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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

Martin, BrittanyLee N.; Fuchs, Lynn S. – Learning Disability Quarterly, 2019

The purpose of this study was to explore interactions between limited English proficiency (LEP) status, as a function of risk status (low math performance at the start of the school year), on computation and word-problem-solving performance. Among 260 first-grade students, classified as at-risk (AR) or not-at-risk (NAR) for math disability, we…

Descriptors: Mathematics Skills, At Risk Students, Grade 1, Elementary School Students

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)

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

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

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

Dennis, Minyi Shih; Sorrells, Audrey McCray; Falcomata, Terry S. – Learning Disability Quarterly, 2016

This study used a multiple probe across participants design, replicated across two interventions and counterbalanced across participant groups to examine the effects of number sense intervention and extensive practice intervention on strategy transformation when students with mathematics learning disabilities (MLD) solved basic fact problems. In…

Descriptors: Learning Disabilities, Grade 2, Problem Solving, Intervention

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

Satsangi, Rajiv; Bouck, Emily C.; Taber-Doughty, Teresa; Bofferding, Laura; Roberts, Carly A. – Learning Disability Quarterly, 2016

A sizable body of literature exists studying various technologies and pedagogical practices for teaching secondary mathematics curriculum to students with a learning disability in mathematics. However, with the growing footprint of computer-based technologies in today's classrooms, some areas of study, such as the use of virtual manipulatives,…

Descriptors: Algebra, Mathematics Instruction, Learning Disabilities, Manipulative Materials

Kong, Jennifer E.; Orosco, Michael J. – Learning Disability Quarterly, 2016

Minority students at risk for math difficulties (MD) struggle with word problems for various reasons beyond procedural or calculation challenges. As a result, these students require support in reading and language development in addition to math. The purpose of this study was to assess the effectiveness of a math comprehension strategy based on a…

Descriptors: Problem Solving, Word Problems (Mathematics), At Risk Students, Mathematics Skills

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

Jitendra, Asha K.; Dupuis, Danielle N.; Zaslofsky, Anne F. – Learning Disability Quarterly, 2014

This purpose of this study was to examine the reliability and validity of a curriculum-based measure of word problem solving (CBM-WPS) as an indicator of performance and progress in a sample of 136 third-grade students at risk for mathematics difficulties (MDs) instructed in a standards-based mathematics curriculum. Students completed the CBM-WPS…

Descriptors: Curriculum Based Assessment, Academic Standards, Word Problems (Mathematics), Problem Solving

Zhang, Dake; Xin, Yan Ping; Harris, Karleah; Ding, Yi – Learning Disability Quarterly, 2014

The purpose of the present study was to examine the effectiveness of a strategic training program for improving students' performance in solving multiplication problems. The participants were 3 third graders with math difficulties. In this teaching experiment, microgenetic analysis was used to analyze improvement in students' strategic development…

Descriptors: Multiplication, Learning Strategies, Mathematics Skills, Grade 3

Orosco, Michael J. – Learning Disability Quarterly, 2014

"English Language Learners" (ELLs) at risk for "math disabilities" (MD) are challenged in solving word problems for numerous reasons such as (a) learning English as a second language, (b) limited experience using math vocabulary, and (c) lack of strategies to improve word-problem-solving skills. As a result of these…

Descriptors: English Language Learners, At Risk Students, Word Problems (Mathematics), Learning Strategies

Toste, Jessica R.; Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Gilbert, Jennifer K.; Cho, Eunsoo; Barquero, Laura A.; Bouton, Bobette D. – Learning Disability Quarterly, 2014

The purpose of the current study was to examine academic and cognitive profiles of first graders who responded adequately and inadequately to intensive small-group reading intervention (Tier 2), as well as assess how these profiles differ based on the criteria used for classification of unresponsiveness. Nonresponders were identified using two…

Descriptors: Profiles, Grade 1, Intervention, Reading Programs