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Reading strategies for middle school students with learning disabilities /Knox, Antoinette M. January 2008 (has links)
Thesis (Ed. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 143-157). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Understanding the Perceptions of Self-Efficacy of Students with Learning Disabilities: A Review and Critique of the Current LiteratureSalman, Hande 11 August 2009 (has links)
No description available.
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Effects of Peer Tutoring on Passing Developmental MathematicsThames, Geoffrey, Thames, Geoffrey January 2017 (has links)
The cost of remediation is high, for both postsecondary institutions (Pain, 2016) and the students who are enrolled in developmental math courses (Attewell et al., 2006). Academic support services such as tutoring, have been associated with positive student outcomes in developmental math (Bonham & Boylan, 2012). The Learning Center is a fee for service program at a four-year postsecondary institution that provides comprehensive academic support services for students with learning and attention challenges. Little is known, however, if these types of support services are effective for students with learning and attention challenges. Thus, a program evaluation study was conducted on the effectiveness of tutoring services at the Learning Center. Specific research questions are (a) What is the effect of peer tutoring on the incidence of passing developmental math? (b) How do students with learning and attention challenges engage with on-campus academic support services?
Four cohorts of developmental math students from fall semesters 2012 through 2015 were examined in this cross-sectional study, which consisted of 182 complete cases. Variables to conduct this program study included a binary outcome of passing the developmental math course, and the primary independent variable of math tutoring usage at the Learning Center. Controls variables included student demographic information, prior academic achievement in mathematics, and student usage of additional available academic support services on campus and at the Learning Center.
A logistic regression analysis revealed that usage of math tutoring at the Learning Center was not an effective intervention. Nearly half of the students did not engage in math tutoring services at the Learning Center. Engagement with tutoring for other subjects at the Learning Center was significantly related to the outcome with an eight percent increase in the likelihood of passing the developmental math course for each additional hour of usage χ2 (1, n = 182) = 10.43, p = .001. Prior academic achievement in math also was significantly related with the likelihood of passing developmental math χ2 (1, n = 182) = 10.1, p = .001 with an increased odds of 78 percent for every one standard deviation increase in math performance on a standardized math exam. Thus, student characteristics such as prior academic achievement in math and engagement with other academic support services were indicators of passing developmental mathematics. Recommendations for adjusting future academic support intervention efforts at the Learning Center for developmental math based upon the unique characteristics of these students are provided as a result of these findings.
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Predicting Academic Behavior of Seventh-Grade Students With and Without Learning Disabilities Using Curriculum-Based Formative Assessment Tests on a Statewide Reading AssessmentHaxhiraj, Brikena 29 September 2014 (has links)
This study examined the relation and predictive validity of the three seventh-grade reading curriculum-based measurements (CBMs), (a) passage reading fluency, (b) vocabulary, and (c) comprehension, on student performance on the Oregon Assessment of Knowledge and Skills Reading (OAKS-R). This question was examined using extant data collected from 857 seventh-grade students in a Pacific Northwest school district during spring quarter. Of the total sample of 857, only 557 students' records were analyzed: 499 general education students and 58 students with learning disabilities who met the a priori participation criteria of having scores on all three spring easyCBM Reading measures (PRF, VOC and MCRC) and an OAKS-R score. Correlational analysis revealed different outcomes for the two groups. For the general education population, the highest correlation coefficient was between CBM vocabulary and OAKS-R (r = .65). Follow-up regression analysis also indicated that CBM Vocabulary (&beta = .44) was the best predictor for students in the general education population. However, for students with learning disabilities, CBM comprehension was the most strongly correlated to OAKS-R (r = .60), and regression analysis showed comprehension (&beta = .40) as the best predictor of students' OAKS-R performance. When specific nonacademic variables were added to the regression model for general education, CBM vocabulary (&beta = .41) and CBM comprehension (&beta = .43) were still the best predictors for students in general education and students with learning disabilities, respectively. Practical implications of the predictive validity of the CBM reading measures for practitioners are discussed in relation to assessment, instruction, and resource allocations. Finally, suggestions for future research in the areas of improving CBM utility as a predictor of success on statewide assessments in reading at the middle school level are discussed.
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Take the Route to Effective Instruction: Evidence-Based Practices in Math Education for Students with Learning DisabilitiesMarks, Lori J., Bellows, Mollie E., Hudson, Tina M. 01 January 2015 (has links)
No description available.
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English Language Learners with Learning Disabilities and the Language in Mathematics: Inclusive Instruction to Support the Acquisition of Both LanguagesDijk, Wilhelmina Van, Marks, Lori Jean 21 March 2014 (has links)
No description available.
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Assessing and Addressing the Assistive Technology Needs of Students with Learning DisabilitiesMarks, Lori J. 10 December 1999 (has links)
No description available.
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Evaluating Students with Mild Disabilities for Assistive Technology NeedsMarks, Lori J. 01 January 1996 (has links)
No description available.
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Learning Disabilities and Assistive Technology: Tools and Techniques for Home and SchoolMarks, Lori J. 01 November 1996 (has links)
No description available.
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Strategies for Assisting Students with ADHD and Learning Disabilities: Promoting Success in the University EnvironmentMarks, Lori J. 15 April 2016 (has links)
No description available.
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