Difficulties in Comprehending Affirmative and Negative Sentences: Evidence From Chinese Children With Reading Difficulties.

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 fl...

journal_title：Journal of learning disabilities

authors： Eisen ML

更新日期：1989-08-01 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：: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：:Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and ...

journal_title：Journal of learning disabilities

authors： Woodcock S,Jiang H

更新日期：2018-01-01 00:00:00

abstract：:The aim of this study was to analyze whether children with and without difficulties in handwriting, spelling, or both differed in alphabet writing when using a keyboard. The total sample consisted of 1,333 children from Grades 1 through 3. Scores on the spelling and handwriting factors from the Early Grade Writing Ass...

journal_title：Journal of learning disabilities

authors： Bisschop E,Morales C,Gil V,Jiménez-Suárez E

更新日期：2017-09-01 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

authors： Ready RE,Chaudhry MF,Schatz KC,Strazzullo S

更新日期：2013-07-01 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：:Self-perceptions of teacher feedback, social comparison of reading competence, reading satisfaction, and general self-worth were assessed among third and sixth graders with learning disabilities and normal achievement (n = 247). Relations among these variables and mean differences were examined within the and across g...

journal_title：Journal of learning disabilities

authors： Bear GG,Minke KM,Griffin SM,Deemer SA

更新日期：1998-01-01 00:00:00

abstract：:Although there is a growing body of information, materials, and instructional strategies for adults with learning disabilities receiving remedial reading instruction, the same is not available for other areas of Adult Basic Education, including remedial math, sixth-through eight-grade-level pre-GED basic skills, and s...

journal_title：Journal of learning disabilities

authors： Westberry SJ

更新日期：1994-04-01 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：:Over the last decade, there has been an enormous increase in the number of studies evaluating the overlap of developmental syndromes or disorders in both children and adults. This overlap of symptoms is often referred to as comorbidity, a term we criticize in this article because of its unsubstantiated presumption of ...

journal_title：Journal of learning disabilities

authors： Kaplan BJ,Dewey DM,Crawford SG,Wilson BN

更新日期：2001-11-01 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

authors： Giovingo LK,Proctor BE,Prevatt F

更新日期：2005-01-01 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

authors： van der Lely HK,Marshall CR

更新日期：2010-07-01 00:00:00

abstract：:We evaluated a teaching strategy designed to improve spelling accuracy in children with learning disabilities. The write-say method provides immediate feedback to dual sensory modalities (i.e., visual and auditory) following the administration of a daily spelling test. Four males and three females (mean age = 11.61 ye...

journal_title：Journal of learning disabilities

authors： Kearney CA,Drabman RS

更新日期：1993-01-01 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

authors： Fabbro F,Masutto C

更新日期：1994-03-01 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：: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

authors： Porpodas CD

更新日期：1999-09-01 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

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

更新日期：1990-02-01 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：:Assisted and unassisted performance of 14 average readers (7 boys and 7 girls between 9.67 and 13 years of age) and 14 children with learning disabilities (10 boys and 4 girls between 10.8 and 13 years of age) were compared on a reading comprehension task--stating the main idea in expository paragraphs in which the to...

journal_title：Journal of learning disabilities

authors： Day JD,Zajakowski A

更新日期：1991-08-01 00:00:00

abstract：:The extant literature on the social functioning of students with learning disabilities (LD) has indicated that whereas a majority belong to peer groups, a higher proportion are isolated and most have lower social status among peers in general than their typically achieving classmates. Although some work has examined t...

journal_title：Journal of learning disabilities

authors： Estell DB,Jones MH,Pearl R,Van Acker R,Farmer TW,Rodkin PC

更新日期：2008-01-01 00:00:00

abstract：:In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were comp...

journal_title：Journal of learning disabilities

authors： O'Connor RE,Bocian KM,Sanchez V,Beach KD

更新日期：2014-07-01 00:00:00

abstract：:This study examined the usefulness and predictive validity of a dynamic screening of phonological awareness in two samples of kindergarten children. In one sample (n = 90), the predictive validity of the dynamic assessment was compared to a static version of the same screening measure. In the second sample (n = 96), t...

journal_title：Journal of learning disabilities

authors： Sittner Bridges M,Catts HW

更新日期：2011-07-01 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：: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：: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 expensi...

journal_title：Journal of learning disabilities

authors： Weis R,Erickson CP,Till CH

更新日期：2017-11-01 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

authors： Ruiz NT

更新日期：1995-10-01 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：: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

authors： Wanzek J,Vaughn S,Wexler J,Swanson EA,Edmonds M,Kim AH

更新日期：2006-11-01 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