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Berninger, Virginia W.; Abbott, Robert D.; Augsburger, Amy; Garcia, Noelia – Learning Disability Quarterly, 2009
Fourth graders with learning disabilities in transcription (handwriting and spelling), LD-TD, and without LD-TD (non-LD), were compared on three writing tasks (letters, sentences, and essays), which differed by level of language, when writing by pen and by keyboard. The two groups did not differ significantly in Verbal IQ but did in handwriting,…
Descriptors: Sentences, Spelling, Handwriting, Learning Disabilities
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Rashotte, Carol A.; MacPhee, Kay; Torgesen, Joseph K. – Learning Disability Quarterly, 2001
This study evaluated the effectiveness of a phonologically based reading program delivered to first- through sixth-grade impaired readers (N=115) in small groups. Post-tests after program completion found the program resulted in significantly better phonological awareness, decoding, reading accuracy, comprehension, and spelling. Improved skills…
Descriptors: Decoding (Reading), Elementary Education, Instructional Effectiveness, Phonics
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Argulewicz, Ed N. – Learning Disability Quarterly, 1983
Proportions of special education placements (i.e., educable mentally retarded, emotionally handicapped, and learning disabled) for Anglos, Blacks, and Hispanics were compiled for a large elementary school district in the Southwest. The learning disability category was by far the most frequently assigned placement. (Author/SW)
Descriptors: Black Students, Elementary Education, Emotional Disturbances, English
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Vaughn, Sharon; Hughes, Marie Terejo; Klingner, Janette; Schumm, Jeanne Shay – Learning Disability Quarterly, 1998
As part of a researcher-teacher professional development group, seven general education elementary teachers in inclusive settings containing students with learning disabilities were taught four reading and writing instructional methods, one for each nine-week grading block. Sustained implementation during the school year was maintained by four of…
Descriptors: Adoption (Ideas), Change Strategies, Elementary Education, Inclusive Schools
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MacArthur, Charles A.; And Others – Learning Disability Quarterly, 1995
A model of writing instruction integrating word processing, strategy instruction, and a process approach, within a social context for writing as a meaningful task, was tested with 113 elementary students with learning disabilities. Students in experimental classes made greater gains in quality of their narrative and informative writing than did…
Descriptors: Elementary Education, Instructional Effectiveness, Learning Disabilities, Learning Strategies
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Eliason, Michele J.; Richman, Lynn C. – Learning Disability Quarterly, 1988
The performance of 90 learning disabled (LD) children (ages 6-14) on two measures of behavior and attentional skills was examined. As a group, the LD subjects exceeded normative standards on every measure of both scales. However, approximately 30% of the children accounted for the majority of behavioral problems. (Author/DB)
Descriptors: Attention Deficit Disorders, Behavior Problems, Elementary Education, Incidence
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Dukes, Melinda; Saudargas, Richard A. – Learning Disability Quarterly, 1989
The study examined whether classroom context cues in videotapes showing a nonhandicapped and a learning disability expectancy would affect evaluation bias of 80 elementary-school teachers. Results suggest that teachers hold initial biases about the behavior of learning-disabled students but take into account the classroom context when rating…
Descriptors: Behavior Patterns, Bias, Classroom Environment, Elementary Education
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Bender, William N.; Golden, Lorri B. – Learning Disability Quarterly, 1988
Adaptive behavior, problem behavior, and self-perception of behavior of 54 learning-disabled (LD) elementary grade children and 54 non-LD children were compared, and mainstream teachers' perceptions of adaptive behavior were correlated with students' self-perceptions. Findings indicated LD students demonstrated less desirable adaptive behavior,…
Descriptors: Adaptive Behavior (of Disabled), Behavior Problems, Elementary Education, Learning Disabilities
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Kershner, John R.; And Others – Learning Disability Quarterly, 1990
Thirteen children (age 8-14) with an auditory-linguistic subtype of learning disability participated for 1 year in a Tomatis Program of auditory training and were assessed in a 2-year follow-up study. Results fail to support educational efficacy of the program but do support the efficacy of less exotic remedial procedures. (Author/JDD)
Descriptors: Auditory Training, Elementary Education, Followup Studies, Instructional Effectiveness
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Salend, Spencer J.; Nowak, Miriam Roslyn – Learning Disability Quarterly, 1988
The effects of a peer previewing system on the oral reading skills of three learning-disabled students (ages 8 and 9) were examined. Results indicated that peer-previewing led to a marked decrease in the oral reading errors of all subjects. Reasons for the effectiveness of the procedure as well as its advantages are presented. (Author/DB)
Descriptors: Elementary Education, Instructional Effectiveness, Learning Disabilities, Oral Reading
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Darch, Craig; Kameenui, Edward J. – Learning Disability Quarterly, 1987
The effectiveness of two approaches (direct instruction and discussion/workbook) to teaching 25 elementary level learning disabled students three critical reading skills (argument analysis, embedded argument analysis, skill classification) was evaluated. Subjects in the direct instruction group were found to significantly outperform subjects in…
Descriptors: Discussion (Teaching Technique), Elementary Education, Instructional Effectiveness, Learning Disabilities
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Chan, Lorna K. S.; And Others – Learning Disability Quarterly, 1987
Elementary level learning disabled (N=32) and regular class children matched on reading age were given either general or specific instruction on how to use a cross-referencing technique to evaluate internal consistency of text. Subjects who received the explicit instruction demonstrated high performance in both comprehension monitoring and reading…
Descriptors: Critical Reading, Elementary Education, Instructional Effectiveness, Learning Disabilities
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Glutting, Joseph J.; Bear, George G. – Learning Disability Quarterly, 1989
The study evaluated the utility of Kaufman-Assessment Battery for Children (K-ABC) subtests in differentiating learning-disabled children from students with other handicapping conditions, and compared K-ABC subtests with Wechsler Intelligence Scale for Children-Revised subtests. Results showed that subtest scores did not enhance differential…
Descriptors: Classification, Educational Diagnosis, Elementary Education, Evaluation Methods
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Wong, Bernice Y.L.; Audrey, Roadhouse – Learning Disability Quarterly, 1978
The validity of the Test of Language Development (TOLD) was investigated with normal reading, reading disabled, and language delayed children (ages seven to nine years). (DLS)
Descriptors: Delayed Speech, Elementary Education, Exceptional Child Research, Language Acquisition