Use of grade-based norms versus age-based norms in psychoeducational assessment for a college population.

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

authors： DiVeta SK,Speece DL

更新日期：1990-11-01 00:00:00

abstract：:Achievement and cognitive tests are used extensively in the diagnosis and educational placement of children with reading disabilities (RD). Moreover, research on scholastic interventions often requires repeat testing and information on practice effects. Little is known, however, about the test-retest and other psychom...

journal_title：Journal of learning disabilities

authors： Cirino PT,Rashid FL,Sevcik RA,Lovett MW,Frijters JC,Wolf M,Morris RD

更新日期：2002-11-01 00:00:00

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

authors： Rousselle L,Noël MP

更新日期：2008-11-01 00:00:00

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

authors： Al-Yagon M,Cavendish W,Cornoldi C,Fawcett AJ,Grünke M,Hung LY,Jiménez JE,Karande S,van Kraayenoord CE,Lucangeli D,Margalit M,Montague M,Sholapurwala R,Sideridis G,Tressoldi PE,Vio C

更新日期：2013-01-01 00:00:00

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 di...

journal_title：Journal of learning disabilities

authors： Chard DJ

更新日期：2004-05-01 00:00:00

abstract：:A series of tests of naming speed in discrete reaction time format were undertaken by seven groups of children: three groups with dyslexia with mean ages 8, 13, and 17 years; three groups of normally achieving children matched for age and IQ with the dyslexic groups; and a group of 10-year-old children with mild learn...

journal_title：Journal of learning disabilities

authors： Fawcett AJ,Nicolson RI

更新日期：1994-12-01 00:00:00

abstract：:Using a nationally representative sample of 5,150 Dutch students who have been followed over a 6-year period, the presence of the Matthew effect was investigated for general language skills. The analyses do not reveal unmistakable evidence for the supposition that the rich get richer and the poor poorer. On the contra...

journal_title：Journal of learning disabilities

authors： Luyten H,ten Bruggencate G

更新日期：2011-09-01 00:00:00

abstract：:The authors' experience derives from over 10 years of study of the neuropsychological characteristics of children with learning disabilities (LD) who were referred to a public children's hospital. Some sociocultural and linguistic aspects of children with learning disabilities in Italy, and in particular in the northe...

journal_title：Journal of learning disabilities

authors： Fabbro F,Masutto C

更新日期：1994-03-01 00:00:00

abstract：:The four studies of adult literacy in this special issue of the Journal of Learning Disabilities address measurement issues in adult populations and the relation (by comparison) of similar studies of childhood literacy. Despite differences in selection criteria, tests, and research questions, there is some convergence...

journal_title：Journal of learning disabilities

authors： Fletcher JM

更新日期：2010-03-01 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

authors： Vaughn S,Schumm JS,Kouzekanani K

更新日期：1993-10-01 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

authors： Pennington BF,Gilger JW,Olson RK,DeFries JC

更新日期：1992-11-01 00:00:00

abstract：:Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and ...

journal_title：Journal of learning disabilities

authors： Woodcock S,Jiang H

更新日期：2018-01-01 00:00:00

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

authors： Conoley JC,Sheridan SM

更新日期：1996-11-01 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：: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：: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：: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

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

更新日期：2016-09-01 00:00:00

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

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

更新日期：2020-12-22 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

authors： Estell DB,Jones MH,Pearl R,Van Acker R,Farmer TW,Rodkin PC

更新日期：2008-01-01 00:00:00

abstract：:This study surveyed and compared support systems for poor readers in six member states of the European Union (EU). The goal was to identify features of effective support systems. A large-scale questionnaire survey was conducted among mainstream teachers (n = 4,210) and remedial teachers (n = 2,395). Results indicate t...

journal_title：Journal of learning disabilities

authors： Ise E,Blomert L,Bertrand D,Faísca L,Puolakanaho A,Saine NL,Surányi Z,Vaessen A,Csépe V,Lyytinen H,Reis A,Ziegler JC,Schulte-Körne G

更新日期：2011-05-01 00:00:00

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：: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：:This study examined the usefulness and predictive validity of a dynamic screening of phonological awareness in two samples of kindergarten children. In one sample (n = 90), the predictive validity of the dynamic assessment was compared to a static version of the same screening measure. In the second sample (n = 96), t...

journal_title：Journal of learning disabilities

authors： Sittner Bridges M,Catts HW

更新日期：2011-07-01 00:00:00

abstract：:The purpose of this study was to examine the development of oral reading fluency in a sample of first-grade children. Using growth curve analysis, models of growth were identified for a combined sample of at-risk (AR) and not-at-risk (NAR) children, and predictors of growth were identified for the longitudinal AR samp...

journal_title：Journal of learning disabilities

authors： Speece DL,Ritchey KD

更新日期：2005-09-01 00:00:00

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

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

更新日期：2017-07-01 00:00:00

abstract：:The authors review the last decade of their research on learning disabilities and conclude that knowledge x process x context is the most useful way to think about children's cognitive difficulties. According to this framework, learning disabilities is seen as a result of the interplay between a poorly elaborated know...

journal_title：Journal of learning disabilities

authors： Ceci SJ,Baker JG

更新日期：1989-02-01 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：:This article examines selected variables related to the type of postsecondary education experience chosen by young adults with learning disabilities (N = 225). A one-way analysis of variance was utilized to identify significant differences between groups participating in alternative postsecondary education experiences...

journal_title：Journal of learning disabilities

authors： Miller RJ,Rzonca C,Snider B

更新日期：1991-03-01 00:00:00

abstract：:Currently, educators separate out from typical students those whose learning needs vary from the norm. The norming and sorting process may earmark students as "different" without providing markedly unique instruction and without producing robust academic outcomes. An alternative to fragmentation for some students is t...

journal_title：Journal of learning disabilities

authors： Tomlinson CA

更新日期：2004-11-01 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