scholarly journals Development of Cooperative Learning Strategy On Mathematics Subject for Students with Learning Disabilities in Primary Schools

2017 ◽  
Author(s):  
Imas Diana Aprilia ◽  
Yanti Sam Amir ◽  
Tjutju Soendari
Keyword(s):  
Learning Disabilities ◽  
Cooperative Learning ◽  
Primary Schools ◽  
Learning Strategy ◽  
Students With Learning Disabilities

The Please Strategy: A Metacognitive Learning Strategy for Improving the Paragraph Writing of Students with Mild Learning Disabilities

1992 ◽  
Vol 15 (2) ◽  
pp. 119-128 ◽  
Author(s):  
Marshall Welch
Keyword(s):  
Learning Disabilities ◽  
Student Attitudes ◽  
Learning Strategy ◽  
Experimental Treatment ◽  
Student Writing ◽  
Students With Learning Disabilities ◽  
Attitudes Toward Writing ◽  
Arts Curriculum ◽  
Traditional Language ◽  
6Th Graders

This study investigated the effectiveness of a metacognitive strategy, the PLEASE strategy, for teaching students with learning disabilities to write paragraphs. The investigation examined (a) students' metacognitive knowledge about prewriting planning, composition, revision, and parts of the paragraph; (b) student writing samples; and (c) student attitudes toward writing paragraphs. Results suggest that, compared to the traditional language arts curriculum used with a comparison group, the experimental treatment was significantly more effective in developing the metacognitive abilities of 6th graders with learning disabilities for prewriting planning, composition, and revision. Findings also suggest that students' attitude toward writing and writing instruction improved significantly following the experimental treatment.

Cooperative Learning and Peer Acceptance of Students with Learning Disabilities

1996 ◽  
Vol 136 (6) ◽  
pp. 741-752 ◽  
Author(s):  
Joanne Putnam ◽  
Kathryn Markovchick ◽  
David W. Johnson ◽  
Roger T. Johnson
Keyword(s):  
Learning Disabilities ◽  
Cooperative Learning ◽  
Peer Acceptance ◽  
Students With Learning Disabilities

Positive Self-Talk: An Emerging Learning Strategy for Students With Learning Disabilities

2021 ◽  
pp. 105345122110148
Author(s):  
Danielle M. Feeney
Keyword(s):  
Learning Disabilities ◽  
Learning Strategy ◽  
Behavioral Outcomes ◽  
Task Completion ◽  
Self Awareness ◽  
Students With Learning Disabilities ◽  
Self Monitoring ◽  
Self Confidence ◽  
Self Talk ◽  
Students With Ld

Self-monitoring has proven to be an effective strategy for improving academic performance for students with learning disabilities (LD). In addition to academics, these interventions have improved actions such as task completion, engagement, and on-task behaviors. As a supplement to self-monitoring, self-talk strategies have similar effects in exercise psychology, with added benefits such as improved self-confidence, task accuracy, persistence, and self-awareness. This column highlights the effects of positive self-talk, the addition of self-talk to self-monitoring interventions, and the importance of translating these interventions into classroom settings to improve academic and behavioral outcomes of students with LD.

Using Strategy Cards to Enhance Cooperative Learning for Students with Learning Disabilities

1996 ◽  
Vol 29 (1) ◽  
pp. 66-68
Author(s):  
Mark Goor ◽  
John Schwenn ◽  
Ann Eldridge ◽  
Darla Mallein ◽  
JoAnn Stauffer
Keyword(s):  
Learning Disabilities ◽  
Cooperative Learning ◽  
Students With Learning Disabilities

scholarly journals Teachers’ Perceptions about Primary School Students with Learning Disabilities Problems with Receptive and Expressive Language in Al Madinah Region

2021 ◽  
Vol 45 (2) ◽  
pp. 100-132
Keyword(s):  
Learning Disabilities ◽  
Primary School ◽  
Primary Schools ◽  
Expressive Language ◽  
Receptive Language ◽  
Students With Learning Disabilities ◽  
Primary School Students ◽  
School Students ◽  
Language Problems ◽  
Academic Specialization

The aim of the study was to identify problems with receptive and expressive language among primary-school students with learning disabilities, as perceived by teachers in the region of Al Madinah. The study also aimed to identify the different levels of teachers’ awareness of the problems of receptive and expressive language among such students, and the effect of teachers’ gender, amount of experience, and academic specialization. The study sample consisted of 97 male and 94 female teachers in the region of Al Madinah. The participants responded to a survey consisting of 25 items, including 15 items to identify problems with receiving language and 10 items to identify problems with expressive language. The results of the study indicated that the receptive language problems were prevalent, as perceived by teachers with (M = 3.83). Expressive language problems were also prevalent, with an average of (M = 3.80). The study also indicated that there was no effect of gender, experience, and academic specialization. The study recommends organizing training courses for primary grade teachers discovering and developing receptive and expressive language for students with learning disabilities. Keywords: Learning disabilities, problems of receptive and expressive language, teachers of primary schools

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