Longitudinal research on the behavioral characteristics of children with learning disabilities.

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

authors： DiVeta SK,Speece DL

更新日期：1990-11-01 00:00:00

abstract：:We assessed the impact of intrapersonal and interpersonal resilience, persistence, and number of difficulties in addition to reading problems on life satisfaction (general, social, and self) and academic achievement. A total of 120 adults with reading difficulties who either were completing a university degree or were...

journal_title：Journal of learning disabilities

authors： Stack-Cutler HL,Parrila RK,Torppa M

更新日期：2015-11-01 00:00:00

abstract：:The purpose of this study was to examine the effectiveness of a multilinguistic intervention to improve reading and spelling in primary grade students who struggle with literacy. Twenty second-grade students with spelling deficits were randomly assigned to receive a multilinguistic intervention with a phonological and...

journal_title：Journal of learning disabilities

authors： Wolter JA,Dilworth V

更新日期：2014-01-01 00:00:00

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...

journal_title：Journal of learning disabilities

authors： Nalavany BA,Carawan LW,Rennick RA

更新日期：2011-01-01 00:00:00

abstract：:The article by Speece (in this issue) underscores the disappointing accuracy results of early screening for reading difficulties and argues that development conceptualized as rate of learning matters. We respond by emphasizing three points. First, the purpose of early screening could be identifying students not at ris...

journal_title：Journal of learning disabilities

authors： Foorman BR,Ciancio DJ

更新日期：2005-11-01 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

authors： Murphy MM,Mazzocco MM,Hanich LB,Early MC

更新日期：2007-09-01 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

authors： Bryant BR,Bryant DP,Porterfield J,Dennis MS,Falcomata T,Valentine C,Brewer C,Bell K

更新日期：2016-03-01 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

authors： Jordan NC,Montani TO

更新日期：1997-11-01 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

authors： Waber DP,Weiler MD,Forbes PW,Bernstein JH,Bellinger DC,Rappaport L

更新日期：2003-09-01 00:00:00

abstract：:The purpose of this qualitative multicase study was to explore the perceptions of individuals who could speak from both sides of the special education desk--as students and as teachers. The three participants for this study each received special education services for learning disabilities while in school and were cur...

journal_title：Journal of learning disabilities

authors： Ferri BA,Keefe CH,Gregg N

更新日期：2001-01-01 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

authors： Catts HW,Nielsen DC,Bridges MS,Liu YS

更新日期：2016-09-01 00:00:00

abstract：:Science has been an important partner of the field of learning disabilities since its inception. Special educators have used science to confirm or reject approaches to identifying and teaching students with disabilities. Current research and practice is using science to find better approaches to preventing learning di...

journal_title：Journal of learning disabilities

authors： Chard DJ

更新日期：2004-05-01 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

authors： Dowdy CA,Smith TE,Nowell CH

更新日期：1992-08-01 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

authors： Gregg N,Coleman C,Davis M,Chalk JC

更新日期：2007-07-01 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

authors： Gerber PJ

更新日期：2012-01-01 00:00:00

abstract：:Experiencing a brain injury is a traumatic event not only for the child who is directly affected, but also for his or her family system. Recently, attention has turned toward the potentially deleterious effects of having a child with a traumatic brain injury (TBI) on parents, siblings, and extended family members. Spe...

journal_title：Journal of learning disabilities

authors： Conoley JC,Sheridan SM

更新日期：1996-11-01 00:00:00

abstract：:The response of boys and girls with or without learning disabilities to social failure was examined. Children participated in two dyadic interactions with experimental confederates: an unfriendly interaction and a friendly one. The children's behavior was videotaped, and they answered questions following each interact...

journal_title：Journal of learning disabilities

authors： Settle SA,Milich R

更新日期：1999-05-01 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

authors： Pressley M,el-Dinary PB

更新日期：1997-09-01 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

authors： Allor JH,Fuchs D,Mathes PG

更新日期：2001-05-01 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

authors： Mascheretti S,Marino C,Simone D,Quadrelli E,Riva V,Cellino MR,Maziade M,Brombin C,Battaglia M

更新日期：2015-03-01 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

authors： Speece DL,Ritchey KD

更新日期：2005-09-01 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

authors： Joshi RM,Binks E,Hougen M,Dahlgren ME,Ocker-Dean E,Smith DL

更新日期：2009-09-01 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

authors： Gumpel T,Wilson M,Shalev R

更新日期：1998-11-01 00:00:00

abstract：:Twenty-two studies are reviewed that report the effects of social skills training and intervention with 572 children identified as learning disabled between 5 and 19 years of age. These studies are reviewed to examine characteristics and components of intervention effectiveness. Age and sex of subjects, grade grouping...

journal_title：Journal of learning disabilities

authors： McIntosh R,Vaughn S,Zaragoza N

更新日期：1991-10-01 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

authors： Hearne D,Stone S

更新日期：1995-08-01 00:00:00

abstract：:The present study addresses the distinction between specific (SLI) and nonspecific (NLI) language impairment at an etiological level by estimating the relative genetic and environmental contributions to language impairment in children with SLI and NLI. Drawing on a large longitudinal twin study, we tested a sample of ...

journal_title：Journal of learning disabilities

authors： Hayiou-Thomas ME,Oliver B,Plomin R

更新日期：2005-05-01 00:00:00

abstract：:In this study, we identified child- and family-level characteristics most strongly associated with clinical identification of language disorder for preschool-aged children. We used machine learning to identify variables that best classified children receiving therapy for language disorder among a sample of 483 3- to 5...

journal_title：Journal of learning disabilities

authors： Justice LM,Ahn WY,Logan JAR

更新日期：2019-09-01 00:00:00

abstract：:The transition of adults with learning disabilities to successful employment is contingent upon numerous factors. Eighty-six adults (55 males and 31 females), 18 to 59 years old (mean age 26.7 years), with learning disabilities were evaluated clinically using the Wechsler Adult Intelligence Scale-Revised (WAIS-R) (Wec...

journal_title：Journal of learning disabilities

authors： Faas LA,D'Alonzo BJ

更新日期：1990-05-01 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

authors： Goldman SR,Hasselbring TS

更新日期：1997-03-01 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

authors： Laasonen M,Lehtinen M,Leppämäki S,Tani P,Hokkanen L

更新日期：2010-01-01 00:00:00