Abstract:
:This study investigates the creative abilities of children with learning disabilities by employing a new measure designed to assess creativity without the use of verbal or analytic skills. Sixteen normally performing and 16 children with learning disabilities were administered this task and a control task of verbal fluency. The children with learning disabilities scored significantly higher on the nonverbal but not the verbal control task.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Eisen MLdoi
10.1177/002221948902200715subject
Has Abstractpub_date
1989-08-01 00:00:00pages
462-4, 451issue
7eissn
0022-2194issn
1538-4780journal_volume
22pub_type
杂志文章abstract::A correlational analysis was conducted to assess the relationship among various assessment instruments, including Kagan, Rosman, Day, Albert, and Phillips's (1964) Matching Familiar Figures Test (MFFT), and actual classroom performance vis-à-vis impulsive responding. Subjects were 22 children (16 male, 6 female), ages...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949102400409
更新日期:1991-04-01 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::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::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::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::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
pub_type: 杂志文章
doi:10.1177/00222194050380030401
更新日期:2005-05-01 00:00:00
abstract::In this quasi-experimental study, which is part of a series of investigations on supplemental reading tutoring variations, the relative effectiveness of more intense decoding instruction or text reading practice was examined. Fifty-seven first-grade students scoring in the lowest quartile for reading skills received e...
journal_title:Journal of learning disabilities
pub_type: 临床试验,杂志文章
doi:10.1177/00222194050380041401
更新日期:2005-07-01 00:00:00
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::Stimulant medications are widely used as part of the treatment for children with attention deficit-hyperactivity disorder (ADHD). The current study investigated the effects of methylphenidate on auditory vigilance, auditory processing abilities, and receptive language abilities of children with ADHD. Twenty subjects (...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949102401006
更新日期:1991-12-01 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::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::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 investigated whether the members of adolescents' peer groups are similar in reading and spelling disabilities and whether this similarity contributes to subsequent school achievement and educational attainment. The sample consisted of 375 Finnish adolescents whose reading and spelling disabilities we...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219410392043
更新日期:2011-11-01 00:00:00
abstract::Cognitive remediation of decoding deficit was attempted by following a theoretically based program. The theory identifies four major cognitive processes: Planning, Attention, Simultaneous, and Successive (PASS) processing. The PASS Remedial Program (PREP) provides 10 structured tasks that are aimed at developing inter...
journal_title:Journal of learning disabilities
pub_type: 临床试验,杂志文章,随机对照试验
doi:10.1177/002221949502800201
更新日期:1995-02-01 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::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::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
pub_type: 杂志文章,评审
doi:10.1177/0022219411426858
更新日期:2012-01-01 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::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::The purpose of this study was to determine if an instruction designed to facilitate planning, given by teachers to their class as a group, would have differential effects depending on the specific Planning, Attention, Simultaneous, Successive (PASS) cognitive characteristics of each child. A cognitive strategy instruc...
journal_title:Journal of learning disabilities
pub_type: 临床试验,杂志文章
doi:10.1177/002221940003300607
更新日期:2000-11-01 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::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::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::The present study evaluated the stability of math learning difficulties over a 2-year period and investigated several factors that might influence this stability (categorical vs. continuous change, liberal vs. conservative cut point, broad vs. specific math assessment); the prediction of math performance over time and...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219411436214
更新日期:2013-09-01 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::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::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 authors' experience derives from over 10 years of study of the neuropsychological characteristics of children with learning disabilities (LD) who were referred to a public children's hospital. Some sociocultural and linguistic aspects of children with learning disabilities in Italy, and in particular in the northe...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949402700301
更新日期:1994-03-01 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::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