What is the independent variable and dependent variable in this article

Journal of h doi: 10.1111/1471-3802.12415 Diverse needs of students with learning disabilities: a case study of tutoring two students in algebra Casey Hord , Samantha Marital, Salma Ayaz, Taylor-Marie Tomaro', Kiyana Gordon', Joan Tunningley' and Shelby Haskins' University of Cincinnati; Aurora University Key words: learning disabilities, algebra, working memory, anxiety, visual-motor integration. Dingman, Nevels, et al., 2008). Due to these higher In this exploratory case study, the researchers expectations and the tendencies of students with LD to conducted a descriptive, qualitative microanalysis struggle with mathematics, special education researchers of the tutoring of two eighth grade students with need to examine the specific needs of these students in learning disabilities while solving algebra prob- lems. The researchers analyzed the participants' the context of algebra as well as corresponding mathemat- problem solving tendencies and interventions that ics interventions to support these students (Foegen, 2008; helped the students succeed. One of the students, Powell, Fuchs and Fuchs, 2013). Nicole, demonstrated considerable capability at supporting her memory and processing by care- Characteristics of students with LD fully and neatly writing out her steps for solving In the United States, a diagnosis of LD is determined in equations on paper. The other participant, Rachel, one of two ways. Historically, students were diagnosed struggled at times to organize her thinking pro- with LD through the discrepancy model. If a student had cesses on paper and solve equations due to poor a history of struggling with academics and low achieve- handwriting legibility, math anxiety and issues of ment scores despite average or above average IQ scores, confidence as a learner of mathematics that all the discrepancy between their achievement and IQ deter- seemed to be inter-related. Both students demon- strated success with solving algebra equations, but mined an LD label. More recently, a process called Rachel required intensive intervention for address- response to intervention is also used to diagnose LD. ing her difficulties with math anxiety and visual- Response to intervention is a multi-tier intervention pro- motor integration, while Nicole mostly required cess where students receive increasingly individualised mathematics instruction designed to capitalise on support that targets skill deficits. Students can also her success at creating useful visual representa- receive a diagnosis of LD through this method by a lack tions of her thought processes. of improvement in academics despite receiving instruction in small groups and eventually in individualised settings (Gresham and Vellutino, 2010)