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Miciak, Jeremy; Cirino, Paul T.; Ahmed, Yusra; Reid, Erin; Vaughn, Sharon – Learning Disability Quarterly, 2019
Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EFs), which have well-documented associations to reading comprehension. We evaluated EF performance on a common factor comprised of…
Descriptors: Executive Function, Response to Intervention, Identification, Reading Difficulties
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Robinson, Melissa F.; Meisinger, Elizabeth B.; Joyner, Rachel E. – Learning Disability Quarterly, 2019
This study examined the effects of reading modality (oral vs. silent) on comprehension in elementary school students with a specific learning disability in reading (N = 77). A 2 (development-level) × 2 (reading modality) × 2 (time) mixed factorial analysis of variance (ANOVA) was conducted to determine the influence of these variables on…
Descriptors: Silent Reading, Oral Reading, Reading Comprehension, Factor Analysis
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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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Kuder, S. Jay – Learning Disability Quarterly, 2017
This article presents an update and extension of the research on instructional methods for vocabulary learning by secondary-age students with learning disabilities. Seven studies that have been published since the last comprehensive review of the research were located. Four instructional methods were found to be the most effective: mnemonic…
Descriptors: Vocabulary Development, Secondary School Students, Reading Difficulties, Literature Reviews
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
O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria; Bocian, Kathleen M.; Roberts, Sarana; Chan, Olivia – Learning Disability Quarterly, 2017
Helping struggling readers to learn history content in middle school can be difficult due to heavy reading demands. In this study, researchers taught poor readers with and without disabilities in eighth grade to generate main idea statements; create, compare, and contrast paragraphs; and identify cause and effect relations, along with relevant…
Descriptors: Reading Difficulties, Middle School Students, Grade 8, Disabilities
Austin, Christy R.; Vaughn, Sharon; McClelland, Amanda M. – Learning Disability Quarterly, 2017
A subset of students fail to respond adequately to reading interventions. This synthesis systematically reviews studies in which students in grades K-3 responded inadequately to a Tier 2 reading intervention and were provided with a Tier 3 intervention. Descriptions of the Tier 3 reading interventions and effects are provided. To meet inclusion…
Descriptors: Reading Improvement, Intervention, Synthesis, Early Childhood Education
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
Baker, Doris Luft; Burns, Darci; Kame'enui, Edward J.; Smolkowski, Keith; Baker, Scott King – Learning Disability Quarterly, 2016
This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were…
Descriptors: Small Group Instruction, Reading Instruction, Grade 1, Elementary School Students
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Kaldenberg, Erica R.; Watt, Sarah J.; Therrien, William J. – Learning Disability Quarterly, 2015
As a growing number of students with learning disabilities (LD) receive science instruction in general education settings, students with LD continue to perform significantly lower than their non-disabled peers. The shift from textbook-driven instruction to inquiry-based approaches to science learning supports students who struggle with reading.…
Descriptors: Reading Instruction, Science Instruction, Learning Disabilities, Reading Difficulties
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McAlenney, Athena Lentini; Coyne, Michael D. – Learning Disability Quarterly, 2015
The current study examined a solution to high false positive reading risk classification rates in early kindergarten by investigating a method of identifying students with possible false positive risk classifications and returning them to general classroom instruction. Researchers assessed kindergarten students (N = 105) identified as at risk who…
Descriptors: Kindergarten, Young Children, Risk Assessment, Classification
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Helman, Amanda L.; Calhoon, Mary Beth; Kern, Lee – Learning Disability Quarterly, 2015
This study investigated the effects of a combined contextual and morphemic analysis strategy to increase prediction and analysis of science vocabulary words by three high school (9th--10th grade) English language learners with reading disabilities. A multiple baseline across participants design was used. Students analyzed science words using the…
Descriptors: Prediction, Vocabulary, Science Instruction, Reading Difficulties
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Ashworth, Kristen E.; Pullen, Paige C. – Learning Disability Quarterly, 2015
The purpose of this study was to compare the results of a regression discontinuity design (RDD) with those of an experimental design of a tiered vocabulary intervention for children at risk for reading disability to determine RDD's feasibility as a research methodology for this type of study. Researchers reanalyzed an archival dataset of a…
Descriptors: Vocabulary, Intervention, At Risk Students, Reading Difficulties
Oslund, Eric L.; Simmons, Deborah C.; Hagan-Burke, Shanna; Kwok, Oi-Man; Simmons, Leslie E.; Taylor, Aaron B.; Coyne, Michael D. – Learning Disability Quarterly, 2015
This study examined the changing role and longitudinal predictive validity of curriculum-embedded progress-monitoring measures (CEMs ) for kindergarten students receiving Tier 2 intervention and identified as at risk of developing reading difficulties. Multiple measures were examined to determine whether they could predict comprehensive latent…
Descriptors: Predictor Variables, Curriculum, Reading Achievement, Kindergarten
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Greulich, Luana; Al Otaiba, Stephanie; Schatschneider, Christopher; Wanzek, Jeanne; Ortiz, Miriam; Wagner, Richard K. – Learning Disability Quarterly, 2014
The purpose of this study was to use a mixed methods approach to learn about inadequate response to a year-long multi-tier response to intervention (RTI) model that allowed first-grade students to move up and down tiers. Participants were 156 students who received supplemental intervention services during a larger multi-tier RTI study involving…
Descriptors: Response to Intervention, Elementary School Students, Mixed Methods Research, Regression (Statistics)
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