Effectiveness of a Concept Teaching Routine in Enhancing the Performance of LD Students in Secondary-Level Mainstream Classes

1988 ◽  
Vol 11 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Janis Bulgren ◽  
Jean B. Schumaker ◽  
Donald D. Deshler
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Concept Acquisition ◽  
Students With Learning Disabilities ◽  
Regular Class ◽  
Regular Classrooms ◽  
Before And After ◽  
Teachers And Students ◽  
Concept Teaching ◽  
Teaching Routine

The purpose of this study was to design and evaluate the effectiveness of Concept Diagrams and a related Concept Teaching Routine when used by regular class teachers to present concepts to heterogeneous groupings of students, including learning disabled pupils, in regular classrooms. The study focused upon both teachers and students. The teachers' ability to prepare Concept Diagrams and to implement a Concept Teaching Routine in the classroom was measured. Students were evaluated relative to performance on Tests of Concept Acquisition, regular classroom tests, and notetaking before and after implementation of the Concept Teaching Routine. Results indicated that teachers can select concepts from content material, prepare Concept Diagrams from those concepts, and present concepts to their classes. Both students with learning disabilities and students without learning disabilities showed gains in their performance on Tests of Concept Acquisition and in notetaking when the Concept Teaching Routine was used in the classroom. Gains in performance on regular tests were associated with the Concept Teaching Routine combined with a review procedure.

Learning Disabilities and Reading: Instructional Recommendations from Current Research

1983 ◽  
Vol 50 (3) ◽  
pp. 230-240 ◽  
Author(s):  
Rena B. Lewis
Keyword(s):  
Learning Disabilities ◽  
Instructional Strategies ◽  
Teacher Effectiveness ◽  
Direct Instruction ◽  
Learning Disabled ◽  
Cognitive Resources ◽  
Students With Learning Disabilities ◽  
Teaching Of Reading ◽  
Education Of Students

This review of research addresses the teaching of reading, one of the most common concerns in the education of students with learning disabilities. First, past conceptualizations of the condition of learning disabilities are considered, then rejected in favor of the notion that learning disabled individuals are characterized by a failure to deploy cognitive resources effectively. Next, recent research on teacher effectiveness and the technology of direct instruction is examined in relation to current understandings of the nature and treatment of learning disabilities. Finally, empirically based instructional strategies for the teaching of reading to the learning disabled are suggested.

Using a Digital Pen to Support Secondary Students With Learning Disabilities

2017 ◽  
Vol 53 (1) ◽  
pp. 36-43 ◽  
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.

Reading Comprehension Instruction: Summarization and Self-Monitoring Training for Students with Learning Disabilities

1991 ◽  
Vol 58 (3) ◽  
pp. 270-279 ◽  
Author(s):  
Linda Duncan Malone ◽  
Margo A. Mastropieri
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Training Session ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Self Monitoring ◽  
Think Aloud Protocols ◽  
Reading Comprehension Instruction ◽  
Before And After ◽  
Monitoring Training

Forty-five middle-school students with learning disabilities were randomly assigned to one of three reading-comprehension training conditions: (a) summarization training, (b) summarization training with a self-monitoring component, or (c) traditional instruction. All students were interviewed before and after training regarding the strategies they typically employ during reading comprehension; during one training session, “think aloud” protocols were collected. Results indicated that students with learning disabilities trained in summarization procedures performed statistically higher on all dependent measures. In addition, on some transfer measures, students who were trained in the monitoring component statistically outperformed those with only the summarization training.

scholarly journals The Impact of a Training Program for Families of Students with Learning Disabilities in Activating Familial Participation and Reducing Learning Disabilities Aspects and Developing the Academic Achievement of Their Children

2018 ◽  
Vol 10 (4) ◽  
pp. 140
Author(s):  
Mohammad Ahmad Bairat ◽  
Akef Abdullah Al-Khateeb
Keyword(s):  
Academic Achievement ◽  
Learning Disabilities ◽  
Training Program ◽  
Significant Positive Correlation ◽  
Female Students ◽  
Training Period ◽  
Students With Learning Disabilities ◽  
Before And After ◽  
The Impact ◽  
Performance Scale

The study aimed at building a training program for the families of students with learning disabilities to activate the familial participation and reduce learning disabilities aspects and develop the academic achievement of such students. The study’s sample composed of (46) families and (46) male and female students from these families. To achieve the objectives of the study, the researchers prepared a list to assist the familial participation applied on the families before and after the training period; they used the scale of (Sartawi,1995) to reveal the learning disabilities of their children applied before and after the training period, as well as the scale of academic achievement (educational packages,2010), moreover; they built the suggested program to activate the familial participation. The study concluded that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the learning disabilities aspects. It also showed that there were statistically significant differences between the pre-measurement and post-measurement in favor of the post-measurement regarding the students’ performance in relation to the academic performance scale (educational packages,2010), furthermore; there were statistically significant positive correlation between the familial participation and learning disabilities aspects, and between the familial participation and the academic achievement.

Performance of Students with Learning Disabilities on Validity Indexes of the Perception of Ability Scale for Students

1992 ◽  
Vol 75 (1) ◽  
pp. 27-34 ◽  
Author(s):  
James W. Chapman ◽  
Frederic J. Boersma
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Learning Problems ◽  
Response Patterns ◽  
Students With Learning Disabilities ◽  
Regular Form ◽  
Disabled Students ◽  
Normally Achieving ◽  
Scale Scores ◽  
Response Biases

The present study examined the performance of 78 students with learning disabilities and 71 normally achieving students in regular Form 1 (Grade 6) classes on three validity indexes of the Perception of Ability Scale for Students, a measure of academic self-concept. The three indexes assess consistency of responding, negative or positive response biases, and misrepresentation of self-perceptions in terms of unrealistic perceptions of perfection in school. Analysis showed that learning disabled students obtained significantly lower Full Scale scores than the normal students, but no significant differences appeared on the three validity indexes. Users of the test can be confident that learning disabled students respond to items in as valid a manner as other students. Having specific learning problems in school should not interfere with response patterns on this scale.

Teaching Geography to High School Students with Academic Deficits: Effects of a Computerized Map Tutorial

1988 ◽  
Vol 11 (4) ◽  
pp. 371-379 ◽  
Author(s):  
Steven V. Horton ◽  
Thomas C. Lovitt ◽  
Tim Slocum
Keyword(s):  
Learning Disabilities ◽  
High School Students ◽  
Learning Disabled ◽  
Ninth Grade ◽  
The Other ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Practical Applications ◽  
Significant Difference ◽  
Academic Deficits

This research investigated the effectiveness of two treatments designed to teach the locations of 28 major cities in Asia to students identified as learning disabled and remedial enrolled in a ninth-grade world geography class. In one treatment, students were presented the locations of 14 cities by completing a computerized map tutorial. In the other intervention, students were asked to learn the locations of 14 different cities by referencing an atlas and transcribing their findings to a work map. Results indicated that the computerized map tutorial produced significantly higher performance than the atlas condition for students with learning disabilities and remedial pupils. Within treatments, no significant difference was noted in the performance of the two groups. Several practical applications of computerized graphics for students with academic deficits are discussed.

Decision-Making Practices During the Instrument Selection Process: The Choices We Make

2018 ◽  
Vol 44 (4) ◽  
pp. 281-291
Author(s):  
Jessica A. Rueter ◽  
Rochell McWhorter ◽  
Julie Delello
Keyword(s):  
Decision Making ◽  
Learning Disabilities ◽  
Selection Process ◽  
School Personnel ◽  
Learning Disabled ◽  
Basic Knowledge ◽  
Students With Learning Disabilities ◽  
Instrument Selection ◽  
Face To Face ◽  
Decision Making Processes

The purpose of this article is to understand the decision-making processes by assessment personnel when choosing instruments to evaluate students with learning disabilities. Eight school personnel responsible for the evaluation of students in Texas participated in face-to-face, semistructured interviews. The instruments chosen were based on a variety of factors including the personnel’s basic knowledge and training on the use of the instruments, the culture and climate of the district, and the overall characteristics of the child being tested. The findings of this study suggested that assessment personnel encounter many decisions when evaluating children with learning disabilities. Implications from this study include the need for frequent support in encouraging reflective thinking and assessment training for those responsible for the important decisions regarding the identification and placement of students who are learning disabled.

A Second-Language Approach to Mathematics Skills: Applications for Limited-English Proficient Students with Learning Disabilities

1983 ◽  
Vol 6 (4) ◽  
pp. 489-495 ◽  
Author(s):  
Gilberto J. Cuevas ◽  
Martha C. Beech
Keyword(s):  
Learning Disabilities ◽  
Language Comprehension ◽  
Limited English Proficient ◽  
Language Skills ◽  
Learning Disabled ◽  
Teaching Mathematics ◽  
Students With Learning Disabilities ◽  
Mathematics Skills ◽  
Approach To Teaching ◽  
Limited English Proficient Students

Learning disabled limited-English proficient (LEP) students' specific needs in learning the language of mathematics have not yet been clearly defined. Based on our knowledge about mathematics and learning disabled students, language comprehension, knowledge of syntax and vocabulary, and understanding of relational terms as they apply to mathematics appear to represent the areas which researchers and teachers must focus on when dealing with LEP students. A diagnostic/prescriptive approach to teaching mathematics with specific emphasis on needed language skills will be presented in this article.

Teaching Secondary Learning Disabled Students to the Mainstream

1978 ◽  
Vol 1 (4) ◽  
pp. 62-72 ◽  
Author(s):  
Theresa E. Laurie ◽  
Lorie Buchwach ◽  
Rita Silverman ◽  
Naomi Zigmond
Keyword(s):  
Learning Disabilities ◽  
Major Part ◽  
Classroom Teacher ◽  
Learning Disabled ◽  
Regular Classroom ◽  
Educational Programming ◽  
Disabled Students ◽  
Regular Educators ◽  
Regular Class ◽  
Cooperative Planning

Without effective cooperative planning between the learning disabilities teacher and the regular classroom teacher, the probability of successfully mainstreaming an LD adolescent into the regular classroom is greatly reduced. Cooperative planning is an educational programming and monitoring arrangement between special and regular educators on behalf of LD students. This article presents the thesis that a major part of the learning disabilities teacher's role is to assist the mainstream teacher in developing and implementing instructional alternatives. The authors delineate prerequisites for bringing about educational change in the mainstream and specify a sequence of steps for systematically creating change in the regular class on behalf of LD adolescents.

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