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












  • 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

  • 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

  • The use of a dynamic screening of phonological awareness to predict risk for reading disabilities in kindergarten children.

    abstract::This study examined the usefulness and predictive validity of a dynamic screening of phonological awareness in two samples of kindergarten children. In one sample (n = 90), the predictive validity of the dynamic assessment was compared to a static version of the same screening measure. In the second sample (n = 96), t...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Sittner Bridges M,Catts HW

    更新日期:2011-07-01 00:00:00

  • A reading level match study of nonword reading skills in poor readers with varying IQ.

    abstract::This study evaluated the hypothesis that poor readers are characterized by poor nonword reading skills, but that a specific deficit, as opposed to a developmental lag, in nonword reading will be found only in subjects whose reading is discrepant from intellectual ability. To test this hypothesis, we measured nonword r...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Felton RH,Wood FB

    更新日期:1992-05-01 00:00:00

  • Access to a responsiveness to intervention model: does beginning intervention in kindergarten matter?

    abstract::In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were comp...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: O'Connor RE,Bocian KM,Sanchez V,Beach KD

    更新日期:2014-07-01 00:00:00

  • Characteristics of children referred for evaluation of school difficulties who have adequate academic achievement scores.

    abstract::Forty children (7 to 11 years old) referred for evaluation of learning problems, who had scores within the normal range on standardized measures of academic achievement, were compared to 81 similarly referred children who had scored low (< 90) on at least one measure of academic achievement. We tested the hypothesis t...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Morgan AE,Singer-Harris N,Bernstein JH,Waber DP

    更新日期:2000-09-01 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

  • Naming speed deficits in adults with reading disabilities: a test of the double-deficit hypothesis.

    abstract::The present study investigated the persistent nature of naming speed deficits within the context of the double-deficit hypothesis in a university sample of adults with reading disabilities (RD). Twenty-five university students with RD were compared to 28 typically achieving readers on measures of reading skill, phonol...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Vukovic RK,Wilson AM,Nash KK

    更新日期:2004-09-01 00:00:00

  • Using a Multidimensional Measure of Resilience to Explain Life Satisfaction and Academic Achievement of Adults With Reading Difficulties.

    abstract::We assessed the impact of intrapersonal and interpersonal resilience, persistence, and number of difficulties in addition to reading problems on life satisfaction (general, social, and self) and academic achievement. A total of 120 adults with reading difficulties who either were completing a university degree or were...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Stack-Cutler HL,Parrila RK,Torppa M

    更新日期:2015-11-01 00:00:00

  • The relationship between intelligence and performance on the test of variables of attention (TOVA).

    abstract::The present study explored the relationship between the intelligence of young adults and their performance on the Test of Variables of Attention (TOVA). The study also examined whether significant differences existed between adults with and without attention-deficit/ hyperactivity disorder (ADHD) on TOVA errors of omi...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Weyandt LL,Mitzlaff L,Thomas L

    更新日期:2002-03-01 00:00:00

  • Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy?

    abstract::Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom inst...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,随机对照试验


    authors: Compton DL,Gilbert JK,Jenkins JR,Fuchs D,Fuchs LS,Cho E,Barquero LA,Bouton B

    更新日期:2012-05-01 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

  • Effects of methylphenidate on the auditory processing abilities of children with attention deficit-hyperactivity disorder.

    abstract::Stimulant medications are widely used as part of the treatment for children with attention deficit-hyperactivity disorder (ADHD). The current study investigated the effects of methylphenidate on auditory vigilance, auditory processing abilities, and receptive language abilities of children with ADHD. Twenty subjects (...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Keith RW,Engineer P

    更新日期:1991-12-01 00:00:00

  • Phonological processes, confrontational naming, and immediate memory in dyslexia.

    abstract::A group of poor readers classified as dyslexic by age/IQ discrepancy criteria (n = 42) were contrasted with two clinic control groups: 56 adequate-for-age readers with attention deficit disorder (ADD) and 21 poor-for-age readers not meeting the IQ discrepancy criterion (slow/borderline group). The children (33 girls, ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Ackerman PT,Dykman RA

    更新日期:1993-11-01 00:00:00

  • Demographic characteristics and mean profiles of Learning Disability Index subsets of the standardization sample of the Wechsler Intelligence Scale for Children-Revised.

    abstract::The Learning Disability Index (LDI) was validated by an examination of the mean profiles and demographic characteristics of high and low LDI subsets of the standardization sample of the Wechsler Intelligence Scale for Children-Revised. The LDI continuum, however, was found to measure Third Factor strengths/weaknesses ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Clampit MK,Silver SJ

    更新日期:1990-04-01 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

  • An item response theory analysis of the Conners Teacher's Rating Scale.

    abstract::We used an item response theory (IRT) measurement model to examine the 28-item Conners Teacher's Rating Scale (CTRS) for the diagnosis of attention-deficit/hyperactivity disorder (ADHD). Using an Israeli sample of 453 pairs of respondents (parents and teachers), we broke down our sample into nonclinical (n = 306) and ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Gumpel T,Wilson M,Shalev R

    更新日期:1998-11-01 00:00:00

  • Naming speed in children with dyslexia.

    abstract::A series of tests of naming speed in discrete reaction time format were undertaken by seven groups of children: three groups with dyslexia with mean ages 8, 13, and 17 years; three groups of normally achieving children matched for age and IQ with the dyslexic groups; and a group of 10-year-old children with mild learn...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Fawcett AJ,Nicolson RI

    更新日期:1994-12-01 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

  • 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

  • Retrospective analyses of the reading development of grade 4 students with reading disabilities: risk status and profiles over 5 years.

    abstract::This study presents a longitudinal examination of the development of reading and reading-related skills of 22 Grade 4 children identified as having reading disabilities (RD) who had been followed since kindergarten. The analyses were conducted to investigate the patterns of emergence of RD as well as reading ability a...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Lipka O,Lesaux NK,Siegel LS

    更新日期:2006-07-01 00:00:00

  • Life on the Number Line: Routes to Understanding Fraction Magnitude for Students With Difficulties Learning Mathematics.

    abstract::Magnitude understanding is critical for students to develop a deep understanding of fractions and more advanced mathematics curriculum. The research reports in this special issue underscore magnitude understanding for fractions and emphasize number lines as both an assessment and an instructional tool. In this comment...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Gersten R,Schumacher RF,Jordan NC

    更新日期:2017-11-01 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

  • Collaborative speech and language services for students with learning disabilities.

    abstract::Fueled by educational reforms such as the Regular Education Initiative, the inclusion movement, and Goals 2000, speech and language pathologists (SLPs) have explored the use of collaborative consultation in providing integrated service delivery. The implications of classroom-based services are discussed, along with mo...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Elksnin LK

    更新日期:1997-07-01 00:00:00

  • A review of learning strategies for adults with learning disabilities preparing for the GED exam.

    abstract::Although there is a growing body of information, materials, and instructional strategies for adults with learning disabilities receiving remedial reading instruction, the same is not available for other areas of Adult Basic Education, including remedial math, sixth-through eight-grade-level pre-GED basic skills, and s...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Westberry SJ

    更新日期:1994-04-01 00:00:00

  • The write-say method for improving spelling accuracy in children with learning disabilities.

    abstract::We evaluated a teaching strategy designed to improve spelling accuracy in children with learning disabilities. The write-say method provides immediate feedback to dual sensory modalities (i.e., visual and auditory) following the administration of a daily spelling test. Four males and three females (mean age = 11.61 ye...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Kearney CA,Drabman RS

    更新日期:1993-01-01 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

  • Neurobehavioral factors associated with referral for learning problems in a community sample: evidence for an adaptational model for learning disorders.

    abstract::We evaluated community general education (CGE; n = 178), community special education (CSE; n = 30) and hospital-referred (HR, n = 145) children (ages 7-6 to 11-11) prospectively over a 2-year period. During this period, 17 CGE children were referred for evaluation (community referred; CR). Prior to referral, CR childr...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Waber DP,Weiler MD,Forbes PW,Bernstein JH,Bellinger DC,Rappaport L

    更新日期:2003-09-01 00:00:00

  • Comparisons of learning ease and transfer propensity in poor and average readers.

    abstract::Assisted and unassisted performance of 14 average readers (7 boys and 7 girls between 9.67 and 13 years of age) and 14 children with learning disabilities (10 boys and 4 girls between 10.8 and 13 years of age) were compared on a reading comprehension task--stating the main idea in expository paragraphs in which the to...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Day JD,Zajakowski A

    更新日期:1991-08-01 00:00:00

  • Differentiating literacy growth of ELL students with LD from other high-risk subgroups and general education peers: evidence from grades 3-10.

    abstract::The authors used a large data set (N = 1,011,549) to examine literacy growth over a single school year comparing general education (GenEd) students to three high-risk subgroups: English language learners (ELL), those with a specific learning disability (LD), and those identified as both LD and ELL (LD-ELL) in students...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章


    authors: Solari EJ,Petscher Y,Folsom JS

    更新日期:2014-07-01 00:00:00