Academic engagement of elementary school children with learning disabilities

Friedman, Douglas L.; Cancelli, Anthony A.; Yoshida, Roland K.

doi:10.1016/0022-4405(88)90041-6

Cited by 20 publications

(9 citation statements)

References 19 publications

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“…Walter (1983) reported that when total attending in their regular classroom was at 80% or higher, attending of SSLD was 87%; when it was below 80%, SSLD attended only 62% of the time. Likewise, Friedman et al (1988) reported that when engagement level for the entire class was above 75%, engagement for SSLD was similar (71.3% for direct instruction and 60.1% for seatwork). However, when the engagement level fell below 75% for the entire class, SSLD levels dropped off disproportionately (51.3% for direct instruction and 42.5% for seatwork).…”

Section: Note: Timothy E Heron Of the Ohio State University Is The Cmentioning

confidence: 87%

“…Research has shown that, on the average, mainstream SSLD have significantly higher engagement rates during teacher-directed instruction (TDI) than during seatwork (Cancelli, Harris, Friedman, & Yoshida, 1993;Friedman, Cancelli, & Yoshida, 1988). Further, the relation between engagement behaviors of SSLD and achievement is different for TDI than for seatwork.…”

Section: Note: Timothy E Heron Of the Ohio State University Is The Cmentioning

confidence: 97%

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Academic Engagement of Students With Learning Disabilities in Mainstream Classrooms: Challenging Conventional Wisdom

Harris¹,

Cancelli²

1993

Journal of Educational and Psychological Consultation

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Section: Note: Timothy E Heron Of the Ohio State University Is The Cmentioning

confidence: 87%

Section: Note: Timothy E Heron Of the Ohio State University Is The Cmentioning

confidence: 97%

Academic Engagement of Students With Learning Disabilities in Mainstream Classrooms: Challenging Conventional Wisdom

Harris¹,

Cancelli²

1993

Journal of Educational and Psychological Consultation

Self Cite

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“…Children who struggle to keep their attention on their writing assignments get into trouble more frequently 172 H. A. Press et al than children who are able to complete their assignments without becoming distracted (Friedman, Cancelli, & Yoshida, 1988).…”

Section: Attention and Learningmentioning

confidence: 99%

Improving a Child's Writing Skills for Increased Attention to Academic Activities

Dps

Faota

Dps

2009

Journal of Occupational Therapy, Schools, & Early Intervent

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Children who have difficulty attending to graphomotor tasks may subsequently need remediation of their low-level handwriting skills to help them increase the legibility and speed of their written academic output. This article discusses how to evaluate a child's handwriting skills, including orthographic coding abilities and the ability to keep a student's attention focused on learning legible letter formation, alignment, and spacing. We put forward guidelines for intervention for an occupational therapist and occupational therapy assistant to aid in the child's automatization of these low-level writing skills. Once a child masters basic graphomotor skills, higher-level writing skills may be targeted so that overall academic performance will increase.

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“…The study of Brigham [4] indicated that teacher's enthusiasm helped learning -disabled students to be more interested and participate in learning process. A study conducted by Frideman et al [8] indicated that Learning-disabled students were more academically engaged in the resource room than the regular class and also more engaged during teacher directed instruction than during seatback in both settings. The study also indicated that the degree of attending of learning disabled students was highly related to the context in which it occurs.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Opinions of Egyptian Secondary School Teachers on Effectiveness of Hendy's 4Cs Model in Engaging Learning-Disabled Students

Hendy¹

2019

LICEJ

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Learning disabilities represent one of the most important issues that affect learning situations. They are very big challenge for teachers unless they become aware of physical, intellectual, emotional, behavioral, reading, hearing, and visual disabilities and use the suitable learning and teaching models and strategies that meet them. Since teachers' opinions towards using new learning models and strategies with those of learning disabilities are important, this study tried to identify if using Hendy's 4Cs model is effective to engage learning-disabled students according to opinions of secondary school teachers in Egypt. So, two research questions related to behavioral and cognitive engagement were presented and interpreted through this study. The results refereed that teachers who work in secondary schools of big numbers of students with learning disabilities perceived using Hendy's 4Cs model as effective to engage learning-disabled students behaviorally and cognitively. So the model can contribute in solving many problems related to disabled students according to the multiple roles of both teacher and students through the model phases.

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Academic engagement of elementary school children with learning disabilities

Cited by 20 publications

References 19 publications

Academic Engagement of Students With Learning Disabilities in Mainstream Classrooms: Challenging Conventional Wisdom

Academic Engagement of Students With Learning Disabilities in Mainstream Classrooms: Challenging Conventional Wisdom

Improving a Child's Writing Skills for Increased Attention to Academic Activities

Opinions of Egyptian Secondary School Teachers on Effectiveness of Hendy's 4Cs Model in Engaging Learning-Disabled Students

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