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. Thirty-two students with learning disabilities (21 boys, 11 girls) were matched with same-sex, same-race classmates whose reading achievement was low (LA) or average (AA), and these groups were compared on peer ratings of liking and disliking, perceptions of self-worth and social acceptance, and teacher ratings of conduct problems, anxiety-withdrawal, and attention problems. Students with learning disabilities were less accepted and less well-liked than children in the LA or AA groups and also perceived their self-worth and social acceptance to be lower than LA or AA students. Group by Sex interactions were apparent for several of the peer rating and behavioral variables, indicating that different patterns of social and behavioral functioning distinguished LD boys and LD girls from their NLD peers. The findings highlight the potential role of low achievement in peers' dislike of LD girls and suggest the importance of investigating well-defined subgroups of youth with LD in future research.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
La Greca AM,Stone WLdoi
10.1177/002221949002300806subject
Has Abstractpub_date
1990-10-01 00:00:00pages
483-90issue
8eissn
0022-2194issn
1538-4780journal_volume
23pub_type
杂志文章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::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::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::This article reviews the ways that computers can support writing by students with learning disabilities, with an emphasis applications that go beyond word processing. Following an overview of research on word processing is a discussion of software assists with the basic processes of transcription and sentence generati...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221949602900403
更新日期:1996-07-01 00:00:00
abstract::Research on the implementation of comprehension-strategies instruction is discussed briefly. The particular focus is on the challenges educators have encountered in translating research-based strategies instruction into workable, school-based interventions and, ultimately, into classroom practice. The research outcome...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949703000504
更新日期:1997-09-01 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::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::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::Forty children (7 to 11 years old) referred for evaluation of learning problems, who had scores within the normal range on standardized measures of academic achievement, were compared to 81 similarly referred children who had scored low (< 90) on at least one measure of academic achievement. We tested the hypothesis t...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221940003300509
更新日期:2000-09-01 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::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::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::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::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 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::The purpose of this study was to examine the role of a dynamic assessment (DA) of decoding in predicting responsiveness to Tier 2 small-group tutoring in a response-to-intervention model. First grade students (n = 134) who did not show adequate progress in Tier 1 based on 6 weeks of progress monitoring received Tier 2...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,随机对照试验
doi:10.1177/0022219412466703
更新日期:2014-09-01 00:00:00
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::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::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::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::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::A series of tests of naming speed in discrete reaction time format were undertaken by seven groups of children: three groups with dyslexia with mean ages 8, 13, and 17 years; three groups of normally achieving children matched for age and IQ with the dyslexic groups; and a group of 10-year-old children with mild learn...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949402701004
更新日期:1994-12-01 00:00:00
abstract::This article focuses on some of the linguistic components that underlie letter-sound decoding skills and reading comprehension: specifically phonology, morphology, and syntax. Many children who have reading difficulties had language deficits that were detectable before they began reading. Early identification of langu...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219410369078
更新日期:2010-07-01 00:00:00
abstract::Many students with learning disabilities (LD) experience difficulties with extracting relationships from expository text, especially if they are implicit. Results from studies with K-12 participants have been inconclusive regarding the potency of the graphic organizer (GO) as a comprehension tool. This study attempted...
journal_title:Journal of learning disabilities
pub_type: 临床试验,杂志文章,随机对照试验
doi:10.1177/00222194020350040201
更新日期:2002-07-01 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::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::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::The present article provides a meta-analysis of instructional research with samples of children and adolescents with learning disabilities in the domains of word recognition and reading comprehension. The results of the synthesis showed that a prototypical intervention study has an effect size (ES) of .59 for word rec...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,meta分析
doi:10.1177/002221949903200605
更新日期:1999-11-01 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::This study evaluated the hypothesis that poor readers are characterized by poor nonword reading skills, but that a specific deficit, as opposed to a developmental lag, in nonword reading will be found only in subjects whose reading is discrepant from intellectual ability. To test this hypothesis, we measured nonword r...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949202500506
更新日期:1992-05-01 00:00:00