Abstract:
:Concept mapping (a mixed qualitative-quantitative methodology) was used to describe and understand the psychosocial experiences of adults with confirmed and self-identified dyslexia. Using innovative processes of art and photography, Phase 1 of the study included 15 adults who participated in focus groups and in-depth interviews and were asked to elucidate their experiences with dyslexia. On index cards, 75 statements and experiences with dyslexia were recorded. The second phase of the study included 39 participants who sorted these statements into self-defined categories and rated each statement to reflect their personal experiences to produce a visual representation, or concept map, of their experience. The final concept map generated nine distinct cluster themes: Organization Skills for Success; Finding Success; A Good Support System Makes the Difference; On Being Overwhelmed; Emotional Downside; Why Can't They See It?; Pain, Hurt, and Embarrassment From Past to Present; Fear of Disclosure; and Moving Forward. Implications of these findings are discussed.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Nalavany BA,Carawan LW,Rennick RAdoi
10.1177/0022219410374237subject
Has Abstractpub_date
2011-01-01 00:00:00pages
63-79issue
1eissn
0022-2194issn
1538-4780pii
0022219410374237journal_volume
44pub_type
杂志文章abstract::This study investigates two group-administered tests of phoneme awareness, a phoneme segmentation test and an invented spelling test. Each was given to 100 kindergarten children (48 female, 52 male), along with two tests of visual-motor ability. One year later the same children received standardized reading tests and ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949302600406
更新日期:1993-04-01 00:00:00
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
pub_type: 杂志文章
doi:10.1177/002221948902200302
更新日期:1989-03-01 00:00:00
abstract::The present study evaluated the stability of math learning difficulties over a 2-year period and investigated several factors that might influence this stability (categorical vs. continuous change, liberal vs. conservative cut point, broad vs. specific math assessment); the prediction of math performance over time and...
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::Although there is a growing body of information, materials, and instructional strategies for adults with learning disabilities receiving remedial reading instruction, the same is not available for other areas of Adult Basic Education, including remedial math, sixth-through eight-grade-level pre-GED basic skills, and s...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949402700401
更新日期:1994-04-01 00:00:00
abstract::This article explores the genesis and development of the Guckenberger v. Boston University case, detailing the pertinent facts and issues of the case and analyzing the court's decision. The overall question posed by the case (as considered from the perspective of the plaintiffs' attorneys) was whether Boston Universit...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949903200403
更新日期:1999-07-01 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::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::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::Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom inst...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,随机对照试验
doi:10.1177/0022219412442151
更新日期:2012-05-01 00:00:00
abstract::The goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit....
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219411407861
更新日期:2011-07-01 00:00:00
abstract::This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with M...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219411400746
更新日期:2012-07-01 00:00:00
abstract::There has been considerable discussion of the methods used for the identification of children with reading disabilities. This study examined three different methods that could be used in the identification of children with reading disabilities and their consistency with teacher ratings of behaviors believed to be asso...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221940203500305
更新日期:2002-05-01 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::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::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 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::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 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::The hospital-reported incidence of mild head injury among children indicates a prevalence of 2% to 3% in high-school-aged adolescents (14 to 18 years). Yet, our survey of 616 high school adolescents suggests that light and mild head injury (not necessarily leading to hospital admission) is almost 10 times this level. ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949102400907
更新日期:1991-11-01 00:00:00
abstract::Early identification of learning difficulties is a critical component of the Response to Intervention (RtI) model. In kindergarten, the screening of foundational reading skills can provide a data-based guideline for identifying students requiring a more intensive response-based intervention before starting elementary ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219419893649
更新日期:2020-03-01 00:00:00
abstract::In this study, we examined whether think-aloud procedures would uncover differences in the kinds of inferences generated by average and below-average readers. Participants were 40 third-grade children who were divided into groups of average and below-average readers. All participants completed measures of nonverbal IQ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194020350050401
更新日期:2002-09-01 00:00:00
abstract::This study examined problem-solving and number-fact skills in two subgroups of third-grade children with mathematics difficulties (MD): MD-specific (n = 12) and MD-general (n = 12). The MD-specific group had difficulties in mathematics but not in reading, and the MD-general group had difficulties in reading as well as...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949703000606
更新日期:1997-11-01 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::This study examined the characteristics of students with specific learning disabilities in either reading and spelling or arithmetic. Based on scores obtained using the revised Woodcock-Johnson Psycho-Educational Battery, students with a marked weakness in arithmetic relative to reading and spelling were designated as...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949703000309
更新日期:1997-05-01 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::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::Visuospatial working memory and its involvement in arithmetic were examined in two groups of 7- to 11-year-olds: one comprising children described by teachers as displaying symptoms of nonverbal learning difficulties (N = 21), the other a control group without learning disabilities (N = 21). The two groups were matche...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219409355482
更新日期:2010-09-01 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::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 effects of an intervention designed to enhance students' roles as control agents for strategic functioning were investigated. The goal was to increase the ability of students labeled learning disabled to generate new strategies or adapt existing task-specific strategies for meeting varying demands of the regular c...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221948902200206
更新日期:1989-02-01 00:00:00