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 segmentation task. Although neither intervention proved superior, the children met the learning criterion for both interventions and demonstrated both maintenance and generalization of their skills. They also improved their phonemic skills, even though independent training in this area was not provided. It appeared that the equivalence of the interventions may have been due to the intensive instructional setting and use of systematic error analysis procedures.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
DiVeta SK,Speece DLdoi
10.1177/002221949002300909subject
Has Abstractpub_date
1990-11-01 00:00:00pages
579-82issue
9eissn
0022-2194issn
1538-4780journal_volume
23pub_type
杂志文章abstract::This article explains how key principles of holistic constructivism were used to revise a graduate teacher education program and develop a portfolio model of evaluation. The program is built around individualized portfolios, applied projects, collaborative work, student evaluation, and professional presentation of stu...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949502801005
更新日期:1995-12-01 00:00:00
abstract::This study examined the patterns of reading and spelling performance of first-grade Greek children who either were facing difficulties in literacy acquisition or were normal achievers. In addition, we studied the relationship between obtained literacy development levels and the children's phonological awareness and ab...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949903200506
更新日期:1999-09-01 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::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 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::Deficits in phonological processing are theorized to be responsible for at least some reading disabilities. A considerable amount of research demonstrates that many students can be taught one of these phonological processes-phonemic awareness. However, not all students have responded favorably to this instruction. Res...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221940103400306
更新日期:2001-05-01 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::Difficulties in phonological processing and reading that characterize developmental dyslexia have been suggested also to affect those with attention-deficit/hyperactivity disorder (ADHD). However, it is not known to what extent various intervening factors, such as low intelligence quotient or age, explain the observed...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219409335216
更新日期:2010-01-01 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 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::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::Sustained and selective attention of 30 fourth-, fifth-, and sixth-grade students with learning disabilities (LD) and 20 controls were compared. A continuous performance test (CPT) yielded no differences for students with LD and controls, suggesting similar ability for both groups in sustaining attention and inhibitin...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949002300210
更新日期:1990-02-01 00:00:00
abstract::Efficacy of a brief cognitive-affective intervention to enhance motivational readiness for participating in a psychoeducational decision-making conference was explored. Although outcomes specific to the preconference intervention were not found, findings of relevance to the hypothesized positive relationship between m...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949002300307
更新日期:1990-03-01 00:00:00
abstract::The authors, both of whom are involved in providing support services to university students with learning disabilities, describe some of the current issues and challenges faced by students, staff, and faculty. Programs and initiatives in some Canadian institutions that have proven to be successful are described, such ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949602900111
更新日期:1996-01-01 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::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 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::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 authors review the last decade of their research on learning disabilities and conclude that knowledge x process x context is the most useful way to think about children's cognitive difficulties. According to this framework, learning disabilities is seen as a result of the interplay between a poorly elaborated know...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221948902200203
更新日期:1989-02-01 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::This article describes the use of self-monitoring procedures to increase the number of daily homework assignments completed by eight students with learning disabilities. Students ranged in age from 13 to 16 years and attended Grades 7 through 10. The experimental procedure involved the use of a sheet listing all daily...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949402700202
更新日期:1994-02-01 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
abstract::The aim of this study was to analyze whether children with and without difficulties in handwriting, spelling, or both differed in alphabet writing when using a keyboard. The total sample consisted of 1,333 children from Grades 1 through 3. Scores on the spelling and handwriting factors from the Early Grade Writing Ass...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219416633865
更新日期:2017-09-01 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::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::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 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::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::We evaluated community general education (CGE; n = 178), community special education (CSE; n = 30) and hospital-referred (HR, n = 145) children (ages 7-6 to 11-11) prospectively over a 2-year period. During this period, 17 CGE children were referred for evaluation (community referred; CR). Prior to referral, CR childr...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194030360050801
更新日期:2003-09-01 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