Relative effectiveness of reading practice or word-level instruction in supplemental tutoring: how text matters.

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...

journal_title：Journal of learning disabilities

authors： Nalavany BA,Carawan LW,Rennick RA

更新日期：2011-01-01 00:00:00

abstract：:This article describes the use of self-monitoring procedures to increase the number of daily homework assignments completed by eight students with learning disabilities. Students ranged in age from 13 to 16 years and attended Grades 7 through 10. The experimental procedure involved the use of a sheet listing all daily...

journal_title：Journal of learning disabilities

authors： Trammel DL,Schloss PJ,Alper S

更新日期：1994-02-01 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

authors： Gerber PJ

更新日期：2012-01-01 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：:Text-to-speech and related read-aloud tools are being widely implemented in an attempt to assist students' reading comprehension skills. Read-aloud software, including text-to-speech, is used to translate written text into spoken text, enabling one to listen to written text while reading along. It is not clear how eff...

journal_title：Journal of learning disabilities

authors： Wood SG,Moxley JH,Tighe EL,Wagner RK

更新日期：2018-01-01 00:00:00

abstract：:The present study investigated whether the members of adolescents' peer groups are similar in reading and spelling disabilities and whether this similarity contributes to subsequent school achievement and educational attainment. The sample consisted of 375 Finnish adolescents whose reading and spelling disabilities we...

journal_title：Journal of learning disabilities

authors： Kiuru N,Haverinen K,Salmela-Aro K,Nurmi JE,Savolainen H,Holopainen L

更新日期：2011-11-01 00:00:00

abstract：:There are few tests that assess reading comprehension in adults, but these tests are needed for a comprehensive assessment of reading disorders (RD). The Nelson-Denny Reading Test (NDRT) has a long-passage reading comprehension component that can be used with adolescents and adults. A problem with the NDRT is that rea...

journal_title：Journal of learning disabilities

authors： Ready RE,Chaudhry MF,Schatz KC,Strazzullo S

更新日期：2013-07-01 00:00:00

abstract：:A group of poor readers classified as dyslexic by age/IQ discrepancy criteria (n = 42) were contrasted with two clinic control groups: 56 adequate-for-age readers with attention deficit disorder (ADD) and 21 poor-for-age readers not meeting the IQ discrepancy criterion (slow/borderline group). The children (33 girls, ...

journal_title：Journal of learning disabilities

authors： Ackerman PT,Dykman RA

更新日期：1993-11-01 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

authors： Cox DH,Klas LD

更新日期：1996-01-01 00:00:00

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

authors： Gregg N,Coleman C,Davis M,Chalk JC

更新日期：2007-07-01 00:00:00

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

authors： Ferri BA,Keefe CH,Gregg N

更新日期：2001-01-01 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 present study examined the development of phonological and reading skills in 171 students (98 males, 73 females) from the beginning of first grade (Time 1) to the end of second grade (Time 4). Based on their reading and intelligence scores at the end of second grade, these students were placed into nondisabled (ND...

journal_title：Journal of learning disabilities

authors： Hurford DP,Schauf JD,Bunce L,Blaich T,Moore K

更新日期：1994-06-01 00:00:00

abstract：:The present study investigated the persistent nature of naming speed deficits within the context of the double-deficit hypothesis in a university sample of adults with reading disabilities (RD). Twenty-five university students with RD were compared to 28 typically achieving readers on measures of reading skill, phonol...

journal_title：Journal of learning disabilities

authors： Vukovic RK,Wilson AM,Nash KK

更新日期：2004-09-01 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

authors： Hynd GW,Nieves N,Connor RT,Stone P,Town P,Becker MG,Lahey BB,Lorys AR

更新日期：1989-11-01 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：: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：: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

authors： Harrison KA,Romanczyk RG

更新日期：1991-04-01 00:00:00

abstract：:This article explores the genesis and development of the Guckenberger v. Boston University case, detailing the pertinent facts and issues of the case and analyzing the court's decision. The overall question posed by the case (as considered from the perspective of the plaintiffs' attorneys) was whether Boston Universit...

journal_title：Journal of learning disabilities

authors： Wolinsky S,Whelan A

更新日期：1999-07-01 00:00:00

abstract：:The purpose of this study was to determine the effectiveness of a systematic, explicit, intensive Tier 3 (tertiary) intervention on the mathematics performance of students in second grade with severe mathematics difficulties. A multiple-baseline design across groups of participants showed improved mathematics performa...

journal_title：Journal of learning disabilities

authors： Bryant BR,Bryant DP,Porterfield J,Dennis MS,Falcomata T,Valentine C,Brewer C,Bell K

更新日期：2016-03-01 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

authors： Hooper SR,Swartz CW,Wakely MB,de Kruif RE,Montgomery JW

更新日期：2002-01-01 00:00:00

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

authors： Okolo CM,Ferretti RP,MacArthur CA

更新日期：2007-03-01 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：: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：:The ability to understand and produce coherent text structure was assessed across three groups of college writers, normally achieving, learning disabled, and underprepared. It was found that college writers with learning disabilities were more like the normally achieving writers on an assessment of comprehension of te...

journal_title：Journal of learning disabilities

authors： Gregg N,Hoy C

更新日期：1989-06-01 00:00:00

abstract：:This article examines the relationship between specific factors and the decision to participate in postsecondary education by young adults with learning disabilities. Data concerning 539 subjects with learning disabilities were included in this study. T test and chi square indicated that involvement in extracurricular...

journal_title：Journal of learning disabilities

authors： Miller RJ,Snider B,Rzonca C

更新日期：1990-06-01 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 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：:Difficulties in phonological processing and reading that characterize developmental dyslexia have been suggested also to affect those with attention-deficit/hyperactivity disorder (ADHD). However, it is not known to what extent various intervening factors, such as low intelligence quotient or age, explain the observed...

journal_title：Journal of learning disabilities

authors： Laasonen M,Lehtinen M,Leppämäki S,Tani P,Hokkanen L

更新日期：2010-01-01 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