An eye-movement analysis of the effects of scotopic sensitivity correction on parsing and comprehension.

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

authors： Berkeley S,Bender WN,Gregg Peaster L,Saunders L

更新日期：2009-01-01 00:00:00

abstract：:This study examined the executive functioning of 55 elementary school children with and without problems in written expression. Two groups reflecting children with and without significant writing problems were defined by an average primary trait rating across two separate narratives. The groups did not differ in terms...

journal_title：Journal of learning disabilities

authors： Hooper SR,Swartz CW,Wakely MB,de Kruif RE,Montgomery JW

更新日期：2002-01-01 00:00:00

abstract：:This study investigated the effects of a peer teaching procedure, combined with student letter-writing activities, on the acquisition and generalization of capitalization skills. Three students, aged 9 years, obtained instruction from peer partners that included (a) an introduction and review of capitalization rules, ...

journal_title：Journal of learning disabilities

authors： Campbell BJ,Brady MP,Linehan S

更新日期：1991-01-01 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：: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：: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：:This study examined the characteristics of students with specific learning disabilities in either reading and spelling or arithmetic. Based on scores obtained using the revised Woodcock-Johnson Psycho-Educational Battery, students with a marked weakness in arithmetic relative to reading and spelling were designated as...

journal_title：Journal of learning disabilities

authors： Davis JT,Parr G,Lan W

更新日期：1997-05-01 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：:A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11-18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if...

journal_title：Journal of learning disabilities

authors： Wexler J,Reed DK,Pyle N,Mitchell M,Barton EE

更新日期：2015-09-01 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

authors： Swanson HL

更新日期：1999-11-01 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

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

更新日期：1990-02-01 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：: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

authors： Vaughn S,Schumm JS,Kouzekanani K

更新日期：1993-10-01 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：: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：:The British Psychological Society is the only national organization of psychologists within the United Kingdom representing all aspects of psychology and all subspecialisms within psychology. It is both a learned scientific society and a professional association. To address the concept of attention-deficit/hyperactivi...

journal_title：Journal of learning disabilities

authors： Reason R,Working Party of the British Psychological Society.

更新日期：1999-01-01 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：: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

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

authors： Morgan AE,Singer-Harris N,Bernstein JH,Waber DP

更新日期：2000-09-01 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 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：: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：:The purpose of this study was to examine the role of a dynamic assessment (DA) of decoding in predicting responsiveness to Tier 2 small-group tutoring in a response-to-intervention model. First grade students (n = 134) who did not show adequate progress in Tier 1 based on 6 weeks of progress monitoring received Tier 2...

journal_title：Journal of learning disabilities

authors： Cho E,Compton DL,Fuchs D,Fuchs LS,Bouton B

更新日期：2014-09-01 00:00:00

abstract：:Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children's academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of chi...

journal_title：Journal of learning disabilities

authors： Willoughby MT,Magnus B,Vernon-Feagans L,Blair CB,Family Life Project Investigators.

更新日期：2017-07-01 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：: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 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

authors： Segalowitz SJ,Brown D

更新日期：1991-11-01 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

authors： Kellems RO,Eichelberger C,Cacciatore G,Jensen M,Frazier B,Simons K,Zaru M

更新日期：2020-07-01 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

authors： McIntosh R,Vaughn S,Zaragoza N

更新日期：1991-10-01 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