Comparing the Effectiveness of Virtual and Concrete Manipulatives to Teach Algebra to Secondary Students With Learning Disabilities

This study investigated the effectiveness of an explicit strategy as a means of linking facts, concepts, and problem solving in an unfamiliar domain of learning. Participants were 37 secondary students with learning disabilities. All students were taught health facts and concepts, which they then applied to problem-solving exercises presented through computer-simulation games. Students in the experimental group were taught an explicit strategy for solving the problems; the comparison group was given supportive feedback and encouraged to induce their own strategies. The explicit strategy group performed significantly better on two transfer measures, including videotaped problem-solving exercises.

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Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

Teaching Exceptional Children ◽

10.1177/00400599211025548 ◽

2021 ◽

pp. 004005992110255

Author(s):

Whitney Sommers Butler ◽

Casey Hord ◽

Susan Watts-Taffe

Keyword(s):

Learning Disabilities ◽

Reading Comprehension ◽

High School Students ◽

Reading Instruction ◽

Secondary Students ◽

Text Structure ◽

Literacy Skills ◽

Students With Learning Disabilities ◽

Narrative Texts ◽

School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

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Resolving Commas Confusion: Erasing Comma Miscues and Promoting Sentence Writing at the Same Time

Learning Disabilities A Multidisciplinary Journal ◽

10.18666/ldmj-2021-v26-i1-10372 ◽

2021 ◽

Vol 26 (1) ◽

Author(s):

Jean Bragg Schumaker ◽

Joseph Fisher

Keyword(s):

Learning Disabilities ◽

General Education ◽

Student Learning ◽

Secondary Students ◽

State Standards ◽

Students With Learning Disabilities ◽

Multimedia Software ◽

Software Program ◽

Software Programs ◽

Diverse Groups

Multimedia software programs have been developed and empirically validated for teaching secondary students with learning disabilities new skills and strategies. Some of them can be appropriately put into practice in general education classes in which diverse groups of students are enrolled. One of them, the Commas Strategies Program (Schumaker & Sheldon, 2009), is featured in this article. Because comma skills are specified in national and state standards, all students are required to learn them. The Commas Strategies Program can be used to ensure that all students learn these skills. This article describes the previous research associated with the program and the components of the program. It also describes the features of the program that were specifically designed to ensure that diverse classes of students will learn from it. Further, it describes procedures teachers can follow to put the program into practice and ensure student learning. Enrichment activities that can also be used associated with the software program are suggested.

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Diagramming and Algebraic Word Problem Solving for Secondary Students With Learning Disabilities

Intervention in School and Clinic ◽

10.1177/1053451218782422 ◽

2018 ◽

Vol 54 (4) ◽

pp. 212-218

Author(s):

Gloria A. Carcoba Falomir

Keyword(s):

High School ◽

Learning Disabilities ◽

Problem Solving ◽

Secondary Students ◽

Word Problem ◽

Conceptual Knowledge ◽

The United States ◽

Students With Learning Disabilities ◽

Word Problem Solving ◽

Problem Solving Skills

Algebra is considered an important high school course because it is recognized as the gateway to higher mathematics, college opportunities, and well-paying jobs. In the United States, most secondary schools require students to be proficient in algebra to be able to graduate from high school. One major component of algebra is word problem solving, which is used in algebra courses to teach students mathematical modeling and applied problem-solving skills. However, word problem solving is often a significantly challenging area for students with learning disabilities because it involves computing mathematical equations and implementing a myriad of cognitive processes that require conceptual knowledge. Diagrams are considered an effective and powerful visualization strategy because they help students see the hidden mathematical structure of the problem. The use of diagrams is recommended as students work toward more complex math concepts in middle school and high school.

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Using a Digital Pen to Support Secondary Students With Learning Disabilities

Intervention in School and Clinic ◽

10.1177/1053451217692567 ◽

2017 ◽

Vol 53 (1) ◽

pp. 36-43 ◽

Cited By ~ 4

Author(s):

Min Wook Ok ◽

Kavita Rao

Keyword(s):

Learning Disabilities ◽

Secondary Students ◽

Skill Acquisition ◽

Note Taking ◽

Instructional Technologies ◽

Students With Learning Disabilities ◽

Teachers And Students ◽

Students With Ld ◽

Assessment And Testing ◽

Content Review

Secondary students with learning disabilities (LD) can benefit from using assistive and instructional technologies to support content and skill acquisition. Digital pens have features that can be beneficial for students who struggle with comprehension, note taking, and organization. Livescribe pens, in particular, provide a variety features that teachers and students can use as a support for note taking, content review and test preparation, formative assessment, and testing accommodations and as a math calculator for secondary students with LD. This article describes several ways that teachers can integrate digital pens to support secondary students with LD and discusses potential benefits and challenges regarding the use of these pens.

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Dissing learning disabilities

10.32920/ryerson.14656875 ◽

2021 ◽

Author(s):

Richa Sud

Keyword(s):

Learning Disabilities ◽

Academic Success ◽

Secondary Students ◽

Academic Experiences ◽

Social Model ◽

Students With Learning Disabilities ◽

Structured Interviews ◽

Social Model Of Disability ◽

Post Secondary ◽

Qualitative Research Study

This qualitative research study explores the experiences of post-secondary students with Learning Disabilities (LDs). Using phenomenology, semi-structured interviews were conducted with four university students from Southern Ontario. The study discusses the strengths, challenges, commonalities and differences between the students‘ academic experiences through which they have derived current academic success. Data analysis draws from Critical Theory of Education, Social Model of Disability and Goffman‘s analysis of Stigma. The findings in this study provide insight into the classroom experiences of the students with LDs in elementary, middle and high schools. Further, they help understand ways adapted by students to navigate the education system through each of their varied experiences. This paper will conclude with implications and suggestions for social work professionals working with students who have LDs.

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