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 by performance level was also evaluated. Participants were 144 students initially identified as having a math difficulty (MD) or no learning difficulty according to low achievement criteria in the spring of Grade 3 or Grade 4. Students were reassessed 2 years later. For both measure types, a similar proportion of students changed whether assessed categorically or continuously. However, categorical change was heavily dependent on distance from the cut point and so more common for MD, who started closer to the cut point; reliable change index change was more similar across groups. There were few differences with regard to severity level of MD on continuous metrics or in terms of prediction. Final math performance on a broad computation measure was predicted by behavioral inattention and working memory while considering initial performance; for a specific fluency measure, working memory was not uniquely related, and behavioral inattention more variably related to final performance, again while considering initial performance.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Martin RB,Cirino PT,Barnes MA,Ewing-Cobbs L,Fuchs LS,Stuebing KK,Fletcher JMdoi
10.1177/0022219411436214subject
Has Abstractpub_date
2013-09-01 00:00:00pages
428-43issue
5eissn
0022-2194issn
1538-4780pii
0022219411436214journal_volume
46pub_type
杂志文章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
更新日期：1992-11-01 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：: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：: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：: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：: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：:This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, b...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/00222194030360010501
更新日期：2003-01-01 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：: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：: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：:Self-perceptions of teacher feedback, social comparison of reading competence, reading satisfaction, and general self-worth were assessed among third and sixth graders with learning disabilities and normal achievement (n = 247). Relations among these variables and mean differences were examined within the and across g...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949803100109
更新日期：1998-01-01 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：: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：: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
doi：10.1177/0022219420979959
更新日期：2020-12-22 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：:Using a nationally representative sample of 5,150 Dutch students who have been followed over a 6-year period, the presence of the Matthew effect was investigated for general language skills. The analyses do not reveal unmistakable evidence for the supposition that the rich get richer and the poor poorer. On the contra...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219411410289
更新日期：2011-09-01 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：:Transition services for students with learning disabilities have not always been a priority in public schools. Although school personnel have long acknowledged the transition needs of students considered to have more severe disabilities, such as mental retardation, physical problems, and emotional disturbance, they do...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949602900205
更新日期：1996-03-01 00:00:00
abstract：:The authors' experience derives from over 10 years of study of the neuropsychological characteristics of children with learning disabilities (LD) who were referred to a public children's hospital. Some sociocultural and linguistic aspects of children with learning disabilities in Italy, and in particular in the northe...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949402700301
更新日期：1994-03-01 00:00:00
abstract：:This article provides a snapshot of how all 50 states are progressing with the development and implementation of response-to-intervention (RtI) models 1 year after the final regulations for the Individuals with Disabilities Education Act were passed. Data were collected through a review of existing state department of...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219408326214
更新日期：2009-01-01 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：: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：: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：: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：: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 field of learning disabilities, like education in the main, is undergoing calls for reform and restructuring, an upheaval brought on in great part by the forces of opposing paradigms--reductionism and constructivism. In reexamining our past, we must begin to address the failures of traditional deficit models and t...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949502800707
更新日期：1995-08-01 00:00:00
abstract：:Blending and spelling training were compared in this experiment to determine which intervention would improve the decoding skills of two first-grade boys with learning disabilities who were in the phonetic cue stage of reading. Additionally, the two boys received pre- and posttest administrations of a phonemic segment...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949002300909
更新日期：1990-11-01 00:00:00
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 encoun...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/00222194070400020601
更新日期：2007-03-01 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：:Magnitude understanding is critical for students to develop a deep understanding of fractions and more advanced mathematics curriculum. The research reports in this special issue underscore magnitude understanding for fractions and emphasize number lines as both an assessment and an instructional tool. In this comment...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219416662625
更新日期：2017-11-01 00:00:00
