Abstract:
:Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States' most expensive and selective postsecondary institutions. We examined the psychoeducational functioning of students receiving accommodations for learning disabilities at a private, selective, liberal arts college. We also determined whether students had objective evidence supporting their disability diagnoses and academic accommodations. Most students showed above-average cognitive abilities, average academic skills, and no evidence of impairment. Although nearly all students reported academic problems, most lacked objective evidence of academic difficulties prior to college as well as relative or normative deficits in broad academic skills or fluency. Results indicate a need for greater reliance on objective, multimethod/multi-informant data in the diagnostic process. Results also highlight limitations in the current professional guidelines for documentation decision making in higher education.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Weis R,Erickson CP,Till CHdoi
10.1177/0022219416646706subject
Has Abstractpub_date
2017-11-01 00:00:00pages
684-700issue
6eissn
0022-2194issn
1538-4780pii
0022219416646706journal_volume
50pub_type
杂志文章abstract::Seven fables were read to 14 average learners and 14 children with learning disabilities, all of whom ranged in age from 10 to 13 years. They were presented with four possible moral choices: one correct, one related, and two incorrect. They were instructed to select the correct moral choice and were asked to explain t...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949502800506
更新日期:1995-05-01 00:00:00
abstract::Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and read...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194060390060501
更新日期:2006-11-01 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::Considerable discussion has occurred about the most appropriate methods for diagnosing learning disabilities (LD) in postsecondary students. Two of the many areas of controversy that have emerged include the appropriate diagnostic criteria to use and the appropriate referent group. A review of previous court cases dem...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194050380010601
更新日期:2005-01-01 00:00:00
abstract::Following a review of contemporary models of word-level processing for reading and their limitations, we propose a new hypothetical model of Chinese character reading, namely, the graded lexical space mapping model that characterizes how sublexical radicals and lexical information are involved in Chinese character rea...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219417718199
更新日期:2018-09-01 00:00:00
abstract::Created as a part of the general Russian educational system, special education in Russia has mirrored all the good and bad qualities of that system. It was during the Soviet phase of its existence that Russian remedial education developed its specific and unique character, reflecting the structure and values of the gl...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949803100210
更新日期:1998-03-01 00:00:00
abstract::This study addressed the issue as to whether children reliably diagnosed as attention deficit disordered with hyperactivity (ADD/H) and without hyperactivity (ADD/WO) differed significantly from each other and a clinic control (CC) population on speed and efficiency of cognitive processing. From an outpatient clinic p...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221948902200910
更新日期:1989-11-01 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::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::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::Although a number of experimental investigations into the effects of hemisphere stimulation on the reading performance of individuals with dyslexia are currently available, only a few studies have addressed the effects of treatment in the setting of an outpatient clinic. The present study reports on the reading result...
journal_title:Journal of learning disabilities
pub_type: 临床试验,杂志文章
doi:10.1177/002221949703000110
更新日期:1997-01-01 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
pub_type: 杂志文章,评审
doi:10.1177/002221949102400802
更新日期:1991-10-01 00:00:00
abstract::Links between teachers' pedagogical beliefs and teaching practices were investigated with respect to process writing instruction. Participants included 5 teachers, 44 general education students, and 23 special education students in 2 elementary multi-age inclusion classrooms. Findings suggested that, although the teac...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194060390010301
更新日期:2006-01-01 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
pub_type: 杂志文章
doi:10.1177/00222194050380050201
更新日期:2005-09-01 00:00:00
abstract::The nature of visual and auditory coding processes in students with learning disabilities (SLDs) and student controls (SCs) was examined with a letter-matching task on four types of successively presented letter pairs: identical (A,A), visually confusable (P,R), auditorily confusable (F,S), and neither visually nor au...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221948902201011
更新日期:1989-12-01 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::This study examines faculty and student perceptions regarding university students with learning disabilities, sensitivity to such students' special needs, accommodations, and the perceived impact of a learning disability. Results reveal a general sensitivity to the special needs of students with learning disabilities;...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949202501008
更新日期:1992-12-01 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::Recent experimental results suggest that negation is particularly challenging for children with reading difficulties. This study looks at how young poor readers, speakers of Mandarin Chinese, comprehend affirmative and negative sentences as compared with a group of age-matched typical readers. Forty-four Chinese child...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219417714775
更新日期:2018-03-01 00:00:00
abstract::The adaptive use of approximate calculation was examined using a verification task with 18 third graders with mathematics learning disabilities, 22 typically achieving third graders, and 21 typically achieving second graders. Participants were asked to make true-false decisions on simple and complex addition problems ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219408315638
更新日期:2008-11-01 00:00:00
abstract::Some previous research has shown strong associations between spelling ability and rapid automatic naming (RAN) after controls for phonological processing and nonsense-word reading ability, consistent with the double-deficit hypothesis in reading and spelling. Previous studies did not, however, control for nonsense-wor...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219408315814
更新日期:2008-05-01 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::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::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::The authors used a large data set (N = 1,011,549) to examine literacy growth over a single school year comparing general education (GenEd) students to three high-risk subgroups: English language learners (ELL), those with a specific learning disability (LD), and those identified as both LD and ELL (LD-ELL) in students...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219412463435
更新日期:2014-07-01 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::There are few tests that assess reading comprehension in adults, but these tests are needed for a comprehensive assessment of reading disorders (RD). The Nelson-Denny Reading Test (NDRT) has a long-passage reading comprehension component that can be used with adolescents and adults. A problem with the NDRT is that rea...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219412468160
更新日期:2013-07-01 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