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This study investigated the effects of classwide peer tutoring (CWPT) on word attack skills among students with learning disabilities (LD). The participants included 5 students with LD in the control group and 4 students with LD in the CWPT experimental group; all of the students were in the third grade in Najran, Kingdom of Saudi Arabia (KSA). The word attack test (WAT) was developed and administered to the two groups as the pretest and posttest. The students in the experimental group received instruction through CWPT, whereas the students in the control group received individual instruction. In the WAT posttest, the mean rank of the students in the experimental group was significantly higher than that of the control group.
This study aimed to identify talented students' levels of satisfaction with the performance of the gifted centers. The sample of the study consisted of (142) gifted and talented students enrolled in the Najran Centers for Gifted in the Kingdom of Saudi Arabia. A questionnaire was developed and distributed to the sample of the study. The results revealed that talented students were highly satisfied with the administration and teachers, whereas they were only moderately satisfied with enrichment activities, teaching methods, student relationships and facilities and equipment. Moreover, results also showed that there were no significant differences could be attributed to gender or to the level of schooling.
The purpose of this study was to identify the effectiveness of cooperative learning in improving mathematical concepts among students with mild intellectual disability (SMID). The sample of the study consisted of 8 SMID at Najran in the Kingdom of Saudi Arabia. The sample of the study was divided randomly into two equal groups control and experimental. The students in the experimental group have studied the mathematical concepts by using cooperative learning; however the students in the control group were received their teaching by the conventional method. The photo mathematical concepts test was applied for two groups as pre-test and post-test. Results showed the effectiveness of cooperative learning in improving mathematical concepts for SMID in favour of the students in the experimental group.
The purpose of this study was to identify the effectiveness of cooperative learning in improving mathematical concepts among students with mild intellectual disability (SMID). The sample of the study consisted of 8 SMID at Najran in the Kingdom of Saudi Arabia. The sample of the study was divided randomly into two equal groups control and experimental. The students in the experimental group have studied the mathematical concepts by using cooperative learning; however the students in the control group were received their teaching by the conventional method. The photo mathematical concepts test was applied for two groups as pre-test and post-test. Results showed the effectiveness of cooperative learning in improving mathematical concepts for SMID in favour of the students in the experimental group.
The purpose of this study was to identify the effectiveness of self – instruction strategy in improving word recognition skills for Students with Learning Disabilities (SLD) at Najran in the Kingdom of Saudi Arabia. The sample of the study consisted of (14) SLD; it was divided randomly into two equal groups: control and experimental. The students in the experimental group have studied the word recognition skills by self – instruction strategy; however, the students in the control group were received their teaching by the conventional method. The word recognition skills test was applied for two groups as pre-test and post-test. Results showed the effectiveness of self – instruction strategy in improving word recognition skills for SLD in favor of the students in the experimental group.
Behavior modification
Reading Interventions With Behavioral and Social Skill Outcomes: A Synthesis of Research2014 •
Research findings have suggested that reading deficits and problem behaviors are positively related. This synthesis investigated how reading interventions impact behavioral/social skill outcomes by reviewing studies that included (a) a reading intervention without behavioral/social skill components, (b) behavioral/social skill dependent variables, and (c) students in Grades K-12. Fifteen articles were evaluated by the type of reading intervention, associations between positive reading effects and behavioral/social skill outcomes, and The What Works Clearinghouse (WWC) determinants of study ratings. Findings suggested that reading interventions tended to have positive reading outcomes, while behavioral/social skill outcomes were small or negative. Research did not suggest an association between improved reading and behavioral performance, regardless of the WWC study determinants rating. Implications include reading instruction may not be sufficient to improve behavioral and social sk...
… Disabilities Research & …
The Effects of Peer‐Mediated Instruction in Mathematics for Students with Learning Problems: A Research Synthesis2007 •
Although early reading instruction focuses on phonemic awareness and the alphabetic principle, research indicates that reading comprehension strategies can be effectively taught to young students. Peer-reviewed studies that employed experimental or quasiexperimental designs and included children between the ages of five and nine, some of whom had disabilities or were determined to be at-risk for academic failure, were examined. Five categories of reading comprehension strategies (peer learning, self-questioning, story grammar and text structure, story mapping and graphic organizers, and vocabulary development) that have increased the reading comprehension abilities of young students were identified and discussed. Students appeared to be most successful when two or more strategies were combined. Instructional choices teachers might make in light of the current research are discussed.
The aim of this study is to investigate the contribution of services and programs of special education centers (SECs) to the social empowerment of individuals with intellectual disabilities (ID). The social empowerment survey was prepared and distributed to 94 administrators and employees at SECs in the northern region of Jordan. Results indicated that there are a moderate contribution of Jordanian SECs services and programs to the social empowerment of individuals with ID according to the perspectives of administrators and employees in the northern region of Jordan.
American Educational Research Journal
The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers With and Without Additional Computer-Assisted Instruction in Phonological Awareness2001 •
2009 •
The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. We examined the impact of four categories of instructional components: (a) approaches to instruction and/or curriculum design, (b) formative assessment data and feedback to teachers on students' mathematics performance, (c) formative data and feedback to students with LD on their performance, and (d) peer-assisted mathematics instruction. All instructional components except for student feedback with goal-setting and peer-assisted learning within a class resulted in significant mean effects ranging from 0.21 to 1.56. We also examined the effectiveness of these components conditionally, using hierarchical multiple regressions. Two instructional components provided practically and statistically important increases in effect size–teaching students to use heuristics and explicit instruction. Limitations of the study, suggestions for future research, and applications for improvement of current practice are discussed.
2000 •
Learning Disabilities Research and Practice
Procedural Facilitators and Cognitive Strategies: Tools for Unraveling the Mysteries of Comprehension and the Writing Process, and for Providing Meaningful Access to the General Curriculum2002 •
Learning Disabilities Research Practice
Procedural Facilitators and Cognitive Strategies: Tool for Unraveling the Mysteries of Comprehension and the Writing Process, and for Providing Meaningful Access to the General Curriculum2002 •
The Journal of Special Education
Designing High-Quality Research in Special Education: Group Experimental Design2000 •
2004 •
American Educational Research Journal
Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity1997 •
Learning Disabilities Research & Practice
Making Connections: Linking Cognitive Psychology and Intervention Research to Improve Comprehension of Struggling Readers2014 •
Learning Disabilities Research and Practice
Can Middle School Students with Serious Reading Difficulties Help Each Other and Learn Anything?2001 •
Exceptionality Education …
An Update on the Use of Peer Tutoring and Students with Emotional and Behavioural Disorders2009 •
Review of Educational Research
Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research2001 •
The Elementary School Journal
A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students2002 •
Exceptional Children
Grouping Practices and Reading Outcomes for Students with Disabilities1999 •
Journal of Behavioral …
Classwide peer tutoring: Effects on the spelling performance and social interactions of students with mild disabilities and their typical peers in an integrated …1997 •
School Psychology …
Achievement, placement, and services: Middle school benefits of Classwide Peer Tutoring used at the elementary school1993 •
The Journal of Educational Research
Reading Rescue: A follow-up on effectiveness of an intervention for struggling readers2018 •
Online Submission
Full Inclusion Programs for Elementary Students with Learning Disabilities: Can They Meet Student Needs in an Era of High Stakes Accountability?2011 •
Review of Educational Research
A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers2009 •