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Direct linkJordan, Nancy C.; Resnick, Ilyse; Rodrigues, Jessica; Hansen, Nicole; Dyson, Nancy – Journal of Learning Disabilities, 2017
The goal of the present article is to synthesize findings to date from the Delaware Longitudinal Study of Fraction Learning. The study followed a large cohort of children (N = 536) between Grades 3 and 6. The findings showed that many students, especially those with diagnosed learning disabilities, made minimal growth in fraction knowledge and…
Descriptors: Mathematics Instruction, Fractions, Longitudinal Studies, Learning Disabilities
Gebhardt, Markus; Krammer, Mathias; Schwab, Susanne; Rossmann, Peter; Klicpera, Barbara Gasteiger; Klatten, Susanne – International Journal of Special Education, 2013
Every school system has to deal with children with Learning Disabilities (LD). However, the concepts of LD, the assessment procedures, the diagnostic criteria as well as their interpretation vary widely from country to country. What they usually seem to have in common is that general cognitive abilities, as measured by standardized IQ tests, are…
Descriptors: Foreign Countries, Student Evaluation, Standardized Tests, Learning Disabilities
Rudolph, Karen D.; Flynn, Megan; Abaied, Jamie L.; Groot, Alison; Thompson, Renee – Journal of Clinical Child and Adolescent Psychology, 2009
This study examined whether a transactional interpersonal life stress model helps to explain the continuity in depression over time in girls. Youth (86 girls, 81 boys; M age = 12.41, SD = 1.19) and their caregivers participated in a three-wave longitudinal study. Depression and episodic life stress were assessed with semistructured interviews.…
Descriptors: Females, Caregivers, Path Analysis, Depression (Psychology)
