Abstract:
:The four studies of adult literacy in this special issue of the Journal of Learning Disabilities address measurement issues in adult populations and the relation (by comparison) of similar studies of childhood literacy. Despite differences in selection criteria, tests, and research questions, there is some convergence across studies, especially on construct validity issues. It is reassuring to see evidence of construct invariance across children and adults. The examples of lack of convergence relative to childhood literacy studies are instructive, and investigators should be careful not to extrapolate directly from child to adult models.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Fletcher JMdoi
10.1177/0022219409359346subject
Has Abstractpub_date
2010-03-01 00:00:00pages
166-8issue
2eissn
0022-2194issn
1538-4780pii
43/2/166journal_volume
43pub_type
杂志文章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::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
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abstract::Adolescents with and without learning disabilities (14, 16, and 18 years old) were tested to determine whether they differed in auditory, visual, and/or multisensory (combined auditory/visual) social perception abilities. Differences between the two groups in growth of auditory, visual, and multisensory social-percept...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221948902200408
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journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219411436214
更新日期:2013-09-01 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
pub_type: 杂志文章
doi:10.1177/0022219414538516
更新日期:2016-03-01 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 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
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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
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abstract::German practices in the field of learning disabilities beyond preschool level are described in the context of their historical formation. In a historical perspective it becomes obvious that the German notion of Lernbehinderung, although being just a translation of "learning disabilities," differs markedly from the Ame...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221949202500603
更新日期:1992-06-01 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
pub_type: 杂志文章
doi:10.1177/0022219409338736
更新日期:2009-09-01 00:00:00
abstract::The final session of the National Research Center on Learning Disabilities (NRCLD) Responsiveness-to-Intervention (RTI) Symposium, "What are alternative models to LD identification other than RTI?" included four papers that discussed concerns over the exclusive reliance on an RTI approach to learning disability identi...
journal_title:Journal of learning disabilities
pub_type:
doi:10.1177/00222194050380061401
更新日期:2005-11-01 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::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::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::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::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
abstract::The purpose of this study was to examine the effectiveness of video-based mathematics instruction for seven middle school students with specific learning disability (SLD), using an augmented reality-based training package. The dependent variable was the percentage of steps students performed correctly to solve each ty...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219420906452
更新日期:2020-07-01 00:00:00
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
doi:10.1177/0022219415619754
更新日期:2017-07-01 00:00:00
abstract::The article by Speece (in this issue) underscores the disappointing accuracy results of early screening for reading difficulties and argues that development conceptualized as rate of learning matters. We respond by emphasizing three points. First, the purpose of early screening could be identifying students not at ris...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194050380060401
更新日期:2005-11-01 00:00:00
abstract::Bilingual students' language and literacy skills were compared across three classroom events in a special day classroom for students with language learning disabilities. Events ranged from the teacher-structured, formal class openings to the informal, peer-structured socio-dramatic play. Results showed that certain co...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949502800804
更新日期:1995-10-01 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::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::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::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
pub_type: 杂志文章,评审
doi:10.1177/0022219412464353
更新日期:2013-01-01 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
pub_type: 杂志文章
doi:10.1177/002221940203500105
更新日期:2002-01-01 00:00:00
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
doi:10.1177/002221949703000408
更新日期:1997-07-01 00:00:00
abstract::We used an item response theory (IRT) measurement model to examine the 28-item Conners Teacher's Rating Scale (CTRS) for the diagnosis of attention-deficit/hyperactivity disorder (ADHD). Using an Israeli sample of 453 pairs of respondents (parents and teachers), we broke down our sample into nonclinical (n = 306) and ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949803100602
更新日期:1998-11-01 00:00:00
abstract::Five hundred graduates with learning disabilities (LD) from three universities in the United States completed a survey related to their postschool employment outcomes and experiences. The present study presents data related to their decisions regarding LD disclosure in employment settings. Although 73% of the responde...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219407313805
更新日期:2008-07-01 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
pub_type: 杂志文章
doi:10.1177/002221949402700604
更新日期:1994-06-01 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