Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Addition – Study and teaching (Elementary); Arithmetic – Study and teaching (Elementary); Concrete-representational-abstract sequence; Learning disabled children (1)
- Adequate yearly progress; Articulation (Education); Educational accountability; Educational equalization; Elementary schools; Limited English-proficient students; Minority students; No Child Left Behind Act of 2001; Professional development school; Special education; Special populations; Students with disabilities (1)
- Book clubs (Discussion groups) (1)
- Education (1)
- Elementary (1)
-
- Group reading (1)
- Hispanic (1)
- Language (1)
- Learning disabilities; Learning disability; Problem solving – Study and teaching (Elementary); Response-to-intervention; Strategy instruction; Tier 2; Word problems (Mathematics) – Study and teaching (Elementary) (1)
- Literature circles (1)
- Postmodern (1)
- Postmodernism (Literature) (1)
- Reader response (1)
- Reading disability (1)
- School children (1)
- Social sciences (1)
- Students (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Students With Reading Disabilities Participating In Literature Discussions: A Case Study, Elysha Patino O’Brien
Students With Reading Disabilities Participating In Literature Discussions: A Case Study, Elysha Patino O’Brien
UNLV Theses, Dissertations, Professional Papers, and Capstones
This qualitative case study addressed a lack of research concerning literature discussions for students with learning disabilities in reading. Fourth and fifth grade students with reading disabilities participated in twice-weekly literature discussions, 30- to-60 minutes each, for 12 weeks. The students attended a Title I school and most were Hispanic males. Together, they read and discussed five postmodern picturebooks. The purpose of the study was to understand (a) reader responses to the illustrations, text, and postmodern features of the books, and (b) the individual reader’s response habits. Situated within a sociocultural frame, the theories guiding this study pertained to language …
Investigating The Effects Of Addition With Regrouping Strategy Instruction Among Elementary Students With Learning Disabilities, Christi Miller Carmack
Investigating The Effects Of Addition With Regrouping Strategy Instruction Among Elementary Students With Learning Disabilities, Christi Miller Carmack
UNLV Theses, Dissertations, Professional Papers, and Capstones
Many students, specifically those with learning disabilities, struggle to master foundational computation skills such as addition with regrouping. With this in mind, the purpose of this research was to examine the effects of strategy instruction that involved the use of the concrete-representational-abstract teaching sequence on the addition with regrouping computation and word problem-solving skills of students with learning disabilities. This study involved the use of a multiple probe across participants design with two replications. The participants included nine second through sixth graders who had been identified as having a learning disability and were demonstrating mathematics difficulties. There were three females …
Investigating The Effects Of A Combined Problem-Solving Strategy For Students With Learning Difficulties In Mathematics, Dustin B. Mancl
Investigating The Effects Of A Combined Problem-Solving Strategy For Students With Learning Difficulties In Mathematics, Dustin B. Mancl
UNLV Theses, Dissertations, Professional Papers, and Capstones
Many students, specifically those with learning difficulties in mathematics, struggle when presented with word problems to solve. With this in mind, the purpose of this research was to examine the effects of the READER Strategyon word problem performance of students with mathematics disabilities and students who are at-risk to fail in mathematics. There were two parts to this research. Part One was implemented using a single-subject design (i.e., multiple-probe across participants) and Part Two was implemented using a group design (i.e., 2 x 4 factorial design). The single-subject design included three participants identified as having mathematics disabilities. There were two …
Exploring The Factors That Influence Adequate Yearly Progress Within Elementary School Settings, Shannon Marie Hennrich
Exploring The Factors That Influence Adequate Yearly Progress Within Elementary School Settings, Shannon Marie Hennrich
UNLV Theses, Dissertations, Professional Papers, and Capstones
In the recent past, standards and access to resources for accountability and equity have been implemented nationally in schools. For example, the No Child Left Behind (NCLB) Act of 2001, was a federal mandate designed to raise the academic expectations and accountability of all learners. In addition, the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and Section 504 of the Rehabilitation Act of 1973 were created to protect the rights of all individuals with disabilities in programs that receive federal funds and ensure equal access to knowledge. Additionally, English language learners (ELL) must be included in the general …