Using Video-Based Instruction via Augmented Reality to Teach Mathematics to Middle School Students With Learning Disabilities.


:The purpose of this study was to examine the effectiveness of video-based mathematics instruction for seven middle school students with specific learning disability (SLD), using an augmented reality-based training package. The dependent variable was the percentage of steps students performed correctly to solve each type of mathematics problem. The independent variable was the augmented reality video-based intervention, which used video to model the individual steps for solving four types of multistep mathematics problems: (a) addition and subtraction of integers, (b) multiplication and division of integers, (c) using ratio reasoning to convert measurement units, and (d) using multiplication and division to calculate rate of change. Results indicated a functional relation between the video-based mathematics intervention and the percentage of steps completed correctly for each type of problem. All seven participants showed significant gains immediately after receiving the intervention and maintained improved problem-solving skills in at least three out of the four problem categories.


J Learn Disabil


Kellems RO,Eichelberger C,Cacciatore G,Jensen M,Frazier B,Simons K,Zaru M




Has Abstract


2020-07-01 00:00:00












  • A Cross-National Comparison of Attributional Patterns Toward Students With and Without Learning Disabilities.

    abstract::Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Woodcock S,Jiang H

    更新日期:2018-01-01 00:00:00

  • On learning ... more or less: a knowledge x process x context view of learning disabilities.

    abstract::The authors review the last decade of their research on learning disabilities and conclude that knowledge x process x context is the most useful way to think about children's cognitive difficulties. According to this framework, learning disabilities is seen as a result of the interplay between a poorly elaborated know...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,评审


    authors: Ceci SJ,Baker JG

    更新日期:1989-02-01 00:00:00

  • Reading research for students with LD: a meta-analysis of intervention outcomes.

    abstract::The present article provides a meta-analysis of instructional research with samples of children and adolescents with learning disabilities in the domains of word recognition and reading comprehension. The results of the synthesis showed that a prototypical intervention study has an effect size (ES) of .59 for word rec...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,meta分析


    authors: Swanson HL

    更新日期:1999-11-01 00:00:00

  • Students with learning disabilities in Canadian colleges and universities: a primer for service provision.

    abstract::The authors, both of whom are involved in providing support services to university students with learning disabilities, describe some of the current issues and challenges faced by students, staff, and faculty. Programs and initiatives in some Canadian institutions that have proven to be successful are described, such ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Cox DH,Klas LD

    更新日期:1996-01-01 00:00:00

  • The social construction of ability and disability: II. Optimal and at-risk lessons in a bilingual special education classroom.

    abstract::Bilingual students' language and literacy skills were compared across three classroom events in a special day classroom for students with language learning disabilities. Events ranged from the teacher-structured, formal class openings to the informal, peer-structured socio-dramatic play. Results showed that certain co...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Ruiz NT

    更新日期:1995-10-01 00:00:00

  • Genetic influences on specific versus nonspecific language impairment in 4-year-old twins.

    abstract::The present study addresses the distinction between specific (SLI) and nonspecific (NLI) language impairment at an etiological level by estimating the relative genetic and environmental contributions to language impairment in children with SLI and NLI. Drawing on a large longitudinal twin study, we tested a sample of ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Hayiou-Thomas ME,Oliver B,Plomin R

    更新日期:2005-05-01 00:00:00

  • An experiment on cognitive remediation of word-reading difficulty.

    abstract::Cognitive remediation of decoding deficit was attempted by following a theoretically based program. The theory identifies four major cognitive processes: Planning, Attention, Simultaneous, and Successive (PASS) processing. The PASS Remedial Program (PREP) provides 10 structured tasks that are aimed at developing inter...

    journal_title:Journal of learning disabilities

    pub_type: 临床试验,杂志文章,随机对照试验


    authors: Das JP,Mishra RK,Pool JE

    更新日期:1995-02-01 00:00:00

  • The presence of Matthew effects in Dutch primary education, development of language skills over a six-year period.

    abstract::Using a nationally representative sample of 5,150 Dutch students who have been followed over a 6-year period, the presence of the Matthew effect was investigated for general language skills. The analyses do not reveal unmistakable evidence for the supposition that the rich get richer and the poor poorer. On the contra...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Luyten H,ten Bruggencate G

    更新日期:2011-09-01 00:00:00

  • ADHD: a psychological response to an evolving concept. (Report of a Working Party of the British Psychological Society).

    abstract::The British Psychological Society is the only national organization of psychologists within the United Kingdom representing all aspects of psychology and all subspecialisms within psychology. It is both a learned scientific society and a professional association. To address the concept of attention-deficit/hyperactivi...

    journal_title:Journal of learning disabilities



    authors: Reason R,Working Party of the British Psychological Society.

    更新日期:1999-01-01 00:00:00

  • A comparison of multiple methods for the identification of children with reading disabilities.

    abstract::There has been considerable discussion of the methods used for the identification of children with reading disabilities. This study examined three different methods that could be used in the identification of children with reading disabilities and their consistency with teacher ratings of behaviors believed to be asso...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Sofie CA,Riccio CA

    更新日期:2002-05-01 00:00:00

  • Macbeth in the resource room: students with learning disabilities study Shakespeare.

    abstract::A teacher describes a secondary English unit on Shakespeare implemented in a manner designed to take advantage of the learning differences of resource room students. After developing and investigating questions relating to Macbeth, students then read and enjoyed the drama. As a result of acquiring an understanding of ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Thorson S

    更新日期:1995-11-01 00:00:00

  • Subgrouping poor readers on the basis of individual differences in reading-related abilities.

    abstract::The present study investigated the use of the Reading Component Model to subgroup poor readers. A large sample of poor readers was identified in second grade and subgrouped on the basis of relative strengths and weaknesses in word recognition and listening comprehension. Although homogeneous subgroups were not identif...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Catts HW,Hogan TP,Fey ME

    更新日期:2003-03-01 00:00:00

  • Employment self-disclosure rates and rationales of university graduates with learning disabilities.

    abstract::Five hundred graduates with learning disabilities (LD) from three universities in the United States completed a survey related to their postschool employment outcomes and experiences. The present study presents data related to their decisions regarding LD disclosure in employment settings. Although 73% of the responde...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Madaus JW

    更新日期:2008-07-01 00:00:00

  • Attention deficit disorder and specific reading disability: separate but often overlapping disorders.

    abstract::Within a large (N = 182) heterogeneous sample of clinic-referred children with DSM-III-diagnosed attention deficit disorder (ADD), three behavioral subgroups were identified via cluster analysis of teacher ratings: 40% of the children had ADD with hyperactivity (ADDH), 30% had ADD with hyperactivity and aggressivity (...

    journal_title:Journal of learning disabilities

    pub_type: 临床试验,杂志文章


    authors: Dykman RA,Ackerman PT

    更新日期:1991-02-01 00:00:00

  • Prediction and stability of mathematics skill and difficulty.

    abstract::The present study evaluated the stability of math learning difficulties over a 2-year period and investigated several factors that might influence this stability (categorical vs. continuous change, liberal vs. conservative cut point, broad vs. specific math assessment); the prediction of math performance over time and...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Martin RB,Cirino PT,Barnes MA,Ewing-Cobbs L,Fuchs LS,Stuebing KK,Fletcher JM

    更新日期:2013-09-01 00:00:00

  • Predictors of self-esteem: the roles of parent-child perceptions, achievement, and class placement.

    abstract::This study examined the relative influence on children's self-esteem of academic achievement, maternal self-esteem, maternal acceptance, and children's perception of their parents' acceptance of them. Subjects were students with learning disabilities in a self-contained class (n=31), similarly diagnosed students in re...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Morvitz E,Motta RW

    更新日期:1992-01-01 00:00:00

  • What we know about translating comprehension-strategies instruction research into practice.

    abstract::Research on the implementation of comprehension-strategies instruction is discussed briefly. The particular focus is on the challenges educators have encountered in translating research-based strategies instruction into workable, school-based interventions and, ultimately, into classroom practice. The research outcome...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Pressley M,el-Dinary PB

    更新日期:1997-09-01 00:00:00

  • Using technology to enhance the writing processes of students with learning disabilities.

    abstract::This article reviews the ways that computers can support writing by students with learning disabilities, with an emphasis applications that go beyond word processing. Following an overview of research on word processing is a discussion of software assists with the basic processes of transcription and sentence generati...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,评审


    authors: MacArthur CA

    更新日期:1996-07-01 00:00:00

  • Variables related to the type of postsecondary education experience chosen by young adults with learning disabilities.

    abstract::This article examines selected variables related to the type of postsecondary education experience chosen by young adults with learning disabilities (N = 225). A one-way analysis of variance was utilized to identify significant differences between groups participating in alternative postsecondary education experiences...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Miller RJ,Rzonca C,Snider B

    更新日期:1991-03-01 00:00:00

  • An eye-movement analysis of the effects of scotopic sensitivity correction on parsing and comprehension.

    abstract::Does scotopic sensitivity correction enhance parsing and, thus, comprehension? Twenty-two readers with scotopic sensitivity (mean age = 20.3 yrs.; 40.9% male) parsed sentences under scotopic correction and control conditions. Measures included eye-movement indices of parsing and comprehension questions. Although eye m...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Fletcher J,Martinez G

    更新日期:1994-01-01 00:00:00

  • Effectiveness of a cognitive strategy intervention in improving arithmetic computation based on the PASS theory.

    abstract::The purpose of this study was to determine if an instruction designed to facilitate planning, given by teachers to their class as a group, would have differential effects depending on the specific Planning, Attention, Simultaneous, Successive (PASS) cognitive characteristics of each child. A cognitive strategy instruc...

    journal_title:Journal of learning disabilities

    pub_type: 临床试验,杂志文章


    authors: Naglieri JA,Johnson D

    更新日期:2000-11-01 00:00:00

  • The speed of articulatory movements involved in speech production in children with dyslexia.

    abstract::A group of children with dyslexia (mean ages 9 and 14 years) was studied, together with group of children without dyslexia matched for age. Participants were monolingual native speakers of the Bosnian language with transparent orthography. In total, the diagnostic tests were performed with 41 children with dyslexia an...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Duranovic M,Sehic S

    更新日期:2013-05-01 00:00:00

  • A meta-analysis of the RTI literature for children at risk for reading disabilities.

    abstract::This article synthesizes the literature comparing at-risk children designated as responders and low responders to interventions in reading. The central question addressed in this review is whether individual differences in reading-related skills at pretest predict responders at posttest across a variety of interventio...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,meta分析


    authors: Tran L,Sanchez T,Arellano B,Lee Swanson H

    更新日期:2011-05-01 00:00:00

  • Use of grade-based norms versus age-based norms in psychoeducational assessment for a college population.

    abstract::Considerable discussion has occurred about the most appropriate methods for diagnosing learning disabilities (LD) in postsecondary students. Two of the many areas of controversy that have emerged include the appropriate diagnostic criteria to use and the appropriate referent group. A review of previous court cases dem...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Giovingo LK,Proctor BE,Prevatt F

    更新日期:2005-01-01 00:00:00

  • When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges.

    abstract::Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States' most expensi...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Weis R,Erickson CP,Till CH

    更新日期:2017-11-01 00:00:00

  • Teachers with learning disabilities: a view from both sides of the desk.

    abstract::The purpose of this qualitative multicase study was to explore the perceptions of individuals who could speak from both sides of the special education desk--as students and as teachers. The three participants for this study each received special education services for learning disabilities while in school and were cur...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Ferri BA,Keefe CH,Gregg N

    更新日期:2001-01-01 00:00:00

  • Implementation of response to intervention: a snapshot of progress.

    abstract::This article provides a snapshot of how all 50 states are progressing with the development and implementation of response-to-intervention (RtI) models 1 year after the final regulations for the Individuals with Disabilities Education Act were passed. Data were collected through a review of existing state department of...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Berkeley S,Bender WN,Gregg Peaster L,Saunders L

    更新日期:2009-01-01 00:00:00

  • Variables related to the decision of young adults with learning disabilities to participate in postsecondary education.

    abstract::This article examines the relationship between specific factors and the decision to participate in postsecondary education by young adults with learning disabilities. Data concerning 539 subjects with learning disabilities were included in this study. T test and chi square indicated that involvement in extracurricular...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Miller RJ,Snider B,Rzonca C

    更新日期:1990-06-01 00:00:00

  • Social persistence following failure in boys and girls with LD.

    abstract::The response of boys and girls with or without learning disabilities to social failure was examined. Children participated in two dyadic interactions with experimental confederates: an unfriendly interaction and a friendly one. The children's behavior was videotaped, and they answered questions following each interact...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Settle SA,Milich R

    更新日期:1999-05-01 00:00:00

  • A review of social interventions for students with learning disabilities.

    abstract::Twenty-two studies are reviewed that report the effects of social skills training and intervention with 572 children identified as learning disabled between 5 and 19 years of age. These studies are reviewed to examine characteristics and components of intervention effectiveness. Age and sex of subjects, grade grouping...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,评审


    authors: McIntosh R,Vaughn S,Zaragoza N

    更新日期:1991-10-01 00:00:00