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Milton, Jessica H.; Flores, Margaret M.; Moore, Alexcia J.; Taylor, Ja'Lia J.; Burton, Megan E. – Learning Disability Quarterly, 2019
To meet increasingly complex mathematics standards in late elementary school, students must conceptually understand and be fluent in the operations of multiplication and division. This includes understanding the operations' inverse relation. The purpose of the study was to investigate the effects of alternating concrete-representational-abstract…
Descriptors: Multiplication, Arithmetic, Mathematics Instruction, Elementary School Mathematics
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Mercer, Sterett H.; Keller-Margulis, Milena A.; Faith, Erin L.; Reid, Erin K.; Ochs, Sarah – Learning Disability Quarterly, 2019
Written-expression curriculum-based measurement (WE-CBM) is used for screening and progress monitoring students with or at risk of learning disabilities (LD) for academic supports; however, WE-CBM has limitations in technical adequacy, construct representation, and scoring feasibility as grade-level increases. The purpose of this study was to…
Descriptors: Grade 2, Grade 3, Grade 4, Grade 5
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Ciullo, Stephen; Ely, Emily; McKenna, John William; Alves, Kat D.; Kennedy, Michael J. – Learning Disability Quarterly, 2019
Researchers conducted an observation study to explore the instructional practices of special education teachers (N = 20) responsible for teaching reading to students with learning disabilities in Grades 4 and 5. With this study, researchers addressed gaps in previous related literature and improved understanding of how teachers spend their time…
Descriptors: Reading Instruction, Students with Disabilities, Learning Disabilities, Grade 4
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Folsom, Jessica S.; Reed, Deborah K.; Aloe, Ariel M.; Schmitz, Sandra S. – Learning Disability Quarterly, 2019
This study reports on the instruction provided in district-designed intensive summer reading programs. The Tier 3 intervention was provided to 374 students from 24 school districts who were not meeting the end of third-grade reading benchmarks; students were exiting third grade and entering fourth grade. Observations of the 40 classes were…
Descriptors: Summer Programs, Reading Programs, Phonics, Grade 4
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Liu, Jia; Xin, Yan Ping – Learning Disability Quarterly, 2017
Mathematical reasoning is important in conceptual understanding and problem solving. In current reform-based, discourse-oriented mathematics classrooms, students with learning disabilities (LD) encounter challenges articulating or explaining their reasoning processes. Enlightened by the concept of conversational repair borrowed from the field of…
Descriptors: Mathematical Logic, Learning Disabilities, Problem Solving, Mathematical Concepts
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Hunt, Jessica H.; Welch-Ptak, Jasmine J.; Silva, Juanita M. – Learning Disability Quarterly, 2016
Documenting how students with learning disabilities (LD) initially conceive of fractional quantities, and how their understandings may align with or differ from students with mathematics difficulties, is necessary to guide development of assessments and interventions that attach to unique ways of thinking or inherent difficulties these students…
Descriptors: Learning Disabilities, Fractions, Mathematical Concepts, Concept Formation
Costa, Lara-Jeane C.; Edwards, Crystal N.; Hooper, Stephen R. – Learning Disability Quarterly, 2016
This longitudinal study was conducted to determine (a) the rate of co-occurrence of reading disabilities (RDs) in a writing disability (WD) population of students followed from first grade to fourth grade and (b) the cognitive burden that is assumed by having a WD and a RD (WD + RD). The sample included 137 first-grade students from a single…
Descriptors: Elementary School Students, Writing Difficulties, Reading Difficulties, Multiple Disabilities
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Ciullo, Stephen; Falcomata, Terry; Vaughn, Sharon – Learning Disability Quarterly, 2015
The authors report the effects of a single-case, multiple-probe design investigation for students with learning disabilities (LD) in Grades 4 and 5. Seven students classified as LD and with persistent difficulty with informational-text comprehension from two elementary schools participated. The study compared social studies learning across two…
Descriptors: Learning Disabilities, Social Studies, Elementary School Students, Instructional Materials
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Hunt, Jessica H.; Empson, Susan B. – Learning Disability Quarterly, 2015
Little to no information exists explaining the nature of conceptual gaps in understanding fractions for students with learning disabilities (LD); such information is vital to practitioners seeking to develop instruction or interventions. Many researchers argue such knowledge can be revealed through student's problem-solving strategies. Despite…
Descriptors: Learning Disabilities, Mathematics Instruction, Problem Solving, Elementary School Students
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Marino, Matthew T.; Gotch, Chad M.; Israel, Maya; Vasquez, Eleazar, III; Basham, James D.; Becht, Kathleen – Learning Disability Quarterly, 2014
This article examined the performance of 57 students with learning disabilities (LD) from four middle schools. Students were followed over the course of a school year in their inclusive science classrooms as they alternated between the use of traditional curricular materials for some units of study and materials that were supplemented with video…
Descriptors: Access to Education, Science Instruction, Middle School Students, Learning Disabilities
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Niedo, Jasmin; Lee, Yen-Ling; Breznitz, Zvia; Berninger, Virginia W. – Learning Disability Quarterly, 2014
Fourth graders whose silent word reading and/or sentence reading rate was, on average, two-thirds standard deviation below their oral reading of real and pseudowords and reading comprehension accuracy were randomly assigned to treatment ("n" = 7) or wait-listed ("n" = 7) control groups. Following nine sessions combining…
Descriptors: At Risk Students, Reading Rate, Silent Reading, Statistical Distributions
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Griffin, Cynthia C.; League, Martha B.; Griffin, Valerie L.; Bae, Jungah – Learning Disability Quarterly, 2013
In this exploratory study, teachers' use of standards-based, discourse practices and their students' mathematics learning in inclusive elementary mathematics classrooms were examined. Two beginning teachers (one third-grade teacher, one fourth-grade teacher) and six students identified with disabilities or as low performing in mathematics…
Descriptors: Accountability, Beginning Teachers, Mathematics Education, Mathematics Instruction
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van Garderen, Delinda; Scheuermann, Amy; Jackson, Christa – Learning Disability Quarterly, 2013
This study examined students' understanding of diagrams and their use of diagrams as tools to solve mathematical word problems. Students with learning disabilities (LD), typically achieving students, and gifted students in Grades 4 through 7 ("N" = 95) participated. Students were presented with novel mathematical word problem-solving…
Descriptors: Word Problems (Mathematics), Mathematics Instruction, Problem Solving, Visual Aids
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Gallegos, Julia; Langley, Audra; Villegas, Diana – Learning Disability Quarterly, 2012
The purpose of this study was to compare severity and risk status for anxiety and depression with coping skills among 130 Mexican school children with learning disabilities (LD) and 130 school children without LD. This research is the first to explore the emotional difficulties of Mexican children with LD. Children completed the Spanish version of…
Descriptors: Learning Disabilities, Anxiety, Depression (Psychology), Coping
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Wanzek, Jeanne; Roberts, Greg – Learning Disability Quarterly, 2012
This study investigated the relative effects of three treatments with varying instructional emphases in reading with a comparison condition. Eighty-seven students in fourth grade with reading impairments were assigned through stratified random assignment to one of four conditions: (a) comprehension emphasis, (b) word study emphasis, (c) emphasis…
Descriptors: Intervention, Reading Difficulties, Limited English Speaking, Grade 4
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