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 northeastern Friuli-Venetia-Julia region, are described. The role of bilingualism and the type of grapheme-phoneme correspondence in "standard" Italian are discussed in relation to learning disabilities. Legislative aspects, the roles of the school, hospitals, public field services, and private institutes, as well as the concern of parents of children with LD, are alos taken into account. According to the authors, Italy's major deficiencies with respect to the question of learning disabilities are (a) lack of a systematic study of the problem in order to increase general knowledge, (b) insufficient training of teachers and rehabilitators, and (c) inadequate legislation.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Fabbro F,Masutto Cdoi
10.1177/002221949402700301subject
Has Abstractpub_date
1994-03-01 00:00:00pages
138-41issue
3eissn
0022-2194issn
1538-4780journal_volume
27pub_type
杂志文章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::This article examines more than a decade of changes in special education research and in the use of technology. It discusses evolving research and projects funded by the Office of Special Education Programs (OSEP) and raises questions about the use of specific methodologies and about whether children with disabilities...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221949602900505
更新日期:1996-09-01 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::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::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::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
pub_type: 杂志文章
doi:10.1177/002221949102400907
更新日期:1991-11-01 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
pub_type: 杂志文章
doi:10.1177/002221949102400409
更新日期:1991-04-01 00:00:00
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::Twenty-two studies are reviewed that report the effects of social skills training and intervention with 572 children identified as learning disabled between 5 and 19 years of age. These studies are reviewed to examine characteristics and components of intervention effectiveness. Age and sex of subjects, grade grouping...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221949102400802
更新日期:1991-10-01 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 purpose of the present study was to examine the role of achievement in explaining the poor social and behavioral functioning associated with LD status, and to evaluate potential gender differences in patterns of interpersonal functioning among youth with learning disabilities (LD) and nondisabled (NLD) youth. Thir...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949002300806
更新日期:1990-10-01 00:00:00
abstract::Concept mapping (a mixed qualitative-quantitative methodology) was used to describe and understand the psychosocial experiences of adults with confirmed and self-identified dyslexia. Using innovative processes of art and photography, Phase 1 of the study included 15 adults who participated in focus groups and in-depth...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219410374237
更新日期:2011-01-01 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
pub_type: 杂志文章
doi:10.1177/0022219411407863
更新日期:2011-07-01 00:00:00
abstract::The authors review the last decade of their research on learning disabilities and conclude that knowledge x process x context is the most useful way to think about children's cognitive difficulties. According to this framework, learning disabilities is seen as a result of the interplay between a poorly elaborated know...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221948902200203
更新日期:1989-02-01 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::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::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 evaluated the hypothesis that poor readers are characterized by poor nonword reading skills, but that a specific deficit, as opposed to a developmental lag, in nonword reading will be found only in subjects whose reading is discrepant from intellectual ability. To test this hypothesis, we measured nonword r...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949202500506
更新日期:1992-05-01 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::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 purpose of this qualitative multicase study was to explore the perceptions of individuals who could speak from both sides of the special education desk--as students and as teachers. The three participants for this study each received special education services for learning disabilities while in school and were cur...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221940103400103
更新日期:2001-01-01 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::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::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 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::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::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::Recent experimental results suggest that negation is particularly challenging for children with reading difficulties. This study looks at how young poor readers, speakers of Mandarin Chinese, comprehend affirmative and negative sentences as compared with a group of age-matched typical readers. Forty-four Chinese child...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219417714775
更新日期:2018-03-01 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
pub_type: 杂志文章
doi:10.1177/0022219412459354
更新日期:2014-07-01 00:00:00
abstract::Achievement and cognitive tests are used extensively in the diagnosis and educational placement of children with reading disabilities (RD). Moreover, research on scholastic interventions often requires repeat testing and information on practice effects. Little is known, however, about the test-retest and other psychom...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194020350060401
更新日期:2002-11-01 00:00:00