A review of learning strategies for adults with learning disabilities preparing for the GED exam.

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：:This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, b...

journal_title：Journal of learning disabilities

authors： Jiménez JE,del Rosario Ortiz M,Rodrigo M,Hernández-Valle I,Ramírez G,Estévez A,O'Shanahan I,de la Luz Trabaue M

更新日期：2003-01-01 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：:In part because learning strategies are often taught in isolated resource settings outside of the contexts in which students with learning disabilities are expected to apply this knowledge, generalization has been a significant challenge to educators. To address this problem, an instructional model is proposed for int...

journal_title：Journal of learning disabilities

authors： Ellis ES

更新日期：1993-06-01 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：: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：: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

authors： Weis R,Speridakos EC,Ludwig K

更新日期：2014-11-01 00:00:00

abstract：:Links between teachers' pedagogical beliefs and teaching practices were investigated with respect to process writing instruction. Participants included 5 teachers, 44 general education students, and 23 special education students in 2 elementary multi-age inclusion classrooms. Findings suggested that, although the teac...

journal_title：Journal of learning disabilities

authors： Berry RA

更新日期：2006-01-01 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：: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

authors： Nalavany BA,Carawan LW,Rennick RA

更新日期：2011-01-01 00:00:00

abstract：:This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with M...

journal_title：Journal of learning disabilities

authors： Passolunghi MC,Mammarella IC

更新日期：2012-07-01 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：: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

authors： Sofie CA,Riccio CA

更新日期：2002-05-01 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

authors： Felton RH,Wood FB

更新日期：1992-05-01 00:00:00

abstract：:The present study investigated the persistent nature of naming speed deficits within the context of the double-deficit hypothesis in a university sample of adults with reading disabilities (RD). Twenty-five university students with RD were compared to 28 typically achieving readers on measures of reading skill, phonol...

journal_title：Journal of learning disabilities

authors： Vukovic RK,Wilson AM,Nash KK

更新日期：2004-09-01 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

authors： Coughlin D

更新日期：1997-09-01 00:00:00

abstract：:Copying characters presented previously (delayed copying) is an important skill in Chinese literacy acquisition. The relations of delayed copying and a set of literacy-related skills (including vocabulary knowledge, rapid automatized naming, phonological awareness, morphological awareness, and orthographic awareness),...

journal_title：Journal of learning disabilities

authors： Ye Y,McBride C,Yin L,Cheang LM,Tse CY

更新日期：2020-12-22 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

authors： Trammel DL,Schloss PJ,Alper S

更新日期：1994-02-01 00:00:00

abstract：:A group of children with dyslexia (mean ages 9 and 14 years) was studied, together with group of children without dyslexia matched for age. Participants were monolingual native speakers of the Bosnian language with transparent orthography. In total, the diagnostic tests were performed with 41 children with dyslexia an...

journal_title：Journal of learning disabilities

authors： Duranovic M,Sehic S

更新日期：2013-05-01 00:00:00

abstract：:Seven fables were read to 14 average learners and 14 children with learning disabilities, all of whom ranged in age from 10 to 13 years. They were presented with four possible moral choices: one correct, one related, and two incorrect. They were instructed to select the correct moral choice and were asked to explain t...

journal_title：Journal of learning disabilities

authors： Abrahamsen EP,Sprouse PT

更新日期：1995-05-01 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：: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

authors： Al-Yagon M,Cavendish W,Cornoldi C,Fawcett AJ,Grünke M,Hung LY,Jiménez JE,Karande S,van Kraayenoord CE,Lucangeli D,Margalit M,Montague M,Sholapurwala R,Sideridis G,Tressoldi PE,Vio C

更新日期：2013-01-01 00:00:00

abstract：:In this study, we examined whether think-aloud procedures would uncover differences in the kinds of inferences generated by average and below-average readers. Participants were 40 third-grade children who were divided into groups of average and below-average readers. All participants completed measures of nonverbal IQ...

journal_title：Journal of learning disabilities

authors： Laing SP,Kamhi AG

更新日期：2002-09-01 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：: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

authors： Cirino PT,Rashid FL,Sevcik RA,Lovett MW,Frijters JC,Wolf M,Morris RD

更新日期：2002-11-01 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

authors： Zhang D,Stecker P,Huckabee S,Miller R

更新日期：2016-09-01 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

authors： Johnson E,Mellard DF,Byrd SE

更新日期：2005-11-01 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：:The purpose of this study was to examine the development of oral reading fluency in a sample of first-grade children. Using growth curve analysis, models of growth were identified for a combined sample of at-risk (AR) and not-at-risk (NAR) children, and predictors of growth were identified for the longitudinal AR samp...

journal_title：Journal of learning disabilities

authors： Speece DL,Ritchey KD

更新日期：2005-09-01 00:00:00

abstract：:Text-to-speech and related read-aloud tools are being widely implemented in an attempt to assist students' reading comprehension skills. Read-aloud software, including text-to-speech, is used to translate written text into spoken text, enabling one to listen to written text while reading along. It is not clear how eff...

journal_title：Journal of learning disabilities

authors： Wood SG,Moxley JH,Tighe EL,Wagner RK

更新日期：2018-01-01 00:00:00