Psychometric stability of nationally normed and experimental decoding and related measures in children with reading disability.

abstract：:The present study investigated the use of the Reading Component Model to subgroup poor readers. A large sample of poor readers was identified in second grade and subgrouped on the basis of relative strengths and weaknesses in word recognition and listening comprehension. Although homogeneous subgroups were not identif...

journal_title：Journal of learning disabilities

authors： Catts HW,Hogan TP,Fey ME

更新日期：2003-03-01 00:00:00

abstract：:The present article provides a meta-analysis of instructional research with samples of children and adolescents with learning disabilities in the domains of word recognition and reading comprehension. The results of the synthesis showed that a prototypical intervention study has an effect size (ES) of .59 for word rec...

journal_title：Journal of learning disabilities

authors： Swanson HL

更新日期：1999-11-01 00:00:00

abstract：:This exploratory study identified underlying skill and ability differences among subgroups of adolescent and young adult struggling readers (N = 290) overall and in relation to a fluency-based instructional grouping method. We used principal axis factoring of participants' scores on 18 measures of reading-related skil...

journal_title：Journal of learning disabilities

authors： Mellard DF,Woods KL,Md Desa ZD,Vuyk MA

更新日期：2015-05-01 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：: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：: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

authors： Geisthardt C,Munsch J

更新日期：1996-05-01 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：: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：: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

authors： Sisterhen DH,Gerber PJ

更新日期：1989-04-01 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

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 article explains how key principles of holistic constructivism were used to revise a graduate teacher education program and develop a portfolio model of evaluation. The program is built around individualized portfolios, applied projects, collaborative work, student evaluation, and professional presentation of stu...

journal_title：Journal of learning disabilities

authors： Bacon EH,Bloom LA

更新日期：1995-12-01 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：: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 provides a snapshot of how all 50 states are progressing with the development and implementation of response-to-intervention (RtI) models 1 year after the final regulations for the Individuals with Disabilities Education Act were passed. Data were collected through a review of existing state department of...

journal_title：Journal of learning disabilities

authors： Berkeley S,Bender WN,Gregg Peaster L,Saunders L

更新日期：2009-01-01 00:00:00

abstract：:The study presents data on the effectiveness of a parent-administered behavioral reading therapy program. Ten parents administered the therapy program to their second- to fourth-grade children with reading disability. All 10 children received 70 therapy sessions (30 minutes per session), with 5 of the 10 children rece...

journal_title：Journal of learning disabilities

authors： Burns GL,Kondrick PA

更新日期：1998-05-01 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：:The goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit....

journal_title：Journal of learning disabilities

authors： Thatcher Kantor P,Wagner RK,Torgesen JK,Rashotte CA

更新日期：2011-07-01 00:00:00

abstract：:Some previous research has shown strong associations between spelling ability and rapid automatic naming (RAN) after controls for phonological processing and nonsense-word reading ability, consistent with the double-deficit hypothesis in reading and spelling. Previous studies did not, however, control for nonsense-wor...

journal_title：Journal of learning disabilities

authors： Savage R,Pillay V,Melidona S

更新日期：2008-05-01 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：: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：: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

authors： Clampit MK,Silver SJ

更新日期：1990-04-01 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：:Recent experimental results suggest that negation is particularly challenging for children with reading difficulties. This study looks at how young poor readers, speakers of Mandarin Chinese, comprehend affirmative and negative sentences as compared with a group of age-matched typical readers. Forty-four Chinese child...

journal_title：Journal of learning disabilities

authors： Hu S,Vender M,Fiorin G,Delfitto D

更新日期：2018-03-01 00:00:00

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

authors： Foorman BR,Ciancio DJ

更新日期：2005-11-01 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：: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

authors： Coughlin D

更新日期：1997-09-01 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：:In this study, we examined whether think-aloud procedures would uncover differences in the kinds of inferences generated by average and below-average readers. Participants were 40 third-grade children who were divided into groups of average and below-average readers. All participants completed measures of nonverbal IQ...

journal_title：Journal of learning disabilities

authors： Laing SP,Kamhi AG

更新日期：2002-09-01 00:00:00

abstract：:Researchers of mathematics learning disability (MLD) commonly use cutoff scores to determine which participants have MLD. Some researchers apply more restrictive cutoffs than others (e.g., performance below the 10th vs. below the 35th percentile). Different cutoffs may lead to groups of children that differ in their p...

journal_title：Journal of learning disabilities

authors： Murphy MM,Mazzocco MM,Hanich LB,Early MC

更新日期：2007-09-01 00:00:00