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 topic sentence was either first, last, or missing. Children were trained to find the main idea in one- and two-paragraph texts and took pre- and posttests in which they were asked to write the main ideas contained in one-, and six- to eight-paragraph texts. The main ideas contained in these texts either were explicitly stated (topic sentence first or last) or were implicit (topic sentence missing). Children's performance improved from pre- to posttest, although the effect of topic sentence placement was evident at both test times (performance on topic-sentence-first paragraphs was better than on topic-sentence-last paragraphs, which was, in turn, better than performance on topic-sentence-missing paragraphs). Although average achieving children and children with learning disabilities did not differ on static pre- and posttest measures, they did differ in how easily they learned to find the main idea under different topic sentence placement conditions. Children with learning disabilities required significantly more instruction than average readers to reach mastery criterion on nonideal text structures. Implications of the findings are discussed from both assessment and pedagogical perspectives.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Day JD,Zajakowski Adoi
10.1177/002221949102400707subject
Has Abstractpub_date
1991-08-01 00:00:00pages
421-6, 433issue
7eissn
0022-2194issn
1538-4780journal_volume
24pub_type
杂志文章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
pub_type: 杂志文章,评审
doi:10.1177/002221949102400802
更新日期:1991-10-01 00:00:00
abstract::Recent experimental results suggest that negation is particularly challenging for children with reading difficulties. This study looks at how young poor readers, speakers of Mandarin Chinese, comprehend affirmative and negative sentences as compared with a group of age-matched typical readers. Forty-four Chinese child...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219417714775
更新日期:2018-03-01 00:00:00
abstract::Tests of a model of the expected relationships between language abilities and reading achievement measures from the beginning of kindergarten through third grade are discussed. At kindergarten, more global language abilities influenced early, wholistic measures of reading achievement, including letter and number namin...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949202500201
更新日期:1992-02-01 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::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
pub_type: 杂志文章,meta分析
doi:10.1177/0022219416688170
更新日期:2018-01-01 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
abstract::This study investigated the effects of a peer teaching procedure, combined with student letter-writing activities, on the acquisition and generalization of capitalization skills. Three students, aged 9 years, obtained instruction from peer partners that included (a) an introduction and review of capitalization rules, ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949102400103
更新日期:1991-01-01 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
pub_type: 杂志文章,评审
doi:10.1177/0022219411426858
更新日期:2012-01-01 00:00:00
abstract::In this article we consider issues relevant to the future of mathematics instruction and achievement for students with learning disabilities. The starting point for envisioning the future is the changing standards for mathematics learning and basic mathematical literacy. We argue that the shift from behaviorist learni...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221949703000207
更新日期:1997-03-01 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
pub_type: 杂志文章
doi:10.1177/0022219407310993
更新日期:2008-01-01 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
pub_type: 杂志文章
doi:10.1177/002221949002300411
更新日期:1990-04-01 00:00:00
abstract::A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11-18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/0022219413504997
更新日期:2015-09-01 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
pub_type: 杂志文章
doi:10.1177/00222194040370050601
更新日期:2004-09-01 00:00:00
abstract::Research has suggested that different strategies used when solving fraction problems are highly correlated with students' problem-solving accuracy. This study (a) utilized latent profile modeling to classify students into three different strategic developmental levels in solving fraction comparison problems and (b) ac...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219414562281
更新日期:2016-09-01 00:00:00
abstract::Seven fables were read to 14 average learners and 14 children with learning disabilities, all of whom ranged in age from 10 to 13 years. They were presented with four possible moral choices: one correct, one related, and two incorrect. They were instructed to select the correct moral choice and were asked to explain t...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949502800506
更新日期:1995-05-01 00:00:00
abstract::The study presents data on the effectiveness of a parent-administered behavioral reading therapy program. Ten parents administered the therapy program to their second- to fourth-grade children with reading disability. All 10 children received 70 therapy sessions (30 minutes per session), with 5 of the 10 children rece...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949803100307
更新日期:1998-05-01 00:00:00
abstract::Recent research suggests that most 4-year college students diagnosed with specific learning disability (SLD) do not meet objective criteria for the disorder, show normative deficits in academic skills, or have childhood histories of SLD. The purpose of this study was to examine the functioning of students diagnosed wi...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219413483175
更新日期:2014-11-01 00:00:00
abstract::Students with learning disabilities have received services in special education programs for many years. Unfortunately, many of these students continue to need services after they exit high schools. Vocational rehabilitation has begun to provide services for young adults with learning disabilities; however, there cont...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949202500704
更新日期:1992-08-01 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::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::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::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::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::A group of children with dyslexia (mean ages 9 and 14 years) was studied, together with group of children without dyslexia matched for age. Participants were monolingual native speakers of the Bosnian language with transparent orthography. In total, the diagnostic tests were performed with 41 children with dyslexia an...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219411419014
更新日期:2013-05-01 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
pub_type: 杂志文章,多中心研究
doi:10.1177/0022219410374235
更新日期:2011-05-01 00:00:00
abstract::Considerable discussion has occurred about the most appropriate methods for diagnosing learning disabilities (LD) in postsecondary students. Two of the many areas of controversy that have emerged include the appropriate diagnostic criteria to use and the appropriate referent group. A review of previous court cases dem...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194050380010601
更新日期:2005-01-01 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::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
pub_type: 杂志文章
doi:10.1177/0022219414556121
更新日期:2016-09-01 00:00:00
abstract::This study examined the relative influence on children's self-esteem of academic achievement, maternal self-esteem, maternal acceptance, and children's perception of their parents' acceptance of them. Subjects were students with learning disabilities in a self-contained class (n=31), similarly diagnosed students in re...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949202500111
更新日期:1992-01-01 00:00:00
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
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更新日期:1990-10-01 00:00:00