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 learning difficulties (slow learners) matched for reading age with the youngest dyslexic group. The children with dyslexia were significantly slower than even their chronological age-matched controls, and equivalent to their reading age-matched controls, on naming colors, digits, and letters, and significantly slower than even their reading age-matched controls on naming pictures of common objects. Overall, performance of the 17-year-old children with dyslexia was closest to that of the 8-year-old controls. Performance of the slow learners was equivalent to that of the youngest children with dyslexia. The results show that children with dyslexia have persistent-and unexpectedly severe-problems in naming speed for all stimuli, regardless of whether or not the stimulus requires grapheme-phoneme decoding.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Fawcett AJ,Nicolson RIdoi
10.1177/002221949402701004subject
Has Abstractpub_date
1994-12-01 00:00:00pages
641-6issue
10eissn
0022-2194issn
1538-4780journal_volume
27pub_type
杂志文章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::Forty children (7 to 11 years old) referred for evaluation of learning problems, who had scores within the normal range on standardized measures of academic achievement, were compared to 81 similarly referred children who had scored low (< 90) on at least one measure of academic achievement. We tested the hypothesis t...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221940003300509
更新日期:2000-09-01 00:00:00
abstract::This study surveyed and compared support systems for poor readers in six member states of the European Union (EU). The goal was to identify features of effective support systems. A large-scale questionnaire survey was conducted among mainstream teachers (n = 4,210) and remedial teachers (n = 2,395). Results indicate t...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,多中心研究
doi:10.1177/0022219410374235
更新日期:2011-05-01 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::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::The Learning Disability Index (LDI) was validated by an examination of the mean profiles and demographic characteristics of high and low LDI subsets of the standardization sample of the Wechsler Intelligence Scale for Children-Revised. The LDI continuum, however, was found to measure Third Factor strengths/weaknesses ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949002300411
更新日期:1990-04-01 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::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 final session of the National Research Center on Learning Disabilities (NRCLD) Responsiveness-to-Intervention (RTI) Symposium, "What are alternative models to LD identification other than RTI?" included four papers that discussed concerns over the exclusive reliance on an RTI approach to learning disability identi...
journal_title:Journal of learning disabilities
pub_type:
doi:10.1177/00222194050380061401
更新日期:2005-11-01 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::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
pub_type: 杂志文章
doi:10.1177/002221949002300511
更新日期:1990-05-01 00:00:00
abstract::There has been considerable discussion of the methods used for the identification of children with reading disabilities. This study examined three different methods that could be used in the identification of children with reading disabilities and their consistency with teacher ratings of behaviors believed to be asso...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221940203500305
更新日期:2002-05-01 00:00:00
abstract::A teacher describes a secondary English unit on Shakespeare implemented in a manner designed to take advantage of the learning differences of resource room students. After developing and investigating questions relating to Macbeth, students then read and enjoyed the drama. As a result of acquiring an understanding of ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949502800907
更新日期:1995-11-01 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::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::The development of reading speed in Italian children with dyslexia was estimated using individualized growth curves for a group of 38 children with dyslexia tested longitudinally from the second to the eighth grade and compared with typical readers. Their reading speed development followed a linear trend of .3 syllabl...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221940103400503
更新日期:2001-09-01 00:00:00
abstract::Science has been an important partner of the field of learning disabilities since its inception. Special educators have used science to confirm or reject approaches to identifying and teaching students with disabilities. Current research and practice is using science to find better approaches to preventing learning di...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194040370030501
更新日期:2004-05-01 00:00:00
abstract::Early identification of learning difficulties is a critical component of the Response to Intervention (RtI) model. In kindergarten, the screening of foundational reading skills can provide a data-based guideline for identifying students requiring a more intensive response-based intervention before starting elementary ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219419893649
更新日期:2020-03-01 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::Previous studies have yielded mixed findings as to the effect of learning disabilities (LD) on self-perception. We proposed that perceived competence in children who experience learning difficulties is affected both by age trends in self-appraisal processes and by the degree to which students' salient reference group ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949402700509
更新日期:1994-05-01 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
pub_type: 杂志文章
doi:10.1177/0022219416646706
更新日期:2017-11-01 00:00:00
abstract::The experience of school-related stress during the transition to junior high school is compared in a sample of 59 students with learning disabilities (27 females, 32 males) and 402 students without learning disabilities (241 females, 161 males). Using a checklist of 11 stressful school events, the authors found that a...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949602900307
更新日期:1996-05-01 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
pub_type: 杂志文章
doi:10.1177/0022219410369078
更新日期:2010-07-01 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::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
pub_type: 杂志文章,随机对照试验
doi:10.1177/0022219412442151
更新日期:2012-05-01 00:00:00
abstract::The authors, both of whom are involved in providing support services to university students with learning disabilities, describe some of the current issues and challenges faced by students, staff, and faculty. Programs and initiatives in some Canadian institutions that have proven to be successful are described, such ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949602900111
更新日期:1996-01-01 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
pub_type: 杂志文章
doi:10.1177/002221949402700110
更新日期:1994-01-01 00:00:00
abstract::Five hundred graduates with learning disabilities (LD) from three universities in the United States completed a survey related to their postschool employment outcomes and experiences. The present study presents data related to their decisions regarding LD disclosure in employment settings. Although 73% of the responde...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219407313805
更新日期:2008-07-01 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::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