilities, Motivation Techniques, Low Achievement