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

Abstract:

: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.

journal_name

J Learn Disabil

authors

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

doi

10.1177/0022219420906452

subject

Has Abstract

pub_date

2020-07-01 00:00:00

pages

277-291

issue

4

eissn

0022-2194

issn

1538-4780

journal_volume

53

pub_type

杂志文章
  • Using self-recording, evaluation, and graphing to increase completion of homework assignments.

    abstract::This article describes the use of self-monitoring procedures to increase the number of daily homework assignments completed by eight students with learning disabilities. Students ranged in age from 13 to 16 years and attended Grades 7 through 10. The experimental procedure involved the use of a sheet listing all daily...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949402700202

    authors: Trammel DL,Schloss PJ,Alper S

    更新日期:1994-02-01 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

    doi:10.1177/002221949703000408

    authors: Elksnin LK

    更新日期:1997-07-01 00:00:00

  • Integrative strategy instruction: a potential model for teaching content area subjects to adolescents with learning disabilities.

    abstract::In part because learning strategies are often taught in isolated resource settings outside of the contexts in which students with learning disabilities are expected to apply this knowledge, generalization has been a significant challenge to educators. To address this problem, an instructional model is proposed for int...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949302600602

    authors: Ellis ES

    更新日期:1993-06-01 00:00:00

  • Timed essay writing: implications for high-stakes tests.

    abstract::The majority of high-stakes tests from elementary school through postsecondary education include the timed impromptu essay as a measure of writing performance. For adolescents with writing disorders, this type of evaluation often presents a significant barrier. The purpose of the current study was twofold. First, we i...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/00222194070400040201

    authors: Gregg N,Coleman C,Davis M,Chalk JC

    更新日期:2007-07-01 00:00:00

  • A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD.

    abstract::Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and read...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/00222194060390060501

    authors: Wanzek J,Vaughn S,Wexler J,Swanson EA,Edmonds M,Kim AH

    更新日期:2006-11-01 00:00:00

  • Screening for secondary intervention: concept and context.

    abstract::The article by Speece (in this issue) underscores the disappointing accuracy results of early screening for reading difficulties and argues that development conceptualized as rate of learning matters. We respond by emphasizing three points. First, the purpose of early screening could be identifying students not at ris...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/00222194050380060401

    authors: Foorman BR,Ciancio DJ

    更新日期:2005-11-01 00:00:00

  • A German perspective on learning disabilities.

    abstract::German practices in the field of learning disabilities beyond preschool level are described in the context of their historical formation. In a historical perspective it becomes obvious that the German notion of Lernbehinderung, although being just a translation of "learning disabilities," differs markedly from the Ame...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,评审

    doi:10.1177/002221949202500603

    authors: Opp G

    更新日期:1992-06-01 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

    doi:10.1177/002221949602900111

    authors: Cox DH,Klas LD

    更新日期:1996-01-01 00:00:00

  • Psychological behaviorism's reading therapy program: parents as reading therapists for their children's reading disability.

    abstract::The study presents data on the effectiveness of a parent-administered behavioral reading therapy program. Ten parents administered the therapy program to their second- to fourth-grade children with reading disability. All 10 children received 70 therapy sessions (30 minutes per session), with 5 of the 10 children rece...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949803100307

    authors: Burns GL,Kondrick PA

    更新日期:1998-05-01 00:00:00

  • Effects of peer-mediated instruction on the acquisition and generalization of written capitalization skills.

    abstract::This study investigated the effects of a peer teaching procedure, combined with student letter-writing activities, on the acquisition and generalization of capitalization skills. Three students, aged 9 years, obtained instruction from peer partners that included (a) an introduction and review of capitalization rules, ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949102400103

    authors: Campbell BJ,Brady MP,Linehan S

    更新日期:1991-01-01 00:00:00

  • Maintaining the relationship between science and special education.

    abstract::Science has been an important partner of the field of learning disabilities since its inception. Special educators have used science to confirm or reject approaches to identifying and teaching students with disabilities. Current research and practice is using science to find better approaches to preventing learning di...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/00222194040370030501

    authors: Chard DJ

    更新日期:2004-05-01 00:00:00

  • The Möbius effect: addressing learner variance in schools.

    abstract::Currently, educators separate out from typical students those whose learning needs vary from the norm. The norming and sorting process may earmark students as "different" without providing markedly unique instruction and without producing robust academic outcomes. An alternative to fragmentation for some students is t...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,评审

    doi:10.1177/00222194040370060601

    authors: Tomlinson CA

    更新日期:2004-11-01 00:00:00

  • Talking about history: discussions in a middle school inclusive classroom.

    abstract::In this study, we examined the nature of whole-class discussion and teachers' instruction during discussion about historical topics in one inclusive, middle-grade classroom. We videotaped and analyzed 4 lessons to determine the nature of discussion sequences, rates of participation, and instructional challenges encoun...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/00222194070400020601

    authors: Okolo CM,Ferretti RP,MacArthur CA

    更新日期:2007-03-01 00:00:00

  • Language abilities, reading acquisition, and developmental dyslexia: a discussion of hypothetical and observed relationships.

    abstract::Tests of a model of the expected relationships between language abilities and reading achievement measures from the beginning of kindergarten through third grade are discussed. At kindergarten, more global language abilities influenced early, wholistic measures of reading achievement, including letter and number namin...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949202500201

    authors: Sawyer DJ

    更新日期:1992-02-01 00:00:00

  • A Synthesis of Peer-Mediated Academic Interventions for Secondary Struggling Learners.

    abstract::A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11-18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,评审

    doi:10.1177/0022219413504997

    authors: Wexler J,Reed DK,Pyle N,Mitchell M,Barton EE

    更新日期:2015-09-01 00:00:00

  • Rapid serial naming is a unique predictor of spelling in children.

    abstract::Some previous research has shown strong associations between spelling ability and rapid automatic naming (RAN) after controls for phonological processing and nonsense-word reading ability, consistent with the double-deficit hypothesis in reading and spelling. Previous studies did not, however, control for nonsense-wor...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219408315814

    authors: Savage R,Pillay V,Melidona S

    更新日期:2008-05-01 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

    doi:10.1177/002221940203500305

    authors: Sofie CA,Riccio CA

    更新日期:2002-05-01 00:00:00

  • Project DyAdd: phonological processing, reading, spelling, and arithmetic in adults with dyslexia or ADHD.

    abstract::Difficulties in phonological processing and reading that characterize developmental dyslexia have been suggested also to affect those with attention-deficit/hyperactivity disorder (ADHD). However, it is not known to what extent various intervening factors, such as low intelligence quotient or age, explain the observed...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219409335216

    authors: Laasonen M,Lehtinen M,Leppämäki S,Tani P,Hokkanen L

    更新日期:2010-01-01 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

    doi:10.1177/002221949002300411

    authors: Clampit MK,Silver SJ

    更新日期:1990-04-01 00:00:00

  • Psychometric stability of nationally normed and experimental decoding and related measures in children with reading disability.

    abstract::Achievement and cognitive tests are used extensively in the diagnosis and educational placement of children with reading disabilities (RD). Moreover, research on scholastic interventions often requires repeat testing and information on practice effects. Little is known, however, about the test-retest and other psychom...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/00222194020350060401

    authors: Cirino PT,Rashid FL,Sevcik RA,Lovett MW,Frijters JC,Wolf M,Morris RD

    更新日期:2002-11-01 00:00:00

  • The term comorbidity is of questionable value in reference to developmental disorders: data and theory.

    abstract::Over the last decade, there has been an enormous increase in the number of studies evaluating the overlap of developmental syndromes or disorders in both children and adults. This overlap of symptoms is often referred to as comorbidity, a term we criticize in this article because of its unsubstantiated presumption of ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221940103400608

    authors: Kaplan BJ,Dewey DM,Crawford SG,Wilson BN

    更新日期:2001-11-01 00:00:00

  • The use of think-aloud protocols to compare inferencing abilities in average and below-average readers.

    abstract::In this study, we examined whether think-aloud procedures would uncover differences in the kinds of inferences generated by average and below-average readers. Participants were 40 third-grade children who were divided into groups of average and below-average readers. All participants completed measures of nonverbal IQ...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/00222194020350050401

    authors: Laing SP,Kamhi AG

    更新日期:2002-09-01 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

    pub_type:

    doi:10.1177/002221949903200108

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

    更新日期:1999-01-01 00:00:00

  • Assessing component language deficits in the early detection of reading difficulty risk.

    abstract::This article focuses on some of the linguistic components that underlie letter-sound decoding skills and reading comprehension: specifically phonology, morphology, and syntax. Many children who have reading difficulties had language deficits that were detectable before they began reading. Early identification of langu...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219410369078

    authors: van der Lely HK,Marshall CR

    更新日期:2010-07-01 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

    doi:10.1177/0022219412463435

    authors: Solari EJ,Petscher Y,Folsom JS

    更新日期:2014-07-01 00:00:00

  • Alternative models of learning disabilities identification: considerations and initial conclusions.

    abstract::The final session of the National Research Center on Learning Disabilities (NRCLD) Responsiveness-to-Intervention (RTI) Symposium, "What are alternative models to LD identification other than RTI?" included four papers that discussed concerns over the exclusive reliance on an RTI approach to learning disability identi...

    journal_title:Journal of learning disabilities

    pub_type:

    doi:10.1177/00222194050380061401

    authors: Johnson E,Mellard DF,Byrd SE

    更新日期:2005-11-01 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

    doi:10.1177/00222194030360050801

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

    更新日期:2003-09-01 00:00:00

  • Support systems for poor readers: empirical data from six EU member states.

    abstract::This study surveyed and compared support systems for poor readers in six member states of the European Union (EU). The goal was to identify features of effective support systems. A large-scale questionnaire survey was conducted among mainstream teachers (n = 4,210) and remedial teachers (n = 2,395). Results indicate t...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,多中心研究

    doi:10.1177/0022219410374235

    authors: Ise E,Blomert L,Bertrand D,Faísca L,Puolakanaho A,Saine NL,Surányi Z,Vaessen A,Csépe V,Lyytinen H,Reis A,Ziegler JC,Schulte-Körne G

    更新日期:2011-05-01 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

    doi:10.1177/002221949102401006

    authors: Keith RW,Engineer P

    更新日期:1991-12-01 00:00:00

  • Coherence: the comprehension and production abilities of college writers who are normally achieving, learning disabled, and underprepared.

    abstract::The ability to understand and produce coherent text structure was assessed across three groups of college writers, normally achieving, learning disabled, and underprepared. It was found that college writers with learning disabilities were more like the normally achieving writers on an assessment of comprehension of te...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221948902200608

    authors: Gregg N,Hoy C

    更新日期:1989-06-01 00:00:00