Attention deficit disorder with and without hyperactivity: reaction time and speed of cognitive processing.

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

authors： Mammarella IC,Lucangeli D,Cornoldi C

更新日期：2010-09-01 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：: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

authors： Richards GP,Samuels SJ,Turnure JE,Ysseldyke JE

更新日期：1990-02-01 00:00:00

abstract：:Does scotopic sensitivity correction enhance parsing and, thus, comprehension? Twenty-two readers with scotopic sensitivity (mean age = 20.3 yrs.; 40.9% male) parsed sentences under scotopic correction and control conditions. Measures included eye-movement indices of parsing and comprehension questions. Although eye m...

journal_title：Journal of learning disabilities

authors： Fletcher J,Martinez G

更新日期：1994-01-01 00:00:00

abstract：:A review of research that uses behavioral, electroencephalographic, and/or magnetoencephalographic methods to investigate auditory processing deficits in individuals with dyslexia is presented. Findings show that measures of frequency, rise time, and duration discrimination as well as amplitude modulation and frequenc...

journal_title：Journal of learning disabilities

authors： Hämäläinen JA,Salminen HK,Leppänen PH

更新日期：2013-09-01 00:00:00

abstract：:Tests of a model of the expected relationships between language abilities and reading achievement measures from the beginning of kindergarten through third grade are discussed. At kindergarten, more global language abilities influenced early, wholistic measures of reading achievement, including letter and number namin...

journal_title：Journal of learning disabilities

authors： Sawyer DJ

更新日期：1992-02-01 00:00:00

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

authors： Harrison KA,Romanczyk RG

更新日期：1991-04-01 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：: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

authors： Morvitz E,Motta RW

更新日期：1992-01-01 00:00:00

abstract：:The present article provides a meta-analysis of instructional research with samples of children and adolescents with learning disabilities in the domains of word recognition and reading comprehension. The results of the synthesis showed that a prototypical intervention study has an effect size (ES) of .59 for word rec...

journal_title：Journal of learning disabilities

authors： Swanson HL

更新日期：1999-11-01 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

authors： Okolo CM,Ferretti RP,MacArthur CA

更新日期：2007-03-01 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

authors： Bassett DS,Smith TE

更新日期：1996-03-01 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

authors： Segalowitz SJ,Brown D

更新日期：1991-11-01 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

authors： Fawcett AJ,Nicolson RI

更新日期：1994-12-01 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

authors： Grigorenko EL

更新日期：1998-03-01 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

authors： Opp G

更新日期：1992-06-01 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

authors： Naglieri JA,Johnson D

更新日期：2000-11-01 00:00:00

abstract：:Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom inst...

journal_title：Journal of learning disabilities

authors： Compton DL,Gilbert JK,Jenkins JR,Fuchs D,Fuchs LS,Cho E,Barquero LA,Bouton B

更新日期：2012-05-01 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

authors： Savage R,Pillay V,Melidona S

更新日期：2008-05-01 00:00:00

abstract：:This study examined the characteristics of students with specific learning disabilities in either reading and spelling or arithmetic. Based on scores obtained using the revised Woodcock-Johnson Psycho-Educational Battery, students with a marked weakness in arithmetic relative to reading and spelling were designated as...

journal_title：Journal of learning disabilities

authors： Davis JT,Parr G,Lan W

更新日期：1997-05-01 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

authors： Kellems RO,Eichelberger C,Cacciatore G,Jensen M,Frazier B,Simons K,Zaru M

更新日期：2020-07-01 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：: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

authors： McKinney JD

更新日期：1989-03-01 00:00:00

abstract：:The purpose of this study was to investigate the perceptions of mainstreamed students with learning disabilities (LD) regarding adaptations (e.g., altering tests, homework, assignments, instruction) made by general education teachers. Furthermore, their responses were compared with those of low achieving (LA) and aver...

journal_title：Journal of learning disabilities

authors： Vaughn S,Schumm JS,Kouzekanani K

更新日期：1993-10-01 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

authors： Houck CK,Asselin SB,Troutman GC,Arrington JM

更新日期：1992-12-01 00:00:00

abstract：:The effects of an intervention designed to enhance students' roles as control agents for strategic functioning were investigated. The goal was to increase the ability of students labeled learning disabled to generate new strategies or adapt existing task-specific strategies for meeting varying demands of the regular c...

journal_title：Journal of learning disabilities

authors： Ellis ES,Deshler DD,Schumaker JB

更新日期：1989-02-01 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：: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

authors： Martin RB,Cirino PT,Barnes MA,Ewing-Cobbs L,Fuchs LS,Stuebing KK,Fletcher JM

更新日期：2013-09-01 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

authors： Kovas Y,Haworth CM,Petrill SA,Plomin R

更新日期：2007-11-01 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