Abstract:
:This study presents a longitudinal examination of the development of reading and reading-related skills of 22 Grade 4 children identified as having reading disabilities (RD) who had been followed since kindergarten. The analyses were conducted to investigate the patterns of emergence of RD as well as reading ability and risk status across the 5 years. The findings of the study are presented with an examination of the trajectories of the children with RD as compared to Grade 4 typical readers (matched for grade, gender, language status, and school) with a similar profile on literacy skills in kindergarten. The results demonstrate the heterogeneous nature of the trajectory of RD in school-age children; although many of the children with RD were at risk in kindergarten, there was a subsample who did not demonstrate reading and phonological difficulties until the third and fourth grades.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Lipka O,Lesaux NK,Siegel LSdoi
10.1177/00222194060390040901subject
Has Abstractpub_date
2006-07-01 00:00:00pages
364-78issue
4eissn
0022-2194issn
1538-4780journal_volume
39pub_type
杂志文章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::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::Research on the implementation of comprehension-strategies instruction is discussed briefly. The particular focus is on the challenges educators have encountered in translating research-based strategies instruction into workable, school-based interventions and, ultimately, into classroom practice. The research outcome...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949703000504
更新日期:1997-09-01 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
pub_type: 杂志文章
doi:10.1177/002221949002300210
更新日期:1990-02-01 00:00:00
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
pub_type: 杂志文章
doi:10.1177/0022219416646706
更新日期:2017-11-01 00:00:00
abstract::This exploratory study identified underlying skill and ability differences among subgroups of adolescent and young adult struggling readers (N = 290) overall and in relation to a fluency-based instructional grouping method. We used principal axis factoring of participants' scores on 18 measures of reading-related skil...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219413500813
更新日期:2015-05-01 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
pub_type: 杂志文章
doi:10.1177/002221949402701004
更新日期:1994-12-01 00:00:00
abstract::Links between teachers' pedagogical beliefs and teaching practices were investigated with respect to process writing instruction. Participants included 5 teachers, 44 general education students, and 23 special education students in 2 elementary multi-age inclusion classrooms. Findings suggested that, although the teac...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194060390010301
更新日期:2006-01-01 00:00:00
abstract::This study examined temporal resolution of auditory perception (TRAP) in relation to speech perception and phonological working memory in one experiment and in relation to measures of rapid naming, understanding of grammatical contrasts, and phonological awareness in a second experiment. In the TRAP test, 6- to 9-year...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221940103400411
更新日期:2001-07-01 00:00:00
abstract::This article explains how key principles of holistic constructivism were used to revise a graduate teacher education program and develop a portfolio model of evaluation. The program is built around individualized portfolios, applied projects, collaborative work, student evaluation, and professional presentation of stu...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949502801005
更新日期:1995-12-01 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
pub_type: 杂志文章
doi:10.1177/002221949002300909
更新日期:1990-11-01 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
pub_type: 杂志文章,评审
doi:10.1177/00222194040370060601
更新日期:2004-11-01 00:00:00
abstract::Last semester, while concluding an autobiography for a class assignment, the author came to the realization that being a person with a learning disability constitutes a strong connection to people of other minority groups. This article will develop that theme, searching relevant issues through applied sociological pri...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949703000514
更新日期:1997-09-01 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
pub_type: 杂志文章
doi:10.1177/0022219411410289
更新日期:2011-09-01 00:00:00
abstract::Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and read...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194060390060501
更新日期:2006-11-01 00:00:00
abstract::This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, b...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194030360010501
更新日期:2003-01-01 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::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
pub_type: 杂志文章
doi:10.1177/0022219411407863
更新日期:2011-07-01 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
pub_type: 杂志文章
doi:10.1177/002221949302600910
更新日期:1993-11-01 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
pub_type: 杂志文章
doi:10.1177/0022219408315638
更新日期:2008-11-01 00:00:00
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 ab...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949903200506
更新日期:1999-09-01 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::The purpose of this study was to determine if an instruction designed to facilitate planning, given by teachers to their class as a group, would have differential effects depending on the specific Planning, Attention, Simultaneous, Successive (PASS) cognitive characteristics of each child. A cognitive strategy instruc...
journal_title:Journal of learning disabilities
pub_type: 临床试验,杂志文章
doi:10.1177/002221940003300607
更新日期:2000-11-01 00:00:00
abstract::Assisted and unassisted performance of 14 average readers (7 boys and 7 girls between 9.67 and 13 years of age) and 14 children with learning disabilities (10 boys and 4 girls between 10.8 and 13 years of age) were compared on a reading comprehension task--stating the main idea in expository paragraphs in which the to...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949102400707
更新日期:1991-08-01 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::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
更新日期:1996-09-01 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::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
pub_type: 杂志文章
doi:10.1177/002221948902200608
更新日期:1989-06-01 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
doi:10.1177/00222194050380040401
更新日期:2005-07-01 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
doi:10.1177/002221949703000110
更新日期:1997-01-01 00:00:00