Grade Retention Rates among Students with Learning Disabilities

1992 ◽  
Vol 58 (6) ◽  
pp. 548-554 ◽  
Author(s):  
James McLeskey ◽  
Kenneth L. Grizzle
Keyword(s):  
Learning Disabilities ◽  
Grade Retention ◽  
Retention Rates ◽  
Academic Needs ◽  
Students With Learning Disabilities ◽  
School Year

This study investigated the grade retention of students with learning disabilities. Data were collected on 689 students referred and identified as having learning disabilities during the 1987–88 school year in Indiana. Of these students, 58% had been retained before identification The results of this investigation suggest that retention is being used as a remediation before labeling a student. Implications of this practice and alternatives to grade retention as a method to address the academic needs of students are discussed.

Students with Learning Disabilities at Primary, Intermediate, and Secondary Grade Levels: Identification and Characteristics

1992 ◽  
Vol 15 (1) ◽  
pp. 13-19 ◽  
Author(s):  
James McLeskey
Keyword(s):  
Learning Disabilities ◽  
Large Scale ◽  
First Grade ◽  
Students With Learning Disabilities ◽  
Primary Level ◽  
School Year ◽  
Grade Levels ◽  
Descriptive Information ◽  
Grade 5 ◽  
End Of Grade

This study provided descriptive information about 790 students with learning disabilities at primary (K-2), intermediate (3–5), and secondary (6–12) grade levels who were identified during the 1987–88 school year in Indiana. The results revealed that identification of students with learning disabilities peaked in the first grade, and that 76% of these students were identified by the end of grade 5. Furthermore, students with more severe discrepancies tended to be identified at the primary level; discrepancies became less severe in higher grade levels. Additional findings were reviewed, and the results of the investigation were compared to previous large-scale studies of students with learning disabilities.

scholarly journals Remote Learning During the COVID-19 Pandemic for Students with Learning Disabilities: Challenges and Opportunities

2021 ◽  
Author(s):  
Egija Laganovska ◽  
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
General Education ◽  
Special Education Teachers ◽  
Learning Process ◽  
Social Life ◽  
Online Teaching ◽  
Students With Learning Disabilities ◽  
School Year ◽  
Remote Learning

The situation in general education in Latvia has changed since the spring semester of 2020. On the 13th of March 2020 Latvia temporarily introduced remote training at all stages of education. The government regularly monitored the spread of the COVID-19 virus and the number of infections, so restrictions in different areas have changed frequently. Educational institutions for students of 1st–12th grade (ages 6–17) in the 2020/2021 school year worked under fluctuating circumstances, and most of the learning process took place remotely. For most of the 2020/2021 school year, teaching and learning were thus largely based on technology and online teaching. The COVID-19 pandemic has had an impact on various aspects of life, such as the economy, education, and social life. This time has led to challenges as well as opportunities for students, teachers, and parents. It has also affected the learning process for students with learning disabilities. For grades 1–12, the Individualised Education Plan (IEP) was developed in Latvia for students with learning disabilities. The IEP had to be adapted to the broader situation, and to work towards its betterment special education teachers participated in the preparation and organisation of the IEP. The aim of this study is to explore the opinions of special education teachers and to examine what support measures are provided for students with learning disabilities during the COVID-19 pandemic. What are the challenges (barriers, obstacles) and what are the opportunities (benefits) of remote learning? Our research methods involved a literature analysis, a survey of special education teachers from Latvia, and a data collection effort and analysis. The study was conducted by distributing questionnaires via Google Forms. During this research, 70 special education teachers were surveyed.

Style Over Substance Reconsidered: Intrusive Intervention and At-Risk Students with Learning Disabilities

2002 ◽  
Vol 22 (2) ◽  
pp. 66-77 ◽  
Author(s):  
Robert Abelman ◽  
Anthony Molina
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Student Performance ◽  
At Risk Students ◽  
Retention Rates ◽  
Students With Learning Disabilities ◽  
Grade Point ◽  
Probationary Students ◽  
The Individual ◽  
The Impact

In two recent publications, we reported that the academic intervention process, not the specific intervention content, was responsible for a short-and long-term influx in at-risk student performance (grade-point average) and persistence (retention). All at-risk students who participated in the most intrusive of three interventions had higher cumulative grade-point averages and retention rates than those who received less intrusive interventions. In this post hoc analysis, we looked at probationary students with learning disabilities and found that they are only responsive to the individual attention and personalized accommodation provided under a highly intrusive model, and the impact is temporary.

RTI and Reading at the Secondary Level

2015 ◽  
pp. 78-101 ◽  
Author(s):  
Carol Hall ◽  
Jamie Mahoney
Keyword(s):  
Learning Disabilities ◽  
Reading Strategies ◽  
Secondary Level ◽  
Inclusive Classroom ◽  
Evidence Based ◽  
Academic Needs ◽  
Students With Learning Disabilities ◽  
Effective Prevention ◽  
Resource Classroom ◽  
Tiered System

Response to Intervention (RTI) provides a framework for effective prevention and intervention to students who have difficulty reading at all achievement levels by using a school-wide, tiered system. RTI is the means for helping struggling students become successful readers before they have a chance to fall behind. Using evidence-based reading strategies within multiple classrooms such as the inclusive classroom or the resource classroom provides students with learning disabilities the opportunity to succeed in all content areas while applying these reading strategies. All teachers can use these strategies to assist the at-risk and struggling reader make progress. The purpose of this chapter is to share research, resources, and reading instructional methods appropriate for students at the secondary level that can help them meet their academic needs.

Evaluation of a Writing Instruction Model that Integrated a Process Approach, Strategy Instruction, and Word Processing

1995 ◽  
Vol 18 (4) ◽  
pp. 278-291 ◽  
Author(s):  
Charles A. MacArthur ◽  
Steve Graham ◽  
Shirley S. Schwartz ◽  
William D. Schafer
Keyword(s):  
Learning Disabilities ◽  
Writing Instruction ◽  
Word Processing ◽  
Strategy Instruction ◽  
Process Approach ◽  
Writing Strategies ◽  
Students With Learning Disabilities ◽  
Classroom Structure ◽  
School Year

This study evaluated the effectiveness of a model of writing instruction that integrated word processing, strategy instruction, and a process approach. Teachers established a social context for writing in which students worked on meaningful tasks, shared their writing with peers, and published their work for real audiences. The classroom structure supported extended cycles of planning, drafting, and revising. Teachers supported the development of writing strategies through conferencing and explicit instruction in strategies for planning and revising. Word processing supported fluent production of text, revising, and publishing. The experimental model was implemented for a full school year in 12 classes with 113 students with learning disabilities. Students in the experimental classes made greater gains in the quality of their narrative and informative writing than 94 students with learning disabilities in 10 control classes.

Educating All Children: Ten Years Later

1989 ◽  
Vol 56 (1) ◽  
pp. 17-27 ◽  
Author(s):  
Michael M. Gerber ◽  
Deborah Levine-Donnerstein
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Annual Report ◽  
National Level ◽  
Public Law ◽  
Current Status ◽  
Special Education Services ◽  
Students With Learning Disabilities ◽  
School Year

This article reviews the Tenth Annual Report to Congress on the Implementation of The Education of the Handicapped Act (EHA), covering the 1986–1987 school year. In addition to reporting the current status of services (i.e., numbers of students served, their placement, resources allocated and needed for their support), the report also discusses and cites data pertinent to (a) transition from secondary education: (b) state and federal efforts anticipating full implementation of preschool special education services under Public Law 99–457; and (c) the classification of students with learning disabilities. Some directions for research on special education at a national level are suggested.

Grade retention among students with learning disabilities

1996 ◽  
Vol 33 (4) ◽  
pp. 285-293 ◽  
Author(s):  
Katherine P. Barnett ◽  
Harvey F. Clarizio ◽  
Karen A. Payette
Keyword(s):  
Learning Disabilities ◽  
Grade Retention ◽  
Students With Learning Disabilities

RTI and Reading at the Secondary Level

2016 ◽  
pp. 687-710
Author(s):  
Carol Hall ◽  
Jamie Mahoney
Keyword(s):  
Learning Disabilities ◽  
Reading Strategies ◽  
Secondary Level ◽  
Inclusive Classroom ◽  
Evidence Based ◽  
Academic Needs ◽  
Students With Learning Disabilities ◽  
Effective Prevention ◽  
Resource Classroom ◽  
Tiered System

Response to Intervention (RTI) provides a framework for effective prevention and intervention to students who have difficulty reading at all achievement levels by using a school-wide, tiered system. RTI is the means for helping struggling students become successful readers before they have a chance to fall behind. Using evidence-based reading strategies within multiple classrooms such as the inclusive classroom or the resource classroom provides students with learning disabilities the opportunity to succeed in all content areas while applying these reading strategies. All teachers can use these strategies to assist the at-risk and struggling reader make progress. The purpose of this chapter is to share research, resources, and reading instructional methods appropriate for students at the secondary level that can help them meet their academic needs.

Sign in / Sign up

Export Citation Format

Share Document