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Ameliorating Reading Disabilities Early: Examining an Effective Encoding and Decoding Prevention Instruction Model
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Weiser, Beverly L. – Learning Disability Quarterly, 2013
The purpose of this study was to determine whether integrating encoding instruction with reading instruction provides stronger gains for students who struggle with reading than instruction that includes little or no encoding. An instructional design model was investigated to best fit the data of 175 first-grade readers at risk for reading…
Descriptors: Pretests Posttests, Measures (Individuals), Reading Comprehension, Progress Monitoring
Response-to-Intervention: Separating the Rhetoric of Self-Congratulation from the Reality of Specific Learning Disability Identification
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Kavale, Kenneth A.; Kauffman, James M.; Bachmeier, Randy J.; LeFever, Gretchen B. – Learning Disability Quarterly, 2008
The policies underlying the specific learning disability (SLD) regulations in the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) are analyzed. The analysis focuses on the Response-to-Intervention (RTI) provision ("if the child responds to scientific, research-based intervention") as a diagnostic model,…
Descriptors: Intervention, Remedial Reading, Early Reading, Learning Disabilities
The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities
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Nelson, Jason M.; Manset-Williamson, Genevieve – Learning Disability Quarterly, 2006
We compared a reading intervention that consisted of explicit, self-regulatory strategy instruction to a strategy intervention that was less explicit to determine the impact on the reading-specific self-efficacy, attributions, and affect of students with reading disabilities (RD). Participants included 20 students with RD who were entering grades…
Descriptors: Reading Comprehension, Reading Difficulties, Intervention, Self Efficacy
Attribution Retraining for Learning Disabled Students: Some Thoughts on the Practical Implications of the Evidence.
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Pflaum, Susanna W.; Pascarella, Ernest T. – Learning Disability Quarterly, 1982
Given a consistent interaction of student locus of attribution and mode of teacher response, the study sought to determine whether attribution levels could be changed for 69 elementary grade learning disabled students and poor readers. The results indicate that difficulty is encountered in trying to change students' attributions, (Author/SEW)
Descriptors: Attribution Theory, Elementary Education, Feedback, Helplessness