Using graphic organizers to attain relational knowledge from expository text.

abstract：:This article examines selected variables related to the type of postsecondary education experience chosen by young adults with learning disabilities (N = 225). A one-way analysis of variance was utilized to identify significant differences between groups participating in alternative postsecondary education experiences...

journal_title：Journal of learning disabilities

authors： Miller RJ,Rzonca C,Snider B

更新日期：1991-03-01 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：: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

authors： Das JP,Mishra RK,Pool JE

更新日期：1995-02-01 00:00:00

abstract：:Following a review of contemporary models of word-level processing for reading and their limitations, we propose a new hypothetical model of Chinese character reading, namely, the graded lexical space mapping model that characterizes how sublexical radicals and lexical information are involved in Chinese character rea...

journal_title：Journal of learning disabilities

authors： Tong X,McBride C

更新日期：2018-09-01 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：: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

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

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

authors： McIntosh R,Vaughn S,Zaragoza N

更新日期：1991-10-01 00:00:00

abstract：:This article examines more than a decade of changes in special education research and in the use of technology. It discusses evolving research and projects funded by the Office of Special Education Programs (OSEP) and raises questions about the use of specific methodologies and about whether children with disabilities...

journal_title：Journal of learning disabilities

authors： Hauser J,Malouf DB

更新日期：1996-09-01 00:00:00

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

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

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：:Efficacy of a brief cognitive-affective intervention to enhance motivational readiness for participating in a psychoeducational decision-making conference was explored. Although outcomes specific to the preconference intervention were not found, findings of relevance to the hypothesized positive relationship between m...

journal_title：Journal of learning disabilities

authors： Adelman HS,MacDonald VM,Nelson P,Smith DC,Taylor L

更新日期：1990-03-01 00:00:00

abstract：:The aim of this study was to analyze whether children with and without difficulties in handwriting, spelling, or both differed in alphabet writing when using a keyboard. The total sample consisted of 1,333 children from Grades 1 through 3. Scores on the spelling and handwriting factors from the Early Grade Writing Ass...

journal_title：Journal of learning disabilities

authors： Bisschop E,Morales C,Gil V,Jiménez-Suárez E

更新日期：2017-09-01 00:00:00

abstract：:Text-to-speech and related read-aloud tools are being widely implemented in an attempt to assist students' reading comprehension skills. Read-aloud software, including text-to-speech, is used to translate written text into spoken text, enabling one to listen to written text while reading along. It is not clear how eff...

journal_title：Journal of learning disabilities

authors： Wood SG,Moxley JH,Tighe EL,Wagner RK

更新日期：2018-01-01 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：:This study examined temporal resolution of auditory perception (TRAP) in relation to speech perception and phonological working memory in one experiment and in relation to measures of rapid naming, understanding of grammatical contrasts, and phonological awareness in a second experiment. In the TRAP test, 6- to 9-year...

journal_title：Journal of learning disabilities

authors： Norrelgen F,Lacerda F,Forssberg H

更新日期：2001-07-01 00:00:00

abstract：:The genetic and environmental etiologies of 3 aspects of low mathematical performance (math disability) and the full range of variability (math ability) were compared for boys and girls in a sample of 5,348 children age 10 years (members of 2,674 pairs of same-sex and opposite-sex twins) from the United Kingdom (UK). ...

journal_title：Journal of learning disabilities

authors： Kovas Y,Haworth CM,Petrill SA,Plomin R

更新日期：2007-11-01 00:00:00

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

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

更新日期：2000-09-01 00:00:00

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

authors： Opp G

更新日期：1992-06-01 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：:A correlational analysis was conducted to assess the relationship among various assessment instruments, including Kagan, Rosman, Day, Albert, and Phillips's (1964) Matching Familiar Figures Test (MFFT), and actual classroom performance vis-à-vis impulsive responding. Subjects were 22 children (16 male, 6 female), ages...

journal_title：Journal of learning disabilities

authors： Harrison KA,Romanczyk RG

更新日期：1991-04-01 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：:Sustained and selective attention of 30 fourth-, fifth-, and sixth-grade students with learning disabilities (LD) and 20 controls were compared. A continuous performance test (CPT) yielded no differences for students with LD and controls, suggesting similar ability for both groups in sustaining attention and inhibitin...

journal_title：Journal of learning disabilities

authors： Richards GP,Samuels SJ,Turnure JE,Ysseldyke JE

更新日期：1990-02-01 00:00:00

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

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

更新日期：2010-01-01 00:00:00

abstract：:The present study investigated whether the members of adolescents' peer groups are similar in reading and spelling disabilities and whether this similarity contributes to subsequent school achievement and educational attainment. The sample consisted of 375 Finnish adolescents whose reading and spelling disabilities we...

journal_title：Journal of learning disabilities

authors： Kiuru N,Haverinen K,Salmela-Aro K,Nurmi JE,Savolainen H,Holopainen L

更新日期：2011-11-01 00:00:00

abstract：:This study addressed the issue as to whether children reliably diagnosed as attention deficit disordered with hyperactivity (ADD/H) and without hyperactivity (ADD/WO) differed significantly from each other and a clinic control (CC) population on speed and efficiency of cognitive processing. From an outpatient clinic p...

journal_title：Journal of learning disabilities

authors： Hynd GW,Nieves N,Connor RT,Stone P,Town P,Becker MG,Lahey BB,Lorys AR

更新日期：1989-11-01 00:00:00

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

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

更新日期：2015-09-01 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：: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

authors： Trammel DL,Schloss PJ,Alper S

更新日期：1994-02-01 00:00:00

abstract：:This article examines the relationship between specific factors and the decision to participate in postsecondary education by young adults with learning disabilities. Data concerning 539 subjects with learning disabilities were included in this study. T test and chi square indicated that involvement in extracurricular...

journal_title：Journal of learning disabilities

authors： Miller RJ,Snider B,Rzonca C

更新日期：1990-06-01 00:00:00

abstract：:Using a nationally representative sample of 5,150 Dutch students who have been followed over a 6-year period, the presence of the Matthew effect was investigated for general language skills. The analyses do not reveal unmistakable evidence for the supposition that the rich get richer and the poor poorer. On the contra...

journal_title：Journal of learning disabilities

authors： Luyten H,ten Bruggencate G

更新日期：2011-09-01 00:00:00