Abstract：
:This study examined the patterns of reading and spelling performance of first-grade Greek children who either were facing difficulties in literacy acquisition or were normal achievers. In addition, we studied the relationship between obtained literacy development levels and the children's phonological awareness and ability to retain phonological information in short-term memory. The participants were tested in the reading of single letters, letter clusters, words, and nonwords, as well as in word and nonword spelling. Furthermore, their phonological processing knowledge was assessed via a battery of phonological awareness tasks and short-term memory phonetic-representation tasks. The main findings of the study were as follows: (a) Accurate decoding of Greek was achieved by almost every young child (attributed mainly to the nature of the Greek writing system); (b) the time the children needed to process a written item was the crucial index of their difficulty in literacy acquisition; (c) spelling was performed by deriving the orthographic form of a word on the basis of sound-spelling correspondence knowledge; (d) although the children with difficulties in literacy development had achieved a satisfactory performance in phonological processing, their performance was nevertheless significantly lower than that of the normal achievers; and (e) phonemic awareness and speech rate tasks were among the best predictors of learning to read and spell Greek words.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Porpodas CDdoi
10.1177/002221949903200506keywords:
subject
Has Abstractpub_date
1999-09-01 00:00:00pages
406-16issue
5eissn
0022-2194issn
1538-4780journal_volume
32pub_type
杂志文章abstract：:This article presents an international perspective of the proposed changes to the DSM-5 for learning disabilities (LD) and attention-deficit/hyperactivity disorders (ADHD) across ten countries: Australia, Germany, Greece, India, Israel, Italy, Spain, Taiwan, the United Kingdom, and the United States. We provide perspe...
journal_title：Journal of learning disabilities
pub_type： 杂志文章,评审
doi：10.1177/0022219412464353
更新日期：2013-01-01 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
pub_type： 杂志文章
doi：10.1177/002221949102400409
更新日期：1991-04-01 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：:Stimulant medications are widely used as part of the treatment for children with attention deficit-hyperactivity disorder (ADHD). The current study investigated the effects of methylphenidate on auditory vigilance, auditory processing abilities, and receptive language abilities of children with ADHD. Twenty subjects (...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949102401006
更新日期：1991-12-01 00:00:00
abstract：:We evaluated a teaching strategy designed to improve spelling accuracy in children with learning disabilities. The write-say method provides immediate feedback to dual sensory modalities (i.e., visual and auditory) following the administration of a daily spelling test. Four males and three females (mean age = 11.61 ye...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949302600106
更新日期：1993-01-01 00:00:00
abstract：:The purpose of this study was to investigate the perceptions of mainstreamed students with learning disabilities (LD) regarding adaptations (e.g., altering tests, homework, assignments, instruction) made by general education teachers. Furthermore, their responses were compared with those of low achieving (LA) and aver...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949302600808
更新日期：1993-10-01 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
doi：10.1177/002221949903200302
更新日期：1999-05-01 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
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
更新日期：2013-05-01 00:00:00
abstract：:This study examined the executive functioning of 55 elementary school children with and without problems in written expression. Two groups reflecting children with and without significant writing problems were defined by an average primary trait rating across two separate narratives. The groups did not differ in terms...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221940203500105
更新日期：2002-01-01 00:00:00
abstract：:The extant literature on the social functioning of students with learning disabilities (LD) has indicated that whereas a majority belong to peer groups, a higher proportion are isolated and most have lower social status among peers in general than their typically achieving classmates. Although some work has examined t...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219407310993
更新日期：2008-01-01 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
pub_type： 杂志文章
doi：10.1177/002221949803100307
更新日期：1998-05-01 00:00:00
abstract：:This study investigates two group-administered tests of phoneme awareness, a phoneme segmentation test and an invented spelling test. Each was given to 100 kindergarten children (48 female, 52 male), along with two tests of visual-motor ability. One year later the same children received standardized reading tests and ...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949302600406
更新日期：1993-04-01 00:00:00
abstract：:This study examined problem-solving and number-fact skills in two subgroups of third-grade children with mathematics difficulties (MD): MD-specific (n = 12) and MD-general (n = 12). The MD-specific group had difficulties in mathematics but not in reading, and the MD-general group had difficulties in reading as well as...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949703000606
更新日期：1997-11-01 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
pub_type： 杂志文章
doi：10.1177/002221948902200910
更新日期：1989-11-01 00:00:00
abstract：:The final session of the National Research Center on Learning Disabilities (NRCLD) Responsiveness-to-Intervention (RTI) Symposium, "What are alternative models to LD identification other than RTI?" included four papers that discussed concerns over the exclusive reliance on an RTI approach to learning disability identi...
journal_title：Journal of learning disabilities
pub_type：
doi：10.1177/00222194050380061401
更新日期：2005-11-01 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
pub_type： 杂志文章
doi：10.1177/0022219419845070
更新日期：2019-09-01 00:00:00
abstract：:Created as a part of the general Russian educational system, special education in Russia has mirrored all the good and bad qualities of that system. It was during the Soviet phase of its existence that Russian remedial education developed its specific and unique character, reflecting the structure and values of the gl...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949803100210
更新日期：1998-03-01 00:00:00
abstract：:Fueled by educational reforms such as the Regular Education Initiative, the inclusion movement, and Goals 2000, speech and language pathologists (SLPs) have explored the use of collaborative consultation in providing integrated service delivery. The implications of classroom-based services are discussed, along with mo...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949703000408
更新日期：1997-07-01 00:00:00
abstract：:Magnitude understanding is critical for students to develop a deep understanding of fractions and more advanced mathematics curriculum. The research reports in this special issue underscore magnitude understanding for fractions and emphasize number lines as both an assessment and an instructional tool. In this comment...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219416662625
更新日期：2017-11-01 00:00:00
abstract：:Does scotopic sensitivity correction enhance parsing and, thus, comprehension? Twenty-two readers with scotopic sensitivity (mean age = 20.3 yrs.; 40.9% male) parsed sentences under scotopic correction and control conditions. Measures included eye-movement indices of parsing and comprehension questions. Although eye m...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949402700110
更新日期：1994-01-01 00:00:00
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
更新日期：1992-01-01 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
pub_type： 临床试验,杂志文章
doi：10.1177/002221949102400206
更新日期：1991-02-01 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
pub_type： 杂志文章
doi：10.1177/0022219412463435
更新日期：2014-07-01 00:00:00
abstract：:This article synthesizes the literature comparing at-risk children designated as responders and low responders to interventions in reading. The central question addressed in this review is whether individual differences in reading-related skills at pretest predict responders at posttest across a variety of interventio...
journal_title：Journal of learning disabilities
pub_type： 杂志文章,meta分析
doi：10.1177/0022219410378447
更新日期：2011-05-01 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
pub_type： 杂志文章
doi：10.1177/002221949602900307
更新日期：1996-05-01 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
pub_type： 杂志文章
doi：10.1177/0022219412459354
更新日期：2014-07-01 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
pub_type： 杂志文章
doi：10.1177/002221949202500904
更新日期：1992-11-01 00:00:00
abstract：:Research has suggested that different strategies used when solving fraction problems are highly correlated with students' problem-solving accuracy. This study (a) utilized latent profile modeling to classify students into three different strategic developmental levels in solving fraction comparison problems and (b) ac...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219414562281
更新日期：2016-09-01 00:00:00
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
更新日期：1989-02-01 00:00:00
