Abstract:
:Science has been an important partner of the field of learning disabilities since its inception. Special educators have used science to confirm or reject approaches to identifying and teaching students with disabilities. Current research and practice is using science to find better approaches to preventing learning difficulties and reducing the number of students referred for special education. However, I caution that if we want science to have the desired impact on the educational and social outcomes of students with learning disabilities, we must take care not to misuse it.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Chard DJdoi
10.1177/00222194040370030501keywords:
subject
Has Abstractpub_date
2004-05-01 00:00:00pages
213-7issue
3eissn
0022-2194issn
1538-4780journal_volume
37pub_type
杂志文章abstract::Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States' most expensi...
journal_title:Journal of learning disabilities
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abstract::The purpose of this qualitative multicase study was to explore the perceptions of individuals who could speak from both sides of the special education desk--as students and as teachers. The three participants for this study each received special education services for learning disabilities while in school and were cur...
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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journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221949602900610
更新日期:1996-11-01 00:00:00
abstract::The response of boys and girls with or without learning disabilities to social failure was examined. Children participated in two dyadic interactions with experimental confederates: an unfriendly interaction and a friendly one. The children's behavior was videotaped, and they answered questions following each interact...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
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更新日期:1999-05-01 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
pub_type: 杂志文章
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abstract::The majority of high-stakes tests from elementary school through postsecondary education include the timed impromptu essay as a measure of writing performance. For adolescents with writing disorders, this type of evaluation often presents a significant barrier. The purpose of the current study was twofold. First, we i...
journal_title:Journal of learning disabilities
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doi:10.1177/00222194070400040201
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abstract::The purpose of this study was to examine the effectiveness of a multilinguistic intervention to improve reading and spelling in primary grade students who struggle with literacy. Twenty second-grade students with spelling deficits were randomly assigned to receive a multilinguistic intervention with a phonological and...
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:2014-01-01 00:00:00
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221948902200203
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abstract::This study investigated the effects of a peer teaching procedure, combined with student letter-writing activities, on the acquisition and generalization of capitalization skills. Three students, aged 9 years, obtained instruction from peer partners that included (a) an introduction and review of capitalization rules, ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949102400103
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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
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221940203500203
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abstract::The purpose of this study was to examine the effectiveness of video-based mathematics instruction for seven middle school students with specific learning disability (SLD), using an augmented reality-based training package. The dependent variable was the percentage of steps students performed correctly to solve each ty...
journal_title:Journal of learning disabilities
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更新日期:2020-07-01 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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pub_type: 杂志文章,评审
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更新日期:2013-09-01 00:00:00
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949202500201
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journal_title:Journal of learning disabilities
pub_type: 杂志文章,多中心研究
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更新日期:2011-05-01 00:00:00
abstract::Concept mapping (a mixed qualitative-quantitative methodology) was used to describe and understand the psychosocial experiences of adults with confirmed and self-identified dyslexia. Using innovative processes of art and photography, Phase 1 of the study included 15 adults who participated in focus groups and in-depth...
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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
pub_type: 杂志文章
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journal_title:Journal of learning disabilities
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doi:10.1177/002221949703000110
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