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Satsangi, Rajiv; Hammer, Rachel; Hogan, Christina D. – Learning Disabilities Research & Practice, 2019
As classrooms begin to adopt a greater number of digital technologies such as computers and tablets, it is important for educators to understand how effective such tools can be in aiding in the delivery of instruction to students who struggle in mathematics, such as those identified with a learning disability in mathematics. One digital-based…
Descriptors: Video Technology, Comparative Analysis, Mathematics Instruction, Learning Disabilities
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Calhoon, Mary Beth; Berkeley, Sheri; Scanlon, David – Learning Disabilities Research & Practice, 2019
How schools fulfill Free and Appropriate Public Education (FAPE) requirements has evolved. Decades of general and special education reforms have led to dramatic increases in expectations for students in special education to be included in the general education classroom and curriculum and to achieve to the same high standards as their general…
Descriptors: Learning Disabilities, Public Education, Special Education, Inclusion
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Datchuk, Shawn M.; Rodgers, Derek B. – Learning Disabilities Research & Practice, 2019
Good sentence construction, the act of writing multiple words into sentence types that make semantic and syntactic sense, is needed for clear and meaningful written expression. The present study investigated the effects of a multi-component writing intervention, sentence instruction and frequency building to a performance criterion, on the simple…
Descriptors: Sentences, Sentence Structure, Writing Skills, Intervention
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Hwang, Jiwon; Riccomini, Paul J.; Hwang, Seok Yoon; Morano, Stephanie – Learning Disabilities Research & Practice, 2019
Developing an understanding of fractions is critical and is an educational focus, as reflected in national standards and principles. This study conducted a quantitative synthesis of 22 experimental studies to investigate the overall efficacy of previously conducted fraction interventions compared to standard instruction. Instruction type and…
Descriptors: Fractions, Mathematics Instruction, Learning Disabilities, Instructional Effectiveness
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Hoover, John J.; Erickson, Jennifer R.; Patton, James R.; Sacco, Donna M.; Tran, Le M. – Learning Disabilities Research & Practice, 2019
Effective education of English learners (ELs) with learning disabilities requires special educators to deliver culturally/linguistically responsive instruction within the context of special services, embracing the interaction between exceptionality and diversity. A critical concept is the notion that cultural and linguistic features are mandated…
Descriptors: English Language Learners, Individualized Education Programs, Learning Disabilities, Special Education
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Nese, Joseph F. T.; Farley, Dan; Anderson, Daniel – Learning Disabilities Research & Practice, 2019
We used data from the 2014-2015 easyCBM assessment system to explore the applied reading intervention characteristics in a sample of 3,074 Grade 1 students (and 5,145 interventions) in school districts applying a multitiered systems of support (MTSS) framework. We describe the number of interventions, number of assessments, the intervention start…
Descriptors: Curriculum Based Assessment, Reading Instruction, Intervention, Elementary School Students
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Leonard, Kaitlin M.; Coyne, Michael D.; Oldham, Ashley C.; Burns, Darci; Gillis, Margie B. – Learning Disabilities Research & Practice, 2019
Multi-tiered Systems of Support (MTSS) frameworks are designed to directly support students with, and at risk for, disabilities by providing timely, aligned, and coordinated supports, with the goal of preventing or ameliorating the effects of early risk. Yet developing and implementing MTSS in beginning reading is a complex process. Many schools…
Descriptors: Students with Disabilities, Elementary School Students, Primary Education, At Risk Students
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Park, Yujeong; Kiely, Mary Theresa; Brownell, Mary T.; Benedict, Amber – Learning Disabilities Research & Practice, 2019
The purpose of this study was to explore the relationships among (1) special education teachers' knowledge for teaching reading fluency, (2) the specific instructional practices they used in fluency instruction, and (3) gains of students with specific learning disabilities (SLD) on a performance measure of oral reading fluency (ORF). Analyses…
Descriptors: Special Education Teachers, Knowledge Level, Teaching Methods, Reading Instruction
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Swanson, H. Lee; Kong, Jennifer E.; Moran, Amber S.; Orosco, Michael J. – Learning Disabilities Research & Practice, 2019
This randomized control treatment study investigated the role of generative paraphrasing interventions on word problem-solving (WPS) accuracy in English language learners (ELL) who were at risk for math difficulties (MD). One hundred and forty-two third-grade monolingual and English language learners were randomly assigned to either an untreated…
Descriptors: Content Analysis, Language Processing, Reading Comprehension, Writing Skills
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Hebert, Michael A.; Bohaty, Janet; Roehling, Julia; Powell, Sarah R. – Learning Disabilities Research & Practice, 2019
High-stakes mathematics assessments require students to write about mathematics, although research suggests students exhibit limited proficiency on such assessments. Students with LD may have difficulties with writing, mathematics, or both. Researchers employed an intervention for teaching students how to organize mathematics writing (MW).…
Descriptors: Content Area Writing, Elementary School Mathematics, Elementary School Students, At Risk Students
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Morano, Stephanie; Riccomini, Paul J.; Lee, Joo-Young – Learning Disabilities Research & Practice, 2019
Abstract Assessment results are used to investigate relations between performance on a fraction number line estimation task and a circular area model estimation task for students with LD in Grades 6-8. Results indicate that students' abilities to represent fractions on number lines and on circular area models are distinct skills. In addition,…
Descriptors: Fractions, Learning Disabilities, Students with Disabilities, Numbers
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Schumaker, Jean B.; Fisher, Joseph B.; Walsh, Lisa D. – Learning Disabilities Research & Practice, 2019
Abstract An interactive multimedia software program was developed for teaching punctuation strategies and then tested with middle-school and high-school students with learning disabilities. Students at each school level were randomly selected into an experimental or control group. Results showed that experimental students at both school levels…
Descriptors: Punctuation, Learning Disabilities, Students with Disabilities, Middle School Students
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Maggin, Daniel M.; Cook, Bryan G.; Cook, Lysandra – Learning Disabilities Research & Practice, 2019
Single-case research methods provide a basis for demonstrating that an intervention produces a reliable change in a targeted outcome for individual cases. To supplement visual analysis of data in single-case studies, researchers frequently report statistics--often referred to as effect sizes--to summarize study findings. The recent proliferation…
Descriptors: Effect Size, Research Design, Research Reports
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Willoughby, David; Evans, Mary Ann – Learning Disabilities Research & Practice, 2019
University students with a learning disability (LD) represent a growing fraction of the student population within North America. Although past research has focused on cognitive aspects of living with an LD and/or attention-deficit/hyperactivity disorder (ADHD), social-emotional factors have received less attention. Such factors may play an…
Descriptors: Attention Deficit Hyperactivity Disorder, Learning Disabilities, Social Development, Emotional Development
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Nelson, Gena; McMaster, Kristen L. – Learning Disabilities Research & Practice, 2019
Despite encouraging findings that show that interventions can improve students' math understanding, achievement gaps in math often persist or even widen for students who struggle. Practitioners play a significant role in closing these achievement gaps because they have the responsibility to select or design interventions. Practitioners may wish to…
Descriptors: Numeracy, Intervention, Instructional Effectiveness, Achievement Gap
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