Abstract：
:There has been considerable discussion of the methods used for the identification of children with reading disabilities. This study examined three different methods that could be used in the identification of children with reading disabilities and their consistency with teacher ratings of behaviors believed to be associated with reading disabilities. Standardized, norm-referenced measures of achievement, phonological processing measures, and curriculum-based measures of reading fluency were used with 40 children in Grades 1 and 2. Comparisons were made to determine which measures, if any, differentiated between children referred for reading disabilities (n = 20) and children who were progressing typically in reading in their general education classroom settings (n = 20). The results indicated significant between-group differences on standardized, norm-referenced measures of reading recognition, word attack, and comprehension; phonological measures of blending nonwords and elision; and reading fluency. Teacher ratings on the Dyslexia Screening Instrument were consistent with teacher beliefs regarding children's progress in reading. All measures were found to correlate significantly with each other. However, correlations were generally in the moderate range, suggesting that the measures used did not measure the same reading skills or, in the case of phonological processing, the underlying abilities believed to be necessary for reading. Given the differences in tasks and the moderate correlations, it is likely that the choice of measures may affect the conclusions reached regarding a student's reading ability.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Sofie CA,Riccio CAdoi
10.1177/002221940203500305keywords:
subject
Has Abstractpub_date
2002-05-01 00:00:00pages
234-44issue
3eissn
0022-2194issn
1538-4780journal_volume
35pub_type
杂志文章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
更新日期：2007-03-01 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
pub_type： 杂志文章,评审
doi：10.1177/0022219411426858
更新日期：2012-01-01 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
pub_type： 杂志文章
doi：10.1177/0022219417718199
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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
更新日期：2009-09-01 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
pub_type： 杂志文章,评审
doi：10.1177/002221949602900505
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journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949002300307
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journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949002300605
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journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221948902200408
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journal_title：Journal of learning disabilities
pub_type： 杂志文章,评审
doi：10.1177/00222194040370060601
更新日期：2004-11-01 00:00:00
abstract：:The development of reading speed in Italian children with dyslexia was estimated using individualized growth curves for a group of 38 children with dyslexia tested longitudinally from the second to the eighth grade and compared with typical readers. Their reading speed development followed a linear trend of .3 syllabl...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221940103400503
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journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949102400103
更新日期：1991-01-01 00:00:00
abstract：:We used an item response theory (IRT) measurement model to examine the 28-item Conners Teacher's Rating Scale (CTRS) for the diagnosis of attention-deficit/hyperactivity disorder (ADHD). Using an Israeli sample of 453 pairs of respondents (parents and teachers), we broke down our sample into nonclinical (n = 306) and ...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949803100602
更新日期：1998-11-01 00:00:00
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journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221940003300509
更新日期：2000-09-01 00:00:00
abstract：:The authors, both of whom are involved in providing support services to university students with learning disabilities, describe some of the current issues and challenges faced by students, staff, and faculty. Programs and initiatives in some Canadian institutions that have proven to be successful are described, such ...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949602900111
更新日期：1996-01-01 00:00:00
abstract：:This study examined the characteristics of students with specific learning disabilities in either reading and spelling or arithmetic. Based on scores obtained using the revised Woodcock-Johnson Psycho-Educational Battery, students with a marked weakness in arithmetic relative to reading and spelling were designated as...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949703000309
更新日期：1997-05-01 00:00:00
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journal_title：Journal of learning disabilities
pub_type： 杂志文章
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更新日期：1991-08-01 00:00:00
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journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219416633865
更新日期：2017-09-01 00:00:00
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journal_title：Journal of learning disabilities
pub_type： 临床试验,杂志文章,随机对照试验
doi：10.1177/00222194020350040201
更新日期：2002-07-01 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
pub_type： 杂志文章,随机对照试验
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更新日期：2011-03-01 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
pub_type： 杂志文章,评审
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更新日期：1997-03-01 00:00:00
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journal_title：Journal of learning disabilities
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journal_title：Journal of learning disabilities
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journal_title：Journal of learning disabilities
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更新日期：1995-11-01 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
pub_type： 杂志文章
doi：10.1177/002221940103400306
更新日期：2001-05-01 00:00:00
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
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更新日期：2015-11-01 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
pub_type： 杂志文章,评审
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更新日期：2015-09-01 00:00:00
abstract：:Although a number of experimental investigations into the effects of hemisphere stimulation on the reading performance of individuals with dyslexia are currently available, only a few studies have addressed the effects of treatment in the setting of an outpatient clinic. The present study reports on the reading result...
journal_title：Journal of learning disabilities
pub_type： 临床试验,杂志文章
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更新日期：1997-01-01 00:00:00
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journal_title：Journal of learning disabilities
pub_type： 杂志文章,多中心研究
doi：10.1177/0022219410374235
更新日期：2011-05-01 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
pub_type： 评论,杂志文章
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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
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更新日期：2013-05-01 00:00:00
