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-year-old children (54% affected). Using a dichotomous outcome based on receipt of language therapy, we applied the least absolute shrinkage and selection operator (LASSO) classification approach to a range of background data available on the children, including teacher and caregiver ratings of communication and social skills. The sample was randomly split into a training (67% of children) and test sample (33% of children) to examine out-of-sample classification accuracy. The full model had excellent classification accuracy based on area under the curve (AUC) of .87 and .85 on the training and test sets, respectively, when utilizing all available background data. Variables most strongly contributing to accurate classification of language-therapy receipt were cognitive impairment, age, gender, and teacher- and parent-reported communication, social, and literacy skills. Use of machine-learning approaches to classify children receiving language services in school settings may provide a valuable approach for identifying those factors that best differentiate children with and without language disorders from a clinical perspective.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Justice LM,Ahn WY,Logan JARdoi
10.1177/0022219419845070subject
Has Abstractpub_date
2019-09-01 00:00:00pages
351-365issue
5eissn
0022-2194issn
1538-4780journal_volume
52pub_type
杂志文章abstract：:The four studies of adult literacy in this special issue of the Journal of Learning Disabilities address measurement issues in adult populations and the relation (by comparison) of similar studies of childhood literacy. Despite differences in selection criteria, tests, and research questions, there is some convergence...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219409359346
更新日期：2010-03-01 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
pub_type： 杂志文章
doi：10.1177/002221949903200302
更新日期：1999-05-01 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
pub_type： 杂志文章
doi：10.1177/002221949302600106
更新日期：1993-01-01 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
pub_type： 杂志文章
doi：10.1177/002221949502800804
更新日期：1995-10-01 00:00:00
abstract：:The present study investigated the use of the Reading Component Model to subgroup poor readers. A large sample of poor readers was identified in second grade and subgrouped on the basis of relative strengths and weaknesses in word recognition and listening comprehension. Although homogeneous subgroups were not identif...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221940303600208
更新日期：2003-03-01 00:00:00
abstract：:Recent research suggests that most 4-year college students diagnosed with specific learning disability (SLD) do not meet objective criteria for the disorder, show normative deficits in academic skills, or have childhood histories of SLD. The purpose of this study was to examine the functioning of students diagnosed wi...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219413483175
更新日期：2014-11-01 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：: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
pub_type： 杂志文章
doi：10.1177/00222194070400020601
更新日期：2007-03-01 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
pub_type： 杂志文章
doi：10.1177/0022219416633865
更新日期：2017-09-01 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：: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：:Research has suggested that different strategies used when solving fraction problems are highly correlated with students' problem-solving accuracy. This study (a) utilized latent profile modeling to classify students into three different strategic developmental levels in solving fraction comparison problems and (b) ac...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219414562281
更新日期：2016-09-01 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：: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：: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
pub_type： 杂志文章
doi：10.1177/0022219409355482
更新日期：2010-09-01 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
pub_type： 杂志文章
doi：10.1177/0022219412468160
更新日期：2013-07-01 00:00:00
abstract：:This article describes the use of self-monitoring procedures to increase the number of daily homework assignments completed by eight students with learning disabilities. Students ranged in age from 13 to 16 years and attended Grades 7 through 10. The experimental procedure involved the use of a sheet listing all daily...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949402700202
更新日期：1994-02-01 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：: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
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
pub_type： 杂志文章
doi：10.1177/002221949302600808
更新日期：1993-10-01 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：: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 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
pub_type： 杂志文章
doi：10.1177/002221948902200206
更新日期：1989-02-01 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
pub_type： 杂志文章,meta分析
doi：10.1177/002221949903200605
更新日期：1999-11-01 00:00:00
abstract：:Within a large (N = 182) heterogeneous sample of clinic-referred children with DSM-III-diagnosed attention deficit disorder (ADD), three behavioral subgroups were identified via cluster analysis of teacher ratings: 40% of the children had ADD with hyperactivity (ADDH), 30% had ADD with hyperactivity and aggressivity (...
journal_title：Journal of learning disabilities
pub_type： 临床试验,杂志文章
doi：10.1177/002221949102400206
更新日期：1991-02-01 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：: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：: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
pub_type： 杂志文章
doi：10.1177/00222194050380060401
更新日期：2005-11-01 00:00:00
abstract：:This article explains how key principles of holistic constructivism were used to revise a graduate teacher education program and develop a portfolio model of evaluation. The program is built around individualized portfolios, applied projects, collaborative work, student evaluation, and professional presentation of stu...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949502801005
更新日期：1995-12-01 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
