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

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

authors： Gregg N,Hoy C

更新日期：1989-06-01 00:00:00

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

authors： Westberry SJ

更新日期：1994-04-01 00:00:00

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

authors： Dykman RA,Ackerman PT

更新日期：1991-02-01 00:00:00

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

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

abstract：:This study examines faculty and student perceptions regarding university students with learning disabilities, sensitivity to such students' special needs, accommodations, and the perceived impact of a learning disability. Results reveal a general sensitivity to the special needs of students with learning disabilities;...

journal_title：Journal of learning disabilities

authors： Houck CK,Asselin SB,Troutman GC,Arrington JM

更新日期：1992-12-01 00:00:00

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

authors： Okolo CM,Ferretti RP,MacArthur CA

更新日期：2007-03-01 00:00:00

abstract：:Several national reports have suggested the usefulness of systematic, explicit, synthetic phonics instruction based on English word structure along with wide reading of quality literature for supporting development in early reading instruction. Other studies have indicated, however, that many in-service teachers are n...

journal_title：Journal of learning disabilities

authors： Joshi RM,Binks E,Hougen M,Dahlgren ME,Ocker-Dean E,Smith DL

更新日期：2009-09-01 00:00:00

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

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

更新日期：2014-07-01 00:00:00

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

authors： Tomlinson CA

更新日期：2004-11-01 00:00:00

abstract：:Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to indirect informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment e...

journal_title：Journal of learning disabilities

authors： Hale JB,Reddy LA,Semrud-Clikeman M,Hain LA,Whitaker J,Morley J,Lawrence K,Smith A,Jones N

更新日期：2011-03-01 00:00:00

abstract：:This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with M...

journal_title：Journal of learning disabilities

authors： Passolunghi MC,Mammarella IC

更新日期：2012-07-01 00:00:00

abstract：:Deficits in phonological processing are theorized to be responsible for at least some reading disabilities. A considerable amount of research demonstrates that many students can be taught one of these phonological processes-phonemic awareness. However, not all students have responded favorably to this instruction. Res...

journal_title：Journal of learning disabilities

authors： Allor JH,Fuchs D,Mathes PG

更新日期：2001-05-01 00:00:00

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

authors： Sawyer DJ

更新日期：1992-02-01 00:00:00

abstract：:This study examined problem-solving and number-fact skills in two subgroups of third-grade children with mathematics difficulties (MD): MD-specific (n = 12) and MD-general (n = 12). The MD-specific group had difficulties in mathematics but not in reading, and the MD-general group had difficulties in reading as well as...

journal_title：Journal of learning disabilities

authors： Jordan NC,Montani TO

更新日期：1997-11-01 00:00:00

abstract：:The field of learning disabilities, like education in the main, is undergoing calls for reform and restructuring, an upheaval brought on in great part by the forces of opposing paradigms--reductionism and constructivism. In reexamining our past, we must begin to address the failures of traditional deficit models and t...

journal_title：Journal of learning disabilities

authors： Hearne D,Stone S

更新日期：1995-08-01 00:00:00

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

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

更新日期：2011-05-01 00:00:00

abstract：:Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children's academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of chi...

journal_title：Journal of learning disabilities

authors： Willoughby MT,Magnus B,Vernon-Feagans L,Blair CB,Family Life Project Investigators.

更新日期：2017-07-01 00:00:00

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

authors： Thorson S

更新日期：1995-11-01 00:00:00

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

authors： Solari EJ,Petscher Y,Folsom JS

更新日期：2014-07-01 00:00:00

abstract：:This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, b...

journal_title：Journal of learning disabilities

authors： Jiménez JE,del Rosario Ortiz M,Rodrigo M,Hernández-Valle I,Ramírez G,Estévez A,O'Shanahan I,de la Luz Trabaue M

更新日期：2003-01-01 00:00:00

abstract：:Recent research has raised the question of whether age- and IQ-discrepancy forms of reading disability (RD) are distinguishable in terms of either their underlying linguistic deficit or their response to treatment, thus threatening the external validity of the traditional distinction between specific reading retardati...

journal_title：Journal of learning disabilities

authors： Pennington BF,Gilger JW,Olson RK,DeFries JC

更新日期：1992-11-01 00:00:00

abstract：:The nature of visual and auditory coding processes in students with learning disabilities (SLDs) and student controls (SCs) was examined with a letter-matching task on four types of successively presented letter pairs: identical (A,A), visually confusable (P,R), auditorily confusable (F,S), and neither visually nor au...

journal_title：Journal of learning disabilities

authors： Hardy BW,McIntyre CW,Brown AS,North AJ

更新日期：1989-12-01 00:00:00

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

authors： Ellis ES

更新日期：1993-06-01 00:00:00

abstract：:It is now well established that learning disabilities (LD) persist into the adult years, yet despite a developing literature base in this area, there is a paucity of evidence-based research to guide research and practice. Consistent with the demands of the adult stage of development, autonomy and self-determination ar...

journal_title：Journal of learning disabilities

authors： Gerber PJ

更新日期：2012-01-01 00:00:00

abstract：:The adaptive use of approximate calculation was examined using a verification task with 18 third graders with mathematics learning disabilities, 22 typically achieving third graders, and 21 typically achieving second graders. Participants were asked to make true-false decisions on simple and complex addition problems ...

journal_title：Journal of learning disabilities

authors： Rousselle L,Noël MP

更新日期：2008-11-01 00:00:00

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

authors： Morvitz E,Motta RW

更新日期：1992-01-01 00:00:00

abstract：:In this article we consider issues relevant to the future of mathematics instruction and achievement for students with learning disabilities. The starting point for envisioning the future is the changing standards for mathematics learning and basic mathematical literacy. We argue that the shift from behaviorist learni...

journal_title：Journal of learning disabilities

authors： Goldman SR,Hasselbring TS

更新日期：1997-03-01 00:00:00

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

authors： Woodcock S,Jiang H

更新日期：2018-01-01 00:00:00

abstract：:Gersten, Jordan, and Flojo (in this issue) provide the beginnings of an essential bridge between basic research on mathematical disabilities (MD) in young children and the application of this research for the early identification and remediation of these forms of learning disability. As they acknowledge, the field of ...

journal_title：Journal of learning disabilities

authors： Geary DC

更新日期：2005-07-01 00:00:00

abstract：:In this study, we identified child- and family-level characteristics most strongly associated with clinical identification of language disorder for preschool-aged children. We used machine learning to identify variables that best classified children receiving therapy for language disorder among a sample of 483 3- to 5...

journal_title：Journal of learning disabilities

authors： Justice LM,Ahn WY,Logan JAR

更新日期：2019-09-01 00:00:00