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Kong, Jennifer E.; Swanson, H. Lee – Learning Disability Quarterly, 2019
English learners (ELs) experience difficulty with mathematical problem solving because word problems require complex processes beyond basic math skills, such as the use of linguistic information, identifying relevant information, and constructing the appropriate problem statement. This study used a combined multiple baseline design and criterion…
Descriptors: Word Problems (Mathematics), Problem Solving, English Language Learners, Difficulty Level
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Reed, Deborah K. – Learning Disability Quarterly, 2019
Interventions for individuals with or at risk for reading disability (RD) need not occur only during the typical school day. Educators and researchers have been actively seeking opportunities to extend literacy learning through home-based, summer, and other tutoring programs. Nevertheless, alternative settings can pose greater difficulty with…
Descriptors: Intervention, Reading Instruction, At Risk Students, Reading Difficulties
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Sanetti, Lisa M. Hagermoser; Luh, Hao-Jan – Learning Disability Quarterly, 2019
Decades of research and billions of dollars have been spent to develop and evaluate evidence-based interventions and develop multitiered systems of support (MTSS) toward the goal of more effectively delivering interventions and improving student outcomes. Available evidence, however, suggests interventions are often adopted slowly and delivered…
Descriptors: Learning Disabilities, Intervention, Fidelity, Program Implementation
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Crawford, Lindy; Freeman, Barbara; Huscroft-D'Angelo, Jacqueline; Quebec Fuentes, Sarah; Higgins, Kristina N. – Learning Disability Quarterly, 2019
Interventions are implemented with greater fidelity when their core intent is made explicit. The core intent of this intervention was to increase access to higher order learning opportunities for students with learning disabilities or difficulties in mathematics through use of research and practice from the fields of special education and…
Descriptors: Fidelity, Program Implementation, Learning Disabilities, Intervention
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Zeng, Wen; Ju, Song; Hord, Casey – Learning Disability Quarterly, 2018
The number of students with learning disabilities (LD) enrolling in postsecondary education has increased rapidly over the past decade. It is imperative to investigate what interventions have been used to assist students with LD in achieving academic success. To examine the interventions currently used to support students with LD in postsecondary…
Descriptors: Literature Reviews, Intervention, College Students, Learning Disabilities
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Morin, Lisa L.; Watson, Silvana M. R.; Hester, Peggy; Raver, Sharon – Learning Disability Quarterly, 2017
For students with mathematics difficulties (MD), math word problem solving is especially challenging. The purpose of this study was to examine the effects of a problem-solving strategy, bar model drawing, on the mathematical problem-solving skills of students with MD. The study extended previous research that suggested that schematic-based…
Descriptors: Learning Disabilities, Mathematics Instruction, Teaching Methods, Word Problems (Mathematics)
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Dallas, William P. – Learning Disability Quarterly, 2017
This study evaluated a scheduling methodology referred to as intervention-based scheduling to address the problem of practice regarding the fidelity of implementing Response to Intervention (RtI) in an existing school schedule design. Employing panel data, this study used fixed-effects regressions and first differences ordinary least squares (OLS)…
Descriptors: Response to Intervention, Sustainability, Fidelity, Regression (Statistics)
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Woodward, John; Tzur, Ron – Learning Disability Quarterly, 2017
Four studies into characteristics and instructional needs of students with learning disabilities are summarized in this article. These studies are also reviewed in the wider context of mathematics intervention research in special education. These studies generally rely on qualitative methodology, and they are best understood in light of a…
Descriptors: Interdisciplinary Approach, Mathematics Education, Special Education, Student Characteristics
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Hott, Brittany; Berkeley, Sheri; Fairfield, Ambre; Shora, Nelly – Learning Disability Quarterly, 2017
Decreasing the well-documented research-to-practice gap in special education is thought to partially depend on practitioner access to quality evidence-based interventions. Practitioner journals are one such resource for obtaining this information. The current study is a systematic review of articles published over the last 25 years (1990-2014) in…
Descriptors: Intervention, Special Education, Learning Disabilities, Mild Disabilities
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Driver, Melissa K.; Powell, Sarah R. – Learning Disability Quarterly, 2017
Word problems are prevalent on high-stakes assessments, and success on word problems has implications for grade promotion and graduation. Unfortunately, English Language Learners (ELLs) continue to perform significantly below their native English-speaking peers on mathematics assessments featuring word problems. Little is known about the…
Descriptors: Word Problems (Mathematics), Intervention, Mathematics Instruction, Mathematical Concepts
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Xin, Yan Ping; Tzur, Ron; Hord, Casey; Liu, Jia; Park, Joo Young; Si, Luo – Learning Disability Quarterly, 2017
The Common Core Mathematics Standards have raised expectations for schools and students in the United States. These standards demand much deeper content knowledge from teachers of mathematics and their students. Given the increasingly diverse student population in today's classrooms and shortage of qualified special education teachers,…
Descriptors: Intelligent Tutoring Systems, Computer Assisted Instruction, Mathematics Instruction, Learning Disabilities
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Marita, Samantha; Hord, Casey – Learning Disability Quarterly, 2017
Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12…
Descriptors: Middle School Students, High School Students, Learning Disabilities, Secondary School Mathematics
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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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Jozwik, Sara L.; Douglas, Karen H. – Learning Disability Quarterly, 2017
We provided a multicomponent academic vocabulary intervention to six English learners with learning difficulties in a fifth-grade general education setting. A multiple probe design across word sets and replicated across students evaluated the effects of the intervention on students' use of expressive language to read and define content-specific…
Descriptors: English Language Learners, Learning Problems, Vocabulary Development, Intervention
Ritchey, Kristen D.; Palombo, Kimberly; Silverman, Rebecca D.; Speece, Deborah L. – Learning Disability Quarterly, 2017
Upper elementary school students who have reading problems may have difficulty in one or more areas of reading, each requiring specific types of interventions. This study evaluated a short-term reading intervention for 46 fifth-grade students with poor reading comprehension. Students were randomly assigned to an intervention or no treatment…
Descriptors: Reading Comprehension, Grade 5, Elementary School Students, Reading Instruction
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