Abstract：
:Transition services for students with learning disabilities have not always been a priority in public schools. Although school personnel have long acknowledged the transition needs of students considered to have more severe disabilities, such as mental retardation, physical problems, and emotional disturbance, they do not always consider that students with learning disabilities also need transition programming. The result has been a neglect of these students' transition needs, which has likely contributed to some of the problems experienced by young adults with learning disabilities. This article focuses on the effect of educational reform on transition services for students with learning disabilities. General education reform--fueled by some of the critical reports of the 1980s--inclusion, and some of the more recent efforts to reform public education (namely, Goals 2000) are all discussed as they relate to the transition needs of students with learning disabilities.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Bassett DS,Smith TEdoi
10.1177/002221949602900205subject
Has Abstractpub_date
1996-03-01 00:00:00pages
161-6issue
2eissn
0022-2194issn
1538-4780journal_volume
29pub_type
杂志文章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
pub_type： 杂志文章
doi：10.1177/002221948902200910
更新日期：1989-11-01 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
pub_type： 杂志文章,评审
doi：10.1177/0022219412464353
更新日期：2013-01-01 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：:Researchers of mathematics learning disability (MLD) commonly use cutoff scores to determine which participants have MLD. Some researchers apply more restrictive cutoffs than others (e.g., performance below the 10th vs. below the 35th percentile). Different cutoffs may lead to groups of children that differ in their p...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/00222194070400050901
更新日期：2007-09-01 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 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：:Within a large (N = 182) heterogeneous sample of clinic-referred children with DSM-III-diagnosed attention deficit disorder (ADD), three behavioral subgroups were identified via cluster analysis of teacher ratings: 40% of the children had ADD with hyperactivity (ADDH), 30% had ADD with hyperactivity and aggressivity (...
journal_title：Journal of learning disabilities
pub_type： 临床试验,杂志文章
doi：10.1177/002221949102400206
更新日期：1991-02-01 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：:Although dyslexia runs in families, several putative risk factors that cannot be immediately identified as genetic predict reading disability. Published studies analyzed one or a few risk factors at a time, with relatively inconsistent results. To assess the contribution of several putative risk factors to the develop...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219413492853
更新日期：2015-03-01 00:00:00
abstract：:The ability to understand and produce coherent text structure was assessed across three groups of college writers, normally achieving, learning disabled, and underprepared. It was found that college writers with learning disabilities were more like the normally achieving writers on an assessment of comprehension of te...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221948902200608
更新日期：1989-06-01 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
pub_type： 杂志文章
doi：10.1177/0022219412463435
更新日期：2014-07-01 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
pub_type： 杂志文章
doi：10.1177/002221949202500111
更新日期：1992-01-01 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：: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：:Although there is a growing body of information, materials, and instructional strategies for adults with learning disabilities receiving remedial reading instruction, the same is not available for other areas of Adult Basic Education, including remedial math, sixth-through eight-grade-level pre-GED basic skills, and s...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949402700401
更新日期：1994-04-01 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
pub_type： 杂志文章,评审
doi：10.1177/0022219411426858
更新日期：2012-01-01 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
pub_type： 杂志文章
doi：10.1177/0022219411436214
更新日期：2013-09-01 00:00:00
abstract：:Magnitude understanding is critical for students to develop a deep understanding of fractions and more advanced mathematics curriculum. The research reports in this special issue underscore magnitude understanding for fractions and emphasize number lines as both an assessment and an instructional tool. In this comment...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219416662625
更新日期：2017-11-01 00:00:00
abstract：:Considerable discussion has occurred about the most appropriate methods for diagnosing learning disabilities (LD) in postsecondary students. Two of the many areas of controversy that have emerged include the appropriate diagnostic criteria to use and the appropriate referent group. A review of previous court cases dem...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/00222194050380010601
更新日期：2005-01-01 00:00:00
abstract：:This article examines the relationship between specific factors and the decision to participate in postsecondary education by young adults with learning disabilities. Data concerning 539 subjects with learning disabilities were included in this study. T test and chi square indicated that involvement in extracurricular...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949002300605
更新日期：1990-06-01 00:00:00
abstract：:The Learning Disability Index (LDI) was validated by an examination of the mean profiles and demographic characteristics of high and low LDI subsets of the standardization sample of the Wechsler Intelligence Scale for Children-Revised. The LDI continuum, however, was found to measure Third Factor strengths/weaknesses ...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949002300411
更新日期：1990-04-01 00:00:00
abstract：:The response of boys and girls with or without learning disabilities to social failure was examined. Children participated in two dyadic interactions with experimental confederates: an unfriendly interaction and a friendly one. The children's behavior was videotaped, and they answered questions following each interact...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949903200302
更新日期：1999-05-01 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
pub_type： 杂志文章
doi：10.1177/00222194060390060501
更新日期：2006-11-01 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：: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：: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
pub_type： 杂志文章
doi：10.1177/0022219412459354
更新日期：2014-07-01 00:00:00
abstract：:This study examined the usefulness and predictive validity of a dynamic screening of phonological awareness in two samples of kindergarten children. In one sample (n = 90), the predictive validity of the dynamic assessment was compared to a static version of the same screening measure. In the second sample (n = 96), t...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219411407863
更新日期：2011-07-01 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
pub_type： 杂志文章
doi：10.1177/0022219417714775
更新日期：2018-03-01 00:00:00
abstract：:This study presents a longitudinal examination of the development of reading and reading-related skills of 22 Grade 4 children identified as having reading disabilities (RD) who had been followed since kindergarten. The analyses were conducted to investigate the patterns of emergence of RD as well as reading ability a...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/00222194060390040901
更新日期：2006-07-01 00:00:00
abstract：:The majority of high-stakes tests from elementary school through postsecondary education include the timed impromptu essay as a measure of writing performance. For adolescents with writing disorders, this type of evaluation often presents a significant barrier. The purpose of the current study was twofold. First, we i...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/00222194070400040201
更新日期：2007-07-01 00:00:00
