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 years) with learning disabilities were introduced to the write-say procedure within a multiple-baseline design. Compared to control conditions (i.e., studying words on one's own), experimental procedures significantly enhanced subjects' spelling accuracy in a brief period of time. The write-say procedure was also advocated as a cost-effective method of spelling instruction for small classroom settings.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Kearney CA,Drabman RSdoi
10.1177/002221949302600106subject
Has Abstractpub_date
1993-01-01 00:00:00pages
52-6issue
1eissn
0022-2194issn
1538-4780journal_volume
26pub_type
杂志文章abstract::Cognitive remediation of decoding deficit was attempted by following a theoretically based program. The theory identifies four major cognitive processes: Planning, Attention, Simultaneous, and Successive (PASS) processing. The PASS Remedial Program (PREP) provides 10 structured tasks that are aimed at developing inter...
journal_title:Journal of learning disabilities
pub_type: 临床试验,杂志文章,随机对照试验
doi:10.1177/002221949502800201
更新日期:1995-02-01 00:00:00
abstract::Difficulties in phonological processing and reading that characterize developmental dyslexia have been suggested also to affect those with attention-deficit/hyperactivity disorder (ADHD). However, it is not known to what extent various intervening factors, such as low intelligence quotient or age, explain the observed...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219409335216
更新日期:2010-01-01 00:00:00
abstract::The present study examined the development of phonological and reading skills in 171 students (98 males, 73 females) from the beginning of first grade (Time 1) to the end of second grade (Time 4). Based on their reading and intelligence scores at the end of second grade, these students were placed into nondisabled (ND...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949402700604
更新日期:1994-06-01 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
pub_type: 杂志文章
doi:10.1177/0022219415619754
更新日期:2017-07-01 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::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
abstract::A group of poor readers classified as dyslexic by age/IQ discrepancy criteria (n = 42) were contrasted with two clinic control groups: 56 adequate-for-age readers with attention deficit disorder (ADD) and 21 poor-for-age readers not meeting the IQ discrepancy criterion (slow/borderline group). The children (33 girls, ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949302600910
更新日期:1993-11-01 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::We assessed the impact of intrapersonal and interpersonal resilience, persistence, and number of difficulties in addition to reading problems on life satisfaction (general, social, and self) and academic achievement. A total of 120 adults with reading difficulties who either were completing a university degree or were...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219414522705
更新日期:2015-11-01 00:00:00
abstract::We used an item response theory (IRT) measurement model to examine the 28-item Conners Teacher's Rating Scale (CTRS) for the diagnosis of attention-deficit/hyperactivity disorder (ADHD). Using an Israeli sample of 453 pairs of respondents (parents and teachers), we broke down our sample into nonclinical (n = 306) and ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949803100602
更新日期:1998-11-01 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::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
pub_type: 杂志文章
doi:10.1177/002221949803100109
更新日期:1998-01-01 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::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::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::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::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
pub_type: 杂志文章
doi:10.1177/002221949302600602
更新日期:1993-06-01 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
pub_type: 杂志文章,meta分析
doi:10.1177/0022219416688170
更新日期:2018-01-01 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::Research on the implementation of comprehension-strategies instruction is discussed briefly. The particular focus is on the challenges educators have encountered in translating research-based strategies instruction into workable, school-based interventions and, ultimately, into classroom practice. The research outcome...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949703000504
更新日期:1997-09-01 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::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::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::Efficacy of a brief cognitive-affective intervention to enhance motivational readiness for participating in a psychoeducational decision-making conference was explored. Although outcomes specific to the preconference intervention were not found, findings of relevance to the hypothesized positive relationship between m...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949002300307
更新日期:1990-03-01 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::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::This article examines selected variables related to the type of postsecondary education experience chosen by young adults with learning disabilities (N = 225). A one-way analysis of variance was utilized to identify significant differences between groups participating in alternative postsecondary education experiences...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949102400307
更新日期:1991-03-01 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
pub_type:
doi:10.1177/002221949903200108
更新日期:1999-01-01 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
pub_type: 杂志文章
doi:10.1177/00222194050380050201
更新日期:2005-09-01 00:00:00
abstract::Fueled by educational reforms such as the Regular Education Initiative, the inclusion movement, and Goals 2000, speech and language pathologists (SLPs) have explored the use of collaborative consultation in providing integrated service delivery. The implications of classroom-based services are discussed, along with mo...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949703000408
更新日期:1997-07-01 00:00:00