NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 105 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Kamal Parhoon; Frederick L. Coolidge; Hamid Alizadeh; Hadi Parhoon; Apeksha Srivastava – International Journal of School & Educational Psychology, 2024
Objective: This study investigated the effect of Cognitive Rehabilitation Training (CRT) on executive functions, problem solving, and attention in students with a specific learning disorder (SLD). Method: Forty-two SLD students from the third to sixth grade (8-12 years old) were randomly assigned to 16 sessions of CRT (n = 21) or to a control (n =…
Descriptors: Foreign Countries, Intelligence Tests, Cognitive Restructuring, Grade 3
Peer reviewed Peer reviewed
Direct linkDirect link
Karla K. McGregor; Ron Pomper; Nichole Eden; Margo Appenzeller; Timothy Arbisi-Kelm; Elaina Polese; Deborah K. Reed – Journal of Speech, Language, and Hearing Research, 2024
Purpose: The aim of the study was to determine the ability of children with developmental language disorder (DLD) to infer word class and meaning from text and to document variations by word class (noun, verb, adjective) and modality (listening, reading). We also asked whether the children could integrate global cues across the entire passage as…
Descriptors: Grade 4, Students with Disabilities, Language Impairments, Form Classes (Languages)
Peer reviewed Peer reviewed
Direct linkDirect link
Merve Kasim; Yasemin Deringöl – Education and Information Technologies, 2025
The aim of this study is to investigate the impact of technology-supported mathematical modeling method on the mathematical skills of a fourth-grade student with Mathematical Learning Disabilities. The study group consists of a fourth-grade student. It was discovered that the student lacked numerical and logical skills compared to other students.…
Descriptors: Educational Technology, Technology Uses in Education, Grade 4, Mathematics Instruction
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Bakker, Merel; Pelgrims, Elise; Torbeyns, Joke; Verschaffel, Lieven; De Smedt, Bert – Journal of Numerical Cognition, 2023
While symbolic number processing is an important correlate for typical and low mathematics achievement, it remains to be determined whether children with high mathematics achievement also have excellent symbolic number processing abilities. We investigated this question in 64 children (aged 8 to 10), i.e., 32 children with persistent high…
Descriptors: Cognitive Processes, Numbers, High Achievement, Mathematics Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
He, Xinyue; Wang, Huan; Friesen, Dimitris; Shi, Yaojiang; Chang, Fang; Liu, Han – Compare: A Journal of Comparative and International Education, 2022
Little attention has been paid to the role that low levels of cognitive development (or IQ) play among both left-behind children (LBCs) and children living with parents (CLPs) in the context of poor educational attainment in rural China. In this paper, we examine how general cognitive abilities contribute to the academic achievement gains of both…
Descriptors: Cognitive Ability, Academic Achievement, Rural Areas, Foreign Countries
Peebles, Jodi L.; Mendaglio, Sal; McCowan, Michelle – Gifted Child Quarterly, 2023
There is a paucity of research on the day-to-day experiences of raising gifted children from the perspective of parents. This qualitative study aimed to delve deeply into the phenomenon by interviewing parents of elementary-age gifted children. We conducted 12 interviews with parents whose children attended gifted schools. The interview…
Descriptors: Intelligence Tests, Elementary School Students, Parents, Child Rearing
Peer reviewed Peer reviewed
Direct linkDirect link
MacKay, Elizabeth J.; Conrad, Nicole; Deacon, S. Hélène – Scientific Studies of Reading, 2022
Skilled reading requires fast and accurate access to previously encountered words stored in memory. Yet, little research addresses skills that support such lexical access. Based on theoretical predictions, one skill that may support lexical access is orthographic knowledge. Thus, our goal was to investigate the relation between lexical access and…
Descriptors: Reading Skills, Reading Processes, Orthographic Symbols, Knowledge Level
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Al-Onizat, Sabah Hasan Hamdan – Educational Research and Reviews, 2021
The study aims to investigate the impact of an educational program that was developed based on the response to intervention model for diagnosing and improving the difficulties of learning to read and write among a sample of students in Jordan. The number of the study participants was 60 male and female students, with learning difficulties in…
Descriptors: Program Effectiveness, Response to Intervention, Identification, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Yousef Dehghani; Faride Sadat Hoseini; Fateme Jamshidi – International Journal of Disability, Development and Education, 2024
The present study aimed to investigate the effects of the EASY Minds program on working memory and selective attention of a group of Iranian students with maths learning disabilities. The study had a quasi-experimental research design with pre-test, post-test, and follow-up tests. Forty students with maths learning disabilities were randomly…
Descriptors: Learning Disabilities, Foreign Countries, Short Term Memory, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Tzuriel, David; Cohen, Shlomit; Feuerstein, Rafi; Devisheim, Haim; Zaguri-Vittenberg, Shahar; Goldenberg, Rosalind; Yosef, Lea; Cagan, Anat – International Journal of School & Educational Psychology, 2023
The Feuerstein Instrumental Enrichment (FIE) Program is a process-oriented program based on "Structural Cognitive Modifiability and Mediated Learning Experience" (SCM-MLE) theory. It is aimed at promoting learning how to learn, development of deficient cognitive functions, problem-solving strategies and metacognitive abilities. The FIE…
Descriptors: Foreign Countries, Program Evaluation, Enrichment Activities, Jews
Peer reviewed Peer reviewed
Direct linkDirect link
Lin, Xin; Peng, Peng; Luo, Hongjing – Learning Disability Quarterly, 2021
The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade…
Descriptors: Elementary School Students, Grade 4, Children, Learning Problems
Peer reviewed Peer reviewed
Direct linkDirect link
Antzaka, Alexia; Acha, Joana; Carreiras, Manuel; Lallier, Marie – Scientific Studies of Reading, 2021
The goal of the paper was to investigate whether morphological units -- stems and suffixes -- influence orthographic processing by modulating visual attention demands to the task. Orthographic processing was measured with a visual one-back task requiring letters to be detected within pseudowords not including stems/suffixes, or containing real…
Descriptors: Morphology (Languages), Morphemes, Reading Processes, Orthographic Symbols
Peer reviewed Peer reviewed
Direct linkDirect link
Tuire Koponen; Tuija Aro; Markku Leskinen; Pilvi Peura; Helena Viholainen; Mikko Aro – Journal of Experimental Education, 2024
We examined the associations of cognitive skills, math-related emotions and beliefs, and gender with responses to an arithmetic fluency intervention. Elementary school children with dysfluent arithmetic skills (N=69) participated in an arithmetic fluency intervention (with and without self-efficacy support) implemented in small groups in schools…
Descriptors: Arithmetic, Thinking Skills, Intervention, Beliefs
Peer reviewed Peer reviewed
Direct linkDirect link
Guarini, Annalisa; Tobia, Valentina; Bonifacci, Paola; Faldella, Giacomo; Sansavini, Alessandra – Journal of Learning Disabilities, 2021
Difficulties in mathematics have been described in very preterm children, but their origins are not well understood and may differ from other populations with specific learning disability. Very preterm children, children with learning disability, and typically developing children were compared in mathematics skills, using standardized tools,…
Descriptors: Premature Infants, Elementary School Students, Students with Disabilities, Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Fastame, Maria Chiara – School Psychology International, 2021
The relationships between visuo-spatial abilities and geometry performances in school-aged children were examined. A battery of tests assessing non-verbal reasoning, visuo-spatial mental imagery, and academic achievement in geometry (i.e., geometric knowledge and geometric problem-solving competencies) was presented to 162 8-9.5-year-old pupils…
Descriptors: Spatial Ability, Geometry, Correlation, Mathematics Achievement
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7