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 while the distance between the proposed and the correct answer was manipulated. Both typically achieving groups were sensitive to answer plausibility on simple problems, were faster at rejecting extremely incorrect results than at accepting correct answers on complex addition problems, and showed a reduction of the complexity effect on implausible problems, attesting to the use of approximate calculation. Conversely, children with mathematics disabilities were unaffected by answer plausibility on simple addition problems, processed implausible and correct sums with equal speed on complex problems, and exhibited a smaller reduction of the complexity effect on implausible problems. They also made more errors on implausible problems. Different hypotheses are discussed to account for these results.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Rousselle L,Noël MPdoi
10.1177/0022219408315638subject
Has Abstractpub_date
2008-11-01 00:00:00pages
498-513issue
6eissn
0022-2194issn
1538-4780pii
0022219408315638journal_volume
41pub_type
杂志文章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
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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
pub_type: 杂志文章
doi:10.1177/0022219412468160
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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
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
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journal_title:Journal of learning disabilities
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doi:10.1177/00222194050380030401
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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
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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
pub_type: 杂志文章
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949803100307
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journal_title:Journal of learning disabilities
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abstract::This paper summarizes a program of research on the behavioral characteristics of children with learning disabilities (LD) compared to average achievers. Longitudinal studies over a 3-year period beginning in the first and second grades showed that children with LD, as a heterogeneous group, displayed a persistent patt...
journal_title:Journal of learning disabilities
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doi:10.1177/002221948902200302
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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
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abstract::The purpose of the present study was to examine the role of achievement in explaining the poor social and behavioral functioning associated with LD status, and to evaluate potential gender differences in patterns of interpersonal functioning among youth with learning disabilities (LD) and nondisabled (NLD) youth. Thir...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949002300806
更新日期:1990-10-01 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
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949102400307
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abstract::The nature of visual and auditory coding processes in students with learning disabilities (SLDs) and student controls (SCs) was examined with a letter-matching task on four types of successively presented letter pairs: identical (A,A), visually confusable (P,R), auditorily confusable (F,S), and neither visually nor au...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
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journal_title:Journal of learning disabilities
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doi:10.1177/002221949102400103
更新日期:1991-01-01 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
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
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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
pub_type: 杂志文章
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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
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
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