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 encountered by the teacher and students. We triangulated our analysis of observational data with teacher interviews. The results showed high rates of student participation, with no differences between students with and without disabilities. The teacher initiated and controlled the discussion, and nearly all student responses were from teacher to student rather than from student to student. The teacher encountered three challenges in developing students' understanding, and we identify specific practices she used to address these challenges. Based on students' response to measures administered by project staff and on their scores on statewide tests, this teacher's practices seemed to be highly effective.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Okolo CM,Ferretti RP,MacArthur CAdoi
10.1177/00222194070400020601subject
Has Abstractpub_date
2007-03-01 00:00:00pages
154-65issue
2eissn
0022-2194issn
1538-4780journal_volume
40pub_type
杂志文章abstract::Researchers of mathematics learning disability (MLD) commonly use cutoff scores to determine which participants have MLD. Some researchers apply more restrictive cutoffs than others (e.g., performance below the 10th vs. below the 35th percentile). Different cutoffs may lead to groups of children that differ in their p...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194070400050901
更新日期:2007-09-01 00:00:00
abstract::Many students with learning disabilities (LD) experience difficulties with extracting relationships from expository text, especially if they are implicit. Results from studies with K-12 participants have been inconclusive regarding the potency of the graphic organizer (GO) as a comprehension tool. This study attempted...
journal_title:Journal of learning disabilities
pub_type: 临床试验,杂志文章,随机对照试验
doi:10.1177/00222194020350040201
更新日期:2002-07-01 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
pub_type: 杂志文章,评审
doi:10.1177/002221949602900610
更新日期:1996-11-01 00:00:00
abstract::We assessed the impact of intrapersonal and interpersonal resilience, persistence, and number of difficulties in addition to reading problems on life satisfaction (general, social, and self) and academic achievement. A total of 120 adults with reading difficulties who either were completing a university degree or were...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219414522705
更新日期:2015-11-01 00:00:00
abstract::The aim of this study was to analyze whether children with and without difficulties in handwriting, spelling, or both differed in alphabet writing when using a keyboard. The total sample consisted of 1,333 children from Grades 1 through 3. Scores on the spelling and handwriting factors from the Early Grade Writing Ass...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219416633865
更新日期:2017-09-01 00:00:00
abstract::In this quasi-experimental study, which is part of a series of investigations on supplemental reading tutoring variations, the relative effectiveness of more intense decoding instruction or text reading practice was examined. Fifty-seven first-grade students scoring in the lowest quartile for reading skills received e...
journal_title:Journal of learning disabilities
pub_type: 临床试验,杂志文章
doi:10.1177/00222194050380041401
更新日期:2005-07-01 00:00:00
abstract::Previous studies have yielded mixed findings as to the effect of learning disabilities (LD) on self-perception. We proposed that perceived competence in children who experience learning difficulties is affected both by age trends in self-appraisal processes and by the degree to which students' salient reference group ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949402700509
更新日期:1994-05-01 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
pub_type: 杂志文章
doi:10.1177/0022219410392043
更新日期:2011-11-01 00:00:00
abstract::The development of reading speed in Italian children with dyslexia was estimated using individualized growth curves for a group of 38 children with dyslexia tested longitudinally from the second to the eighth grade and compared with typical readers. Their reading speed development followed a linear trend of .3 syllabl...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221940103400503
更新日期:2001-09-01 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 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
pub_type: 杂志文章
doi:10.1177/00222194050380050201
更新日期:2005-09-01 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 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
pub_type: 杂志文章
doi:10.1177/002221940103400103
更新日期:2001-01-01 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
pub_type: 杂志文章
doi:10.1177/00222194020350060401
更新日期:2002-11-01 00:00:00
abstract::The British Psychological Society is the only national organization of psychologists within the United Kingdom representing all aspects of psychology and all subspecialisms within psychology. It is both a learned scientific society and a professional association. To address the concept of attention-deficit/hyperactivi...
journal_title:Journal of learning disabilities
pub_type:
doi:10.1177/002221949903200108
更新日期:1999-01-01 00:00:00
abstract::We evaluated community general education (CGE; n = 178), community special education (CSE; n = 30) and hospital-referred (HR, n = 145) children (ages 7-6 to 11-11) prospectively over a 2-year period. During this period, 17 CGE children were referred for evaluation (community referred; CR). Prior to referral, CR childr...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194030360050801
更新日期:2003-09-01 00:00:00
abstract::Following a review of contemporary models of word-level processing for reading and their limitations, we propose a new hypothetical model of Chinese character reading, namely, the graded lexical space mapping model that characterizes how sublexical radicals and lexical information are involved in Chinese character rea...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219417718199
更新日期:2018-09-01 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::In part because learning strategies are often taught in isolated resource settings outside of the contexts in which students with learning disabilities are expected to apply this knowledge, generalization has been a significant challenge to educators. To address this problem, an instructional model is proposed for int...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949302600602
更新日期:1993-06-01 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
pub_type: 杂志文章
doi:10.1177/00222194070400040201
更新日期:2007-07-01 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
pub_type: 杂志文章
doi:10.1177/00222194040370030501
更新日期:2004-05-01 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::A teacher describes a secondary English unit on Shakespeare implemented in a manner designed to take advantage of the learning differences of resource room students. After developing and investigating questions relating to Macbeth, students then read and enjoyed the drama. As a result of acquiring an understanding of ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949502800907
更新日期:1995-11-01 00:00:00
abstract::Forty children (7 to 11 years old) referred for evaluation of learning problems, who had scores within the normal range on standardized measures of academic achievement, were compared to 81 similarly referred children who had scored low (< 90) on at least one measure of academic achievement. We tested the hypothesis t...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221940003300509
更新日期:2000-09-01 00:00:00
abstract::This article reviews the ways that computers can support writing by students with learning disabilities, with an emphasis applications that go beyond word processing. Following an overview of research on word processing is a discussion of software assists with the basic processes of transcription and sentence generati...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221949602900403
更新日期:1996-07-01 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
pub_type: 杂志文章
doi:10.1177/002221949102400307
更新日期:1991-03-01 00:00:00
abstract::Cognitive remediation of decoding deficit was attempted by following a theoretically based program. The theory identifies four major cognitive processes: Planning, Attention, Simultaneous, and Successive (PASS) processing. The PASS Remedial Program (PREP) provides 10 structured tasks that are aimed at developing inter...
journal_title:Journal of learning disabilities
pub_type: 临床试验,杂志文章,随机对照试验
doi:10.1177/002221949502800201
更新日期:1995-02-01 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::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::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