Using graphic organizers to attain relational knowledge from expository text.

Abstract:

:Many students with learning disabilities (LD) experience difficulties with extracting relationships from expository text, especially if they are implicit. Results from studies with K-12 participants have been inconclusive regarding the potency of the graphic organizer (GO) as a comprehension tool. This study attempted to address some of the concerns with GO research by examining the effects of using GOs with middle school students with LD to convey and cue relational knowledge, using a longer intervention and using written essays to assess the students' attainment of relational knowledge. The results lend support for using GOs with students with LD to gain relational knowledge from expository textbooks. When factual knowledge was assessed via multiple choice tests and quizzes, no differences were found between treatment and control conditions. As in other GO studies, both groups demonstrated attainment of facts and concepts. But when relational knowledge was assessed, the two groups responded differentially. On essays that required application, the GO group provided significantly more relational knowledge statements than students in the No GO group did.

journal_name

J Learn Disabil

authors

DiCecco VM,Gleason MM

doi

10.1177/00222194020350040201

keywords:

subject

Has Abstract

pub_date

2002-07-01 00:00:00

pages

306-20

issue

4

eissn

0022-2194

issn

1538-4780

journal_volume

35

pub_type

临床试验,杂志文章,随机对照试验
  • The effects of blending and spelling training on the decoding skills of young poor readers.

    abstract::Blending and spelling training were compared in this experiment to determine which intervention would improve the decoding skills of two first-grade boys with learning disabilities who were in the phonetic cue stage of reading. Additionally, the two boys received pre- and posttest administrations of a phonemic segment...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949002300909

    authors: DiVeta SK,Speece DL

    更新日期:1990-11-01 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

  • Mental arithmetic in children with mathematics learning disabilities: the adaptive use of approximate calculation in an addition verification task.

    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

    pub_type: 杂志文章

    doi:10.1177/0022219408315638

    authors: Rousselle L,Noël MP

    更新日期:2008-11-01 00:00:00

  • Achieving meaningful mathematics literacy for students with learning disabilities. Cognition and Technology Group at Vanderbilt.

    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

    pub_type: 杂志文章,评审

    doi:10.1177/002221949703000207

    authors: Goldman SR,Hasselbring TS

    更新日期:1997-03-01 00:00:00

  • Role of cognitive theory in the study of learning disability in mathematics.

    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

    pub_type: 评论,杂志文章

    doi:10.1177/00222194050380040401

    authors: Geary DC

    更新日期:2005-07-01 00:00:00

  • A Model of Chinese Spelling Development in Hong Kong Kindergarteners.

    abstract::Copying characters presented previously (delayed copying) is an important skill in Chinese literacy acquisition. The relations of delayed copying and a set of literacy-related skills (including vocabulary knowledge, rapid automatized naming, phonological awareness, morphological awareness, and orthographic awareness),...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219420979959

    authors: Ye Y,McBride C,Yin L,Cheang LM,Tse CY

    更新日期:2020-12-22 00:00:00

  • Predictors of self-esteem: the roles of parent-child perceptions, achievement, and class placement.

    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

    pub_type: 杂志文章

    doi:10.1177/002221949202500111

    authors: Morvitz E,Motta RW

    更新日期:1992-01-01 00:00:00

  • What we know about translating comprehension-strategies instruction research into practice.

    abstract::Research on the implementation of comprehension-strategies instruction is discussed briefly. The particular focus is on the challenges educators have encountered in translating research-based strategies instruction into workable, school-based interventions and, ultimately, into classroom practice. The research outcome...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949703000504

    authors: Pressley M,el-Dinary PB

    更新日期:1997-09-01 00:00:00

  • A federal perspective on special education technology.

    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

    pub_type: 杂志文章,评审

    doi:10.1177/002221949602900505

    authors: Hauser J,Malouf DB

    更新日期:1996-09-01 00:00:00

  • Community college students with learning disabilities: evidence of impairment, possible misclassification, and a documentation disconnect.

    abstract::Recent research suggests that most 4-year college students diagnosed with specific learning disability (SLD) do not meet objective criteria for the disorder, show normative deficits in academic skills, or have childhood histories of SLD. The purpose of this study was to examine the functioning of students diagnosed wi...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219413483175

    authors: Weis R,Speridakos EC,Ludwig K

    更新日期:2014-11-01 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

  • Coping with school stress: a comparison of adolescents with and without learning disabilities.

    abstract::The experience of school-related stress during the transition to junior high school is compared in a sample of 59 students with learning disabilities (27 females, 32 males) and 402 students without learning disabilities (241 females, 161 males). Using a checklist of 11 stressful school events, the authors found that a...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949602900307

    authors: Geisthardt C,Munsch J

    更新日期:1996-05-01 00:00:00

  • WAIS-R scores as predictors of employment success and failure among adults with learning disabilities.

    abstract::The transition of adults with learning disabilities to successful employment is contingent upon numerous factors. Eighty-six adults (55 males and 31 females), 18 to 59 years old (mean age 26.7 years), with learning disabilities were evaluated clinically using the Wechsler Adult Intelligence Scale-Revised (WAIS-R) (Wec...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949002300511

    authors: Faas LA,D'Alonzo BJ

    更新日期:1990-05-01 00:00:00

  • Using a Multidimensional Measure of Resilience to Explain Life Satisfaction and Academic Achievement of Adults With Reading Difficulties.

    abstract::We assessed the impact of intrapersonal and interpersonal resilience, persistence, and number of difficulties in addition to reading problems on life satisfaction (general, social, and self) and academic achievement. A total of 120 adults with reading difficulties who either were completing a university degree or were...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219414522705

    authors: Stack-Cutler HL,Parrila RK,Torppa M

    更新日期:2015-11-01 00:00:00

  • The speed of articulatory movements involved in speech production in children with dyslexia.

    abstract::A group of children with dyslexia (mean ages 9 and 14 years) was studied, together with group of children without dyslexia matched for age. Participants were monolingual native speakers of the Bosnian language with transparent orthography. In total, the diagnostic tests were performed with 41 children with dyslexia an...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219411419014

    authors: Duranovic M,Sehic S

    更新日期:2013-05-01 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

  • Pediatric traumatic brain injury: challenges and interventions for families.

    abstract::Experiencing a brain injury is a traumatic event not only for the child who is directly affected, but also for his or her family system. Recently, attention has turned toward the potentially deleterious effects of having a child with a traumatic brain injury (TBI) on parents, siblings, and extended family members. Spe...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章,评审

    doi:10.1177/002221949602900610

    authors: Conoley JC,Sheridan SM

    更新日期:1996-11-01 00:00:00

  • Multiple intelligences and underachievement: lessons from individuals with learning disabilities.

    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

    pub_type: 杂志文章

    doi:10.1177/002221949502800707

    authors: Hearne D,Stone S

    更新日期:1995-08-01 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

  • Developmental Delays in Executive Function from 3 to 5 Years of Age Predict Kindergarten Academic Readiness.

    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

    pub_type: 杂志文章

    doi:10.1177/0022219415619754

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

    更新日期:2017-07-01 00:00:00

  • Auditory, visual, and multisensory nonverbal social perception in adolescents with and without learning disabilities.

    abstract::Adolescents with and without learning disabilities (14, 16, and 18 years old) were tested to determine whether they differed in auditory, visual, and/or multisensory (combined auditory/visual) social perception abilities. Differences between the two groups in growth of auditory, visual, and multisensory social-percept...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221948902200408

    authors: Sisterhen DH,Gerber PJ

    更新日期:1989-04-01 00:00:00

  • Variables related to the decision of young adults with learning disabilities to participate in postsecondary education.

    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

    pub_type: 杂志文章

    doi:10.1177/002221949002300605

    authors: Miller RJ,Snider B,Rzonca C

    更新日期:1990-06-01 00:00:00

  • Employment self-disclosure rates and rationales of university graduates with learning disabilities.

    abstract::Five hundred graduates with learning disabilities (LD) from three universities in the United States completed a survey related to their postschool employment outcomes and experiences. The present study presents data related to their decisions regarding LD disclosure in employment settings. Although 73% of the responde...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219407313805

    authors: Madaus JW

    更新日期:2008-07-01 00:00:00

  • Why elementary teachers might be inadequately prepared to teach reading.

    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

    pub_type: 杂志文章

    doi:10.1177/0022219409338736

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

    更新日期:2009-09-01 00:00:00

  • The person with a learning disability as a minority group member.

    abstract::Last semester, while concluding an autobiography for a class assignment, the author came to the realization that being a person with a learning disability constitutes a strong connection to people of other minority groups. This article will develop that theme, searching relevant issues through applied sociological pri...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949703000514

    authors: Coughlin D

    更新日期:1997-09-01 00:00:00

  • "Passageless" administration of the Nelson-Denny Reading Comprehension Test: associations with IQ and reading skills.

    abstract::There are few tests that assess reading comprehension in adults, but these tests are needed for a comprehensive assessment of reading disorders (RD). The Nelson-Denny Reading Test (NDRT) has a long-passage reading comprehension component that can be used with adolescents and adults. A problem with the NDRT is that rea...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219412468160

    authors: Ready RE,Chaudhry MF,Schatz KC,Strazzullo S

    更新日期:2013-07-01 00:00:00

  • Fable comprehension by children with learning disabilities.

    abstract::Seven fables were read to 14 average learners and 14 children with learning disabilities, all of whom ranged in age from 10 to 13 years. They were presented with four possible moral choices: one correct, one related, and two incorrect. They were instructed to select the correct moral choice and were asked to explain t...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221949502800506

    authors: Abrahamsen EP,Sprouse PT

    更新日期:1995-05-01 00:00:00

  • 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

  • Teaching adolescents with learning disabilities to generate and use task-specific strategies.

    abstract::The effects of an intervention designed to enhance students' roles as control agents for strategic functioning were investigated. The goal was to increase the ability of students labeled learning disabled to generate new strategies or adapt existing task-specific strategies for meeting varying demands of the regular c...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/002221948902200206

    authors: Ellis ES,Deshler DD,Schumaker JB

    更新日期:1989-02-01 00:00:00

  • Early Identification of Reading Comprehension Difficulties.

    abstract::Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted r...

    journal_title:Journal of learning disabilities

    pub_type: 杂志文章

    doi:10.1177/0022219414556121

    authors: Catts HW,Nielsen DC,Bridges MS,Liu YS

    更新日期:2016-09-01 00:00:00