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Schindler, Maike; Bader, Eveline; Lilienthal, Achim J.; Schindler, Florian; Schabmann, Alfred – Learning Disabilities: A Contemporary Journal, 2019

Quantity recognition in whole number representations is a fundamental skill children need to acquire in their mathematical development. Despite the observed correlation to mathematics achievement, however, the ability to recognize quantities in structured whole number representations has not been studied extensively. In this article, we…

Descriptors: Mathematics Instruction, Eye Movements, Mathematics Skills, Correlation

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

Walsh, Jennifer B.; Hord, Casey – Learning Disabilities: A Contemporary Journal, 2019

In this exploratory case study, the researchers conducted a qualitative analysis of six teaching sessions to describe the use of gestures and diagrams by a teacher and her students with learning disabilities when engaging in secondary level algebra (e.g., Algebra I & II content). The teacher and her students used gestures, such as pointing and…

Descriptors: High School Students, Secondary School Mathematics, Mathematics Instruction, Algebra

Götze, Daniela – Learning Disabilities: A Contemporary Journal, 2019

In the last decades, many research projects have indicated that, especially for children with mathematical difficulties, procedural training programs seem to be very helpful in promoting learning of multiplicative routines such as the times table. However, there is less knowledge about whether and how a conceptual understanding of multiplication…

Descriptors: Multiplication, At Risk Students, Mathematics Instruction, Learning Problems

Hwang, Jiwon; Riccomini, Paul J.; Morano, Stephanie – Learning Disabilities: A Contemporary Journal, 2019

Algebra problem solving is one of the most difficult areas in the mathematics curriculum for secondary students with learning disabilities (LD) due to the higher-order reasoning demands and strategic thinking required. The purpose of this review is to examine how effective algebra problem-solving interventions conceptualize the cognitive processes…

Descriptors: Algebra, Problem Solving, Mathematics Instruction, Intervention

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

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

Zhang, Dake – Learning Disabilities: A Contemporary Journal, 2017

We examined the effectiveness of (a) a working memory (WM) training program and (b) a combination program involving both WM training and direct instruction for students with geometry difficulties (GD). Four students with GD participated. A multiple-baseline design across participants was employed. During the Phase 1, students received six sessions…

Descriptors: Short Term Memory, Teaching Methods, Computer Assisted Instruction, Geometry

Myers, Jonté A.; Wang, Jun; Brownell, Mary T.; Gagnon, Joseph Calvin – Learning Disabilities: A Contemporary Journal, 2015

The purpose of our literature review was to extend and update Maccini, Mulcahy, and Wilson's (2007) review of the literature on mathematics interventions for secondary students with learning disabilities (LD). An extensive search of the research literature netted 15 research studies that focused on mathematics interventions for secondary students…

Descriptors: Mathematics Instruction, Intervention, Learning Disabilities, Secondary School Students

Weisenburgh-Snyder, Amy B.; Malmquist, Susan K.; Robbins, Joanne K.; Lipshin, Alison M. – Learning Disabilities: A Contemporary Journal, 2015

In the generative classroom, teachers provide well-designed learning environments that result in the combination, recombination, and reorganization of repertoires such that new untaught repertoires are likely to occur. One component that can contribute to such generativity is Precision Teaching (PT), a frequency building instructional…

Descriptors: Response to Intervention, Precision Teaching, Progress Monitoring, Mathematics Instruction

Colomer, Carla; Re, Anna M.; Miranda, Ana; Lucangeli, Daniela – Learning Disabilities: A Contemporary Journal, 2013

The aim of this study was to investigate the specific numerical and calculation abilities of 28 children with ADHD without comorbid mathematical learning disabilities (LD), ranging from the 1st to the 5th grade of primary school, and to examine the stability or the development of the arithmetic profile. Our results showed that a high percentage of…

Descriptors: Numeracy, Computation, Mathematics Skills, Children

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

Lewis, Katherine E. – Learning Disabilities: A Contemporary Journal, 2010

When solving basic number fact problems (e.g., 4x5=20), students with mathematical learning disabilities (MLDs) make qualitatively different kinds of errors than both typically achieving and low-achieving students. This study explores the origin of these qualitative differences through a detailed analysis of one student with an MLD. Data were…

Descriptors: Learning Disabilities, Problem Solving, Grade 12, Multiplication

Cawley, John F.; Foley, Teresa E.; Hayes, Anne Marie – Learning Disabilities: A Contemporary Journal, 2009

The purpose of this paper is to present a summary of selected facets of geometry and measurement in elementary school programs and to describe curricula content options designed to demonstrate the feasibility of seeking high level outcomes and meanings for students with learning disabilities. While there are a multitude of published papers…

Descriptors: Elementary School Students, Learning Disabilities, Geometry, Mathematics Instruction

Tournaki, Nelly; Bae, Young Seh; Kerekes, Judit – Learning Disabilities: A Contemporary Journal, 2008

This study examined the effects on math performance of the use of the rekenrek, a manipulative developed by Adrian Treffers. The rekenrek looks like an abacus, but differs in that it is based on a five-structure and not a ten-structure system. It is comprised of two rows of 10 beads, each broken into two sets of 5 by color (i.e., in each row the…

Descriptors: Mathematics Education, Learning Disabilities, Scores, Subtraction

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