الوظائف التنفيذية وعلاقتها بالدافعية للإنجاز والتحصيل الأكاديمي لدى تلاميذ المرحلة الإعدادية ذوي صعوبات التعلم = Executive Functions and Their Relation to Achievement Motivation and Academic Achievement among Middle School Students with Learning Disabilities

2017 ◽  
pp. 159-193
Author(s):  
أحمد فوزي جنيدي
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Executive Functions ◽  
Achievement Motivation ◽  
Students With Learning Disabilities ◽  
School Students

Teaching Middle School Students With Learning Disabilities to Comprehend Text Using Self-Questioning

2017 ◽  
Vol 53 (5) ◽  
pp. 276-282 ◽  
Author(s):  
Laurice M. Joseph ◽  
Kelsey M. Ross
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Evidence Based ◽  
Effective Strategy ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Reading Text ◽  
Progress Monitor

Middle school students with learning disabilities often struggle to gain meaning from text. Engaging in self-questioning is an effective strategy for comprehending text, however, middle school students with learning disabilities often do not naturally engage in self-questioning before, during, or after reading. These students may also have difficulty generating questions to ask themselves while reading text. This article presents evidence-based methods and specific instructional scaffolds for teaching middle school students with learning disabilities to generate questions on their own before, during, and after reading. A discussion of how to progress monitor students’ acquisition of self-questioning will also be provided.

scholarly journals Self-Regulation of Middle School Students With Learning Disabilities During a Complex Project-Based Science Activity

2019 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Sheri Berkeley ◽  
Anna Larsen ◽  
Amanda Colburn ◽  
Robert Yin
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Educational Games ◽  
Renewable Energy Sources ◽  
Self Regulation ◽  
Project Based Learning ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Actual Performance

Self-regulation is widely considered important for the academic success of students. Yet, there is limited research about how students self-regulate during complex, long-term learning tasks, such as the project-based learning activities that commonly occur as part of science classroom instruction. There is also less known about how atypical learners, including students with learning disabilities (LD), self-regulate academic tasks. The current multiple case study explores these gaps in the research base through an investigation of how middle school students with language-based LDs self-regulated their learning during a complex, science-based project—creation of computerized serious educational games (SEG) about renewable energy sources. Findings from the current study suggest that there is a relationship between attributions that students with LD make for their performance and their self-efficacy for learning, but only under specific conditions. The role of this relationship seems to diminish when a student poorly calibrates perception of ability relative to actual performance and when a student perceives the cost of effort to outweigh the benefit.

Sign in / Sign up

Export Citation Format

Share Document