NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 10 results Save | Export
Science Literacy: Using Multimodal STEM Text Sets to Help Students with Disabilities Engage in Argumentation
Peer reviewed Peer reviewed
Direct linkDirect link
William Romine; Delinda van Garderen; William Folk; Amy Lannin; Rachel Juergensen; Cassandra Smith; Heba Abedelnaby; Tracey Milarsky – Learning Disability Quarterly, 2024
Today's students live within a world filled with complexity, uncertainty, and misinformation; thus, educators need to help all learners, including students with learning disabilities, how to comprehend complex information about the natural world and make credible evidence-based claims. Our study is a first step in making this possible. In this…
Descriptors: STEM Education, Students with Disabilities, Middle School Teachers, Science Education
Modality Preference as a Model for Differentiating Beginning Reading Instruction: A Review of the Issues.
Peer reviewed Peer reviewed
Larrivee, Barbara – Learning Disability Quarterly, 1981
Among conclusions presented by a review of research on modality preference as a method for differentiating beginning reading instruction are that differentiating instruction according to modality preference apparently did not facilitate learning to read. (Author)
Descriptors: Aural Learning, Beginning Reading, Learning Modalities, Reading Difficulties
Effect of Reinforcement on Modality of Stimulus Control in Learning Disabled Students.
Peer reviewed Peer reviewed
Koorland, Mark A.; Wolking, William D. – Learning Disability Quarterly, 1982
The effects of reinforcement contingencies on task performance of bisensory missing words were studied with two students (about nine years old): one learning disabled (LD) male with an auditory preference and one LD female with a visual preference. Reinforcement contingencies were found to control both students' performances. (Author/SEW)
Descriptors: Auditory Stimuli, Elementary Education, Learning Disabilities, Learning Modalities
Effects of Picture Fading on Two Learning Disabled Students' Sight Word Acquisition.
Peer reviewed Peer reviewed
Knowlton, H. Earle – Learning Disability Quarterly, 1980
Picture fading methods previously demonstrated to be effective with moderately and severely retarded individuals were used to teach 12 sight words to two learning disabled students (ages 8 and 10). (Author)
Descriptors: Elementary Education, Learning Disabilities, Learning Modalities, Resource Room Programs
The Significance of Learning Modalities, Modes of Instruction, and Verbal Feedback for Learning to Recognize Written Words.
Peer reviewed Peer reviewed
Meyers, Marcee J. – Learning Disability Quarterly, 1980
The study investigated the effects of modality preference, mode of instruction, and verbal feedback on immediate and delayed recall of new words in 72 elementary age learning disabled students. (Author/PHR)
Descriptors: Elementary Education, Feedback, Learning Disabilities, Learning Modalities
Accommodating the Learning Needs of Reading Disabled Adolescents: A Language-Processing Issue.
Peer reviewed Peer reviewed
Sawyer, Diane J.; Kosoff, Tess O. – Learning Disability Quarterly, 1981
Listening was found to be a potential avenue for learning content area material. Further, findings underscore the value of a response format that minimizes involvement of expressive language in severely disabled students with identifiable expressive language difficulties. (Author)
Descriptors: Adolescents, Cognitive Processes, Dyslexia, Exceptional Child Research
Exploring the Reading and Listening Skills of Secondary Mildly Handicapped Students.
Peer reviewed Peer reviewed
Wiseman, Douglas E.; And Others – Learning Disability Quarterly, 1980
Fifty mildly handicapped students (learning disabled or emotionally disturbed) mainstreamed in secondary classrooms were Ss of a study to investigate conditions for acquiring textbook content through listening and reading utilizing simulated classroom assignments. (Author/PHR)
Descriptors: Emotional Disturbances, Learning Disabilities, Learning Modalities, Listening Skills
Five Faces of Cognition: Theoretical Influences on Approaches to Learning Disabilities.
Peer reviewed Peer reviewed
Hresko, Wayne P.; Reid, D. Kim – Learning Disability Quarterly, 1981
The label "cognitive" has been used to designate five substantially different approaches to the study of learning disabilities: information processing, metacognition, genetic epistemology, cognitive behavior modification, and the specific abilities model. (Author)
Descriptors: Behavior Modification, Cognitive Development, Cognitive Processes, Elementary Secondary Education
Reading as a Function of Visual and Auditory Process Training.
Peer reviewed Peer reviewed
Cook, J. Michael; Welch, Michael W. – Learning Disability Quarterly, 1980
The effects of visual and auditory process training on reading achievement were explored with 24 learning disabled elementary age students assigned to three treatment groups (auditory training and reading group, visual training and reading group, and reading only group). (Author/PHR)
Descriptors: Achievement, Auditory Perception, Auditory Training, Elementary Education
Reading Styles in Children with Dyslexia: A Neuropsychological Evaluation of Modality Preference on the "Reading Style Inventory."
Peer reviewed Peer reviewed
Graham, Norris A.; Kershner, John R. – Learning Disability Quarterly, 1996
Thirty students with dyslexia (mean age 13.5), 30 readers without disabilities, and 30 younger readers (mean age 8.9) were assessed to test the validity of the Reading Style Inventory (RSI). The RSI was not able to accurately profile children with dyslexia in terms of their cerebral hemisphere preferences. (CR)
Descriptors: Brain Hemisphere Functions, Cognitive Processes, Cognitive Style, Dyslexia