Macbeth in the resource room: students with learning disabilities study Shakespeare.

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：: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：: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

authors： Geisthardt C,Munsch J

更新日期：1996-05-01 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

authors： Weyandt LL,Mitzlaff L,Thomas L

更新日期：2002-03-01 00:00:00

abstract：:The study presents data on the effectiveness of a parent-administered behavioral reading therapy program. Ten parents administered the therapy program to their second- to fourth-grade children with reading disability. All 10 children received 70 therapy sessions (30 minutes per session), with 5 of the 10 children rece...

journal_title：Journal of learning disabilities

authors： Burns GL,Kondrick PA

更新日期：1998-05-01 00:00:00

abstract：:Created as a part of the general Russian educational system, special education in Russia has mirrored all the good and bad qualities of that system. It was during the Soviet phase of its existence that Russian remedial education developed its specific and unique character, reflecting the structure and values of the gl...

journal_title：Journal of learning disabilities

authors： Grigorenko EL

更新日期：1998-03-01 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：: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

authors： La Greca AM,Stone WL

更新日期：1990-10-01 00:00:00

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 ye...

journal_title：Journal of learning disabilities

authors： Kearney CA,Drabman RS

更新日期：1993-01-01 00:00:00

abstract：:Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and read...

journal_title：Journal of learning disabilities

authors： Wanzek J,Vaughn S,Wexler J,Swanson EA,Edmonds M,Kim AH

更新日期：2006-11-01 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

authors： Compton DL,Gilbert JK,Jenkins JR,Fuchs D,Fuchs LS,Cho E,Barquero LA,Bouton B

更新日期：2012-05-01 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

authors： Gumpel T,Wilson M,Shalev R

更新日期：1998-11-01 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：: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

authors： Hynd GW,Nieves N,Connor RT,Stone P,Town P,Becker MG,Lahey BB,Lorys AR

更新日期：1989-11-01 00:00:00

abstract：:The purpose of this study was to examine the effectiveness of a multilinguistic intervention to improve reading and spelling in primary grade students who struggle with literacy. Twenty second-grade students with spelling deficits were randomly assigned to receive a multilinguistic intervention with a phonological and...

journal_title：Journal of learning disabilities

authors： Wolter JA,Dilworth V

更新日期：2014-01-01 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

authors： Adelman HS,MacDonald VM,Nelson P,Smith DC,Taylor L

更新日期：1990-03-01 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

authors： Stack-Cutler HL,Parrila RK,Torppa M

更新日期：2015-11-01 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

authors： Solari EJ,Petscher Y,Folsom JS

更新日期：2014-07-01 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：: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

authors： Hu S,Vender M,Fiorin G,Delfitto D

更新日期：2018-03-01 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

authors： Laasonen M,Lehtinen M,Leppämäki S,Tani P,Hokkanen L

更新日期：2010-01-01 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：:A study of the perceived importance of 23 occupations by 65 adolescents with learning disabilities and 85 adolescents without learning disabilities revealed that occupations were ranked similarly by the two groups (Rho = .76). Analysis of the groups' rank order indicated diversity of students' perceptions about the im...

journal_title：Journal of learning disabilities

authors： Plata M,Bone J

更新日期：1989-01-01 00:00:00

abstract：:Blending and spelling training were compared in this experiment to determine which intervention would improve the decoding skills of two first-grade boys with learning disabilities who were in the phonetic cue stage of reading. Additionally, the two boys received pre- and posttest administrations of a phonemic segment...

journal_title：Journal of learning disabilities

authors： DiVeta SK,Speece DL

更新日期：1990-11-01 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：: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：: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：: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：: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

authors： van der Lely HK,Marshall CR

更新日期：2010-07-01 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