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The Effectiveness Of The Mnemonic Keyword Strategy On Math Vocabulary Learning For Students With Learning Disabilities, Lily Siegel
Theses and Dissertations
The purposes of this study were to investigate (a) the impact of the mnemonic keyword strategy on the acquisition of mathematical vocabulary of students with learning disabilities, (b) the impact of the mnemonic keyword strategy on the retention of mathematical vocabulary of students with learning disabilities, and (c) the level of satisfaction that students with learning disabilities have with the mnemonic keyword method. Seven sixth grade students with learning disabilities participated in this study, which utilized a multiple baseline across participants design. During the baseline and mnemonic keyword intervention phases, students completed weekly assessments to measure their acquisition of mathematical …
The Effectiveness Of The Flipped Classroom For Students With Learning Disabilities In An Algebra I Resource Setting, Ashley Butterick
The Effectiveness Of The Flipped Classroom For Students With Learning Disabilities In An Algebra I Resource Setting, Ashley Butterick
Theses and Dissertations
The purpose of this study was: (a) to examine the effectiveness of using the flipped classroom model to improve the academic scores of students with a specific learning disabilities (SLD), (b) to examine the effectiveness of using the flipped classroom to improve rates of homework completion by students with a SLD and (c) to evaluate student satisfaction and perception of the flipped classroom intervention. Five high school students, four males and one female, with a SLD participated in the study. A single subject ABAB design was used. During the baseline phases, students received Algebra I instruction through a traditional classroom …
Educational Predictors For Postsecondary Living Status, Irina Cain
Educational Predictors For Postsecondary Living Status, Irina Cain
Theses and Dissertations
This study was performed as the result of gaps in the literature in the area of transition to independent living (IL) using secondary data from the National Longitudinal Transition Study 2 (NLTS-2). Its findings identify individual, skills, family, and school factors that predict postsecondary living status and moderators of the relationships between predictors and the outcome. Specifically, results indicated the following factors as predicting postsecondary living status: individual factors (ethnicity and disability label), skills (self-care, functional mental, personal autonomy, self-realization, and social), family factors (parental expectations and parental involvement in school), and school factors (student’s role in transition planning and …