Self-Regulated Strategy Development in Reading, Writing, and Mathematics for Students With Specific Learning Disabilities

AbstractBackground: Approximately 5% of school-aged children in the United States receive special education services under the specific learning disabilities category. Additionally, 20% of all students experience difficulty with writing, spelling, and handwriting.Goal: This literature review provides a synthesis of single case studies evaluating the use of self-regulated strategy development SRSD) for students with specific learning disabilities.Method: Percentage of non-overlapping data PND) and Percentage of Data Exceeding the Median (PEM) were used as a common metric to evaluate studies meeting inclusion criteria.Results: Fifteen articles evaluating seven SRSD writing intervention strategies met study inclusion criteria. Both mean PND (89.69%, Range = 38% - 100%) and mean PEM (0.98, Range = 0.91 - 1.00) suggest that SRSD writing interventions are effective to highly effective.Conclusions: Althoudh additional research is needed, the results suggest that self-regulated writing strategies are an effective intervention to support students with specific learning disabilities experiencing difficulty with writing.

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Teachers’ intuition and knowledge in detecting specific learning disabilities

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi1202316o ◽

2012 ◽

Vol 44 (2) ◽

pp. 316-331

Author(s):

Svetlana Obradovic ◽

Nadezda Krstic

Keyword(s):

Learning Disabilities ◽

School Achievement ◽

Specific Learning Disabilities ◽

Ministry Of Education ◽

Significant Discrepancy ◽

Primary School Teachers ◽

Criterion Referenced ◽

The Republic ◽

And Mathematics ◽

Specific Learning

The aim of the study was to investigate primary school teachers? proficiency in detecting the ability-achievement discrepancy as a landmark of possible specific developmental learning disabilities (SLD). Twenty-two teachers in five schools attempted to select, in accordance with their perception and out of a larger preliminary sample, those students whose school results revealed: (a) discrepancy between school achievement and general abilities (the group of purportedly disharmonic children, GPD) or (b) concordance between general abilities and achievement (the group of purportedly harmonic children, GPH). The children were tested by REVISK, while teachers re-assessed students? reading, writing and arithmetic performance against a simple structured questionnaire based on demands of the approved elementary school program delineated by the Ministry of Education of the Republic of Serbia. Research results indicate that more than 60% of children originally qualified to GPH have actually shown significant discrepancy between targeted scholastic skills and (normal) general intelligence. The data suggested some association between students? disparity in attainment and teachers? attribution accuracy, while the only homogenous quantitative marker of misplaced children were decreased values on some of the REVISK Verbal subscale tests. This study has shown that teachers can use their professional knowledge to enhance their capability to detect children with specific learning disabilities. In absence of criterion-referenced tests of reading, writing and mathematics, a structured approach to the projected course of skill progress might support teachers? confidence regarding likely SLD.

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STEAM education- metacognition – Specific Learning Disabilities

Scientific Electronic Archives ◽

10.36560/141020211442 ◽

2021 ◽

Vol 14 (10) ◽

Author(s):

Niki Lytra ◽

Athanasios Drigas

Keyword(s):

Learning Disabilities ◽

Cognitive Skills ◽

Self Regulation ◽

Cognitive Disorders ◽

Specific Learning Disabilities ◽

Self Awareness ◽

Metacognitive Skills ◽

Self Monitoring ◽

And Mathematics ◽

Specific Learning

Students with Specific Learning Disabilities, tend to have low academic performance because of the cognitive disorders and deficits of their working memory, as well as executing fuctions like these of processing - organizing and recalling information. Development of the Metacognitive skills, like those that presented by Drigas & Mitsea (2020), as 8 pillars of Metacognition, such as self-Awareness, self-Monitoring and Self-Regulation, helping these students recognize their weaknesses and introduce strategies and tactics will assist them to compensate their cognitive deficits, by becoming more flexible and adapt to any changes coming up, better. STEAM (Science, Technology, Engineering, Art, and Mathematics) education involves students in the education process, via a multifaceted and multi-sensory approach of to develop Meta-cognitive Skills, control the way they learn while building up the necessary knowledge, in order to secure equal academic and career opportunities. As a result, their independence and self-esteem being boosted preparing them to come up against 21st century challenges.

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Universal Design for Learning and Assistive Technology

Assistive Technology Research, Practice, and Theory - Advances in Medical Technologies and Clinical Practice ◽

10.4018/978-1-4666-5015-2.ch002 ◽

2014 ◽

pp. 11-26 ◽

Cited By ~ 3

Author(s):

Brian R. Bryant ◽

Kavita Rao ◽

Min Wook Ok

Keyword(s):

High School ◽

Learning Disabilities ◽

Assistive Technology ◽

Universal Design ◽

Universal Design For Learning ◽

Specific Learning Disabilities ◽

Physical Environments ◽

Design For Learning ◽

And Mathematics ◽

Specific Learning

Universal Design for Learning (UDL) has become a popular and effective way to help all students access what is taught in the classroom. Modeled after universal design, which enabled people with disabilities to access multiple physical environments, UDL provides access to the curriculum via three guiding principles: (a) multiple means of representation, (b) multiple means of expression, and (c) multiple means of engagement. This chapter looks at UDL and Assistive Technology (AT) for students who have specific Learning Disabilities (LD). Further, the authors examine AT research that has been conducted with students who have LD in reading, writing, and mathematics, and they provide case studies wherein UDL and AT are used to enhance accessibility in U.S. schools, specifically Grades 1 and 6 as well as high school.

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Universal Design for Learning and Assistive Technology

Human-Computer Interaction ◽

10.4018/978-1-4666-8789-9.ch025 ◽

2015 ◽

pp. 567-582

Author(s):

Brian R. Bryant ◽

Kavita Rao ◽

Min Wook Ok

Keyword(s):

High School ◽

Learning Disabilities ◽

Assistive Technology ◽

Universal Design ◽

Universal Design For Learning ◽

Specific Learning Disabilities ◽

Physical Environments ◽

Design For Learning ◽

And Mathematics ◽

Specific Learning

Universal Design for Learning (UDL) has become a popular and effective way to help all students access what is taught in the classroom. Modeled after universal design, which enabled people with disabilities to access multiple physical environments, UDL provides access to the curriculum via three guiding principles: (a) multiple means of representation, (b) multiple means of expression, and (c) multiple means of engagement. This chapter looks at UDL and Assistive Technology (AT) for students who have specific Learning Disabilities (LD). Further, the authors examine AT research that has been conducted with students who have LD in reading, writing, and mathematics, and they provide case studies wherein UDL and AT are used to enhance accessibility in U.S. schools, specifically Grades 1 and 6 as well as high school.

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Students with Specific Learning Disabilities: A Review of Categorical Assignments

Psychological Reports ◽

10.2466/pr0.1986.58.3.875 ◽

1986 ◽

Vol 58 (3) ◽

pp. 875-878

Author(s):

James E. Whorton ◽

Emma D. Pierson ◽

William V. Plue

Keyword(s):

Special Education ◽

Learning Disabilities ◽

Specific Learning Disabilities ◽

Special Education Students ◽

Federal Regulations ◽

Education Students ◽

Psychometric Data ◽

Significant Change ◽

And Mathematics ◽

Specific Learning

Psychometric data for 290 special education students with specific learning disabilities were reviewed at reevaluation as required by both state and federal regulations. A significant change in scores for 18% of the subjects led to their reclassification as nonhandicapped. Gains in reading and mathematics for those 52 whose classifications changed were significantly higher than gains of those 238 whose classifications were the same.

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