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 adolescents with learning disabilities were more likely to report that they had failed a class and less likely to report they had been chosen for a school activity than their non-learning disabled peers. However, the two groups of students did not differ in their perceived stressfulness of any of the pertinent school events. Students with learning disabilities reported relying on cognitive avoidance as a coping strategy more heavily than did non-learning disabled students when coping with an academic stress event, and reported that they mobilized fewer peers for social support when dealing with an academic stressor or with an interpersonal problem. The implications of these differences for the students' well-being are discussed. It is also suggested that school policies need to be examined for their impact on the opportunity for students with special needs to form supportive peer relations within the school environment.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Geisthardt C,Munsch Jdoi
10.1177/002221949602900307subject
Has Abstractpub_date
1996-05-01 00:00:00pages
287-96issue
3eissn
0022-2194issn
1538-4780journal_volume
29pub_type
杂志文章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
pub_type： 杂志文章
doi：10.1177/002221948902200206
更新日期：1989-02-01 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
pub_type： 杂志文章
doi：10.1177/002221940103400306
更新日期：2001-05-01 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
pub_type： 杂志文章,meta分析
doi：10.1177/002221949903200605
更新日期：1999-11-01 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
pub_type： 杂志文章
doi：10.1177/002221949002300909
更新日期：1990-11-01 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：:Tests of a model of the expected relationships between language abilities and reading achievement measures from the beginning of kindergarten through third grade are discussed. At kindergarten, more global language abilities influenced early, wholistic measures of reading achievement, including letter and number namin...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949202500201
更新日期：1992-02-01 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：: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
pub_type： 杂志文章
doi：10.1177/0022219419845070
更新日期：2019-09-01 00:00:00
abstract：:The present study investigated whether the members of adolescents' peer groups are similar in reading and spelling disabilities and whether this similarity contributes to subsequent school achievement and educational attainment. The sample consisted of 375 Finnish adolescents whose reading and spelling disabilities we...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219410392043
更新日期：2011-11-01 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：:A teacher describes a secondary English unit on Shakespeare implemented in a manner designed to take advantage of the learning differences of resource room students. After developing and investigating questions relating to Macbeth, students then read and enjoyed the drama. As a result of acquiring an understanding of ...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949502800907
更新日期：1995-11-01 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
pub_type： 杂志文章
doi：10.1177/0022219420979959
更新日期：2020-12-22 00:00:00
abstract：:Gersten, Jordan, and Flojo (in this issue) provide the beginnings of an essential bridge between basic research on mathematical disabilities (MD) in young children and the application of this research for the early identification and remediation of these forms of learning disability. As they acknowledge, the field of ...
journal_title：Journal of learning disabilities
pub_type： 评论,杂志文章
doi：10.1177/00222194050380040401
更新日期：2005-07-01 00:00:00
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
pub_type： 杂志文章
doi：10.1177/002221949002300511
更新日期：1990-05-01 00:00:00
abstract：:We evaluated community general education (CGE; n = 178), community special education (CSE; n = 30) and hospital-referred (HR, n = 145) children (ages 7-6 to 11-11) prospectively over a 2-year period. During this period, 17 CGE children were referred for evaluation (community referred; CR). Prior to referral, CR childr...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/00222194030360050801
更新日期：2003-09-01 00:00:00
abstract：:The extant literature on the social functioning of students with learning disabilities (LD) has indicated that whereas a majority belong to peer groups, a higher proportion are isolated and most have lower social status among peers in general than their typically achieving classmates. Although some work has examined t...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219407310993
更新日期：2008-01-01 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
pub_type： 杂志文章
doi：10.1177/0022219412468160
更新日期：2013-07-01 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：: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
pub_type： 杂志文章
doi：10.1177/002221949803100210
更新日期：1998-03-01 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：: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：: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：: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
pub_type： 杂志文章
doi：10.1177/00222194020350050401
更新日期：2002-09-01 00:00:00
abstract：:The purpose of this study was to determine if an instruction designed to facilitate planning, given by teachers to their class as a group, would have differential effects depending on the specific Planning, Attention, Simultaneous, Successive (PASS) cognitive characteristics of each child. A cognitive strategy instruc...
journal_title：Journal of learning disabilities
pub_type： 临床试验,杂志文章
doi：10.1177/002221940003300607
更新日期：2000-11-01 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：:Currently, educators separate out from typical students those whose learning needs vary from the norm. The norming and sorting process may earmark students as "different" without providing markedly unique instruction and without producing robust academic outcomes. An alternative to fragmentation for some students is t...
journal_title：Journal of learning disabilities
pub_type： 杂志文章,评审
doi：10.1177/00222194040370060601
更新日期：2004-11-01 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：:Using a nationally representative sample of 5,150 Dutch students who have been followed over a 6-year period, the presence of the Matthew effect was investigated for general language skills. The analyses do not reveal unmistakable evidence for the supposition that the rich get richer and the poor poorer. On the contra...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219411410289
更新日期：2011-09-01 00:00:00
abstract：:In this quasi-experimental study, which is part of a series of investigations on supplemental reading tutoring variations, the relative effectiveness of more intense decoding instruction or text reading practice was examined. Fifty-seven first-grade students scoring in the lowest quartile for reading skills received e...
journal_title：Journal of learning disabilities
pub_type： 临床试验,杂志文章
doi：10.1177/00222194050380041401
更新日期：2005-07-01 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
