Abstract：
:This exploratory study identified underlying skill and ability differences among subgroups of adolescent and young adult struggling readers (N = 290) overall and in relation to a fluency-based instructional grouping method. We used principal axis factoring of participants' scores on 18 measures of reading-related skills and abilities identified in the research literature to identify a smaller set of generally uncorrelated constructs. The four underlying factors of the 18 measures explained 62.7% of the variance. We labeled these factors Encode/Decode (44.5%), Vocabulary (9.5%), Processing Speed (5.2%), and Working Memory (3.5%). Regression analysis demonstrated Working Memory, Encode/Decode, and Vocabulary collectively predicted 45.9% functional reading as measured by the Comprehensive Adult Student Assessment System. Alternatively, when measured by the Test of Adult Basic Education, Vocabulary and Encode/Decode predicted 47.1% of variance in reading. Differences in predictive utility of the factors by fluency group suggest approaches to tailoring instruction for each group. Future research might examine the optimal mix of instructional approaches that support the identified factors.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Mellard DF,Woods KL,Md Desa ZD,Vuyk MAdoi
10.1177/0022219413500813subject
Has Abstractpub_date
2015-05-01 00:00:00pages
310-22issue
3eissn
0022-2194issn
1538-4780pii
0022219413500813journal_volume
48pub_type
杂志文章abstract：:Text-to-speech and related read-aloud tools are being widely implemented in an attempt to assist students' reading comprehension skills. Read-aloud software, including text-to-speech, is used to translate written text into spoken text, enabling one to listen to written text while reading along. It is not clear how eff...
journal_title：Journal of learning disabilities
pub_type： 杂志文章,meta分析
doi：10.1177/0022219416688170
更新日期：2018-01-01 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：:Although dyslexia runs in families, several putative risk factors that cannot be immediately identified as genetic predict reading disability. Published studies analyzed one or a few risk factors at a time, with relatively inconsistent results. To assess the contribution of several putative risk factors to the develop...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219413492853
更新日期：2015-03-01 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 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：: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：: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：:Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to indirect informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment e...
journal_title：Journal of learning disabilities
pub_type： 杂志文章,随机对照试验
doi：10.1177/0022219410391191
更新日期：2011-03-01 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：: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 the relationship between specific factors and the decision to participate in postsecondary education by young adults with learning disabilities. Data concerning 539 subjects with learning disabilities were included in this study. T test and chi square indicated that involvement in extracurricular...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949002300605
更新日期：1990-06-01 00:00:00
abstract：:The genetic and environmental etiologies of 3 aspects of low mathematical performance (math disability) and the full range of variability (math ability) were compared for boys and girls in a sample of 5,348 children age 10 years (members of 2,674 pairs of same-sex and opposite-sex twins) from the United Kingdom (UK). ...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/00222194070400060601
更新日期：2007-11-01 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：: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：: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
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：: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：: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：:The present study explored the relationship between the intelligence of young adults and their performance on the Test of Variables of Attention (TOVA). The study also examined whether significant differences existed between adults with and without attention-deficit/ hyperactivity disorder (ADHD) on TOVA errors of omi...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221940203500203
更新日期：2002-03-01 00:00:00
abstract：:The present study investigated the use of the Reading Component Model to subgroup poor readers. A large sample of poor readers was identified in second grade and subgrouped on the basis of relative strengths and weaknesses in word recognition and listening comprehension. Although homogeneous subgroups were not identif...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221940303600208
更新日期：2003-03-01 00:00:00
abstract：:This study examined temporal resolution of auditory perception (TRAP) in relation to speech perception and phonological working memory in one experiment and in relation to measures of rapid naming, understanding of grammatical contrasts, and phonological awareness in a second experiment. In the TRAP test, 6- to 9-year...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221940103400411
更新日期：2001-07-01 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 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. Thir...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949002300806
更新日期：1990-10-01 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：: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：: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：: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：: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：: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：: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
