Collaborative speech and language services for students with learning disabilities.

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

abstract：:Science has been an important partner of the field of learning disabilities since its inception. Special educators have used science to confirm or reject approaches to identifying and teaching students with disabilities. Current research and practice is using science to find better approaches to preventing learning di...

journal_title：Journal of learning disabilities

authors： Chard DJ

更新日期：2004-05-01 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

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

更新日期：2006-11-01 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

authors： Gutiérrez N,Jiménez JE,de León SC,Seoane RC

更新日期：2020-03-01 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

authors： Miller RJ,Rzonca C,Snider B

更新日期：1991-03-01 00:00:00

abstract：:This exploratory study identified underlying skill and ability differences among subgroups of adolescent and young adult struggling readers (N = 290) overall and in relation to a fluency-based instructional grouping method. We used principal axis factoring of participants' scores on 18 measures of reading-related skil...

journal_title：Journal of learning disabilities

authors： Mellard DF,Woods KL,Md Desa ZD,Vuyk MA

更新日期：2015-05-01 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 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

authors： Estell DB,Jones MH,Pearl R,Van Acker R,Farmer TW,Rodkin PC

更新日期：2008-01-01 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

authors： Ferri BA,Keefe CH,Gregg N

更新日期：2001-01-01 00:00:00

abstract：:Experiencing a brain injury is a traumatic event not only for the child who is directly affected, but also for his or her family system. Recently, attention has turned toward the potentially deleterious effects of having a child with a traumatic brain injury (TBI) on parents, siblings, and extended family members. Spe...

journal_title：Journal of learning disabilities

authors： Conoley JC,Sheridan SM

更新日期：1996-11-01 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

authors： Naglieri JA,Johnson D

更新日期：2000-11-01 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：:This article explains how key principles of holistic constructivism were used to revise a graduate teacher education program and develop a portfolio model of evaluation. The program is built around individualized portfolios, applied projects, collaborative work, student evaluation, and professional presentation of stu...

journal_title：Journal of learning disabilities

authors： Bacon EH,Bloom LA

更新日期：1995-12-01 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：: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

authors： Ellis ES,Deshler DD,Schumaker JB

更新日期：1989-02-01 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

authors： Lipka O,Lesaux NK,Siegel LS

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

authors： Gregg N,Coleman C,Davis M,Chalk JC

更新日期：2007-07-01 00:00:00

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...

journal_title：Journal of learning disabilities

authors： Bassett DS,Smith TE

更新日期：1996-03-01 00:00:00

abstract：:Adolescents with learning disabilities disproportionately come from lower socioeconomic status backgrounds, show normative deficits in academic skills, and attend 2-year, public colleges instead of 4-year institutions. However, students with learning disabilities are well represented at the United States' most expensi...

journal_title：Journal of learning disabilities

authors： Weis R,Erickson CP,Till CH

更新日期：2017-11-01 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：: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

authors： Westberry SJ

更新日期：1994-04-01 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：:Some previous research has shown strong associations between spelling ability and rapid automatic naming (RAN) after controls for phonological processing and nonsense-word reading ability, consistent with the double-deficit hypothesis in reading and spelling. Previous studies did not, however, control for nonsense-wor...

journal_title：Journal of learning disabilities

authors： Savage R,Pillay V,Melidona S

更新日期：2008-05-01 00:00:00

abstract：:Recent research has raised the question of whether age- and IQ-discrepancy forms of reading disability (RD) are distinguishable in terms of either their underlying linguistic deficit or their response to treatment, thus threatening the external validity of the traditional distinction between specific reading retardati...

journal_title：Journal of learning disabilities

authors： Pennington BF,Gilger JW,Olson RK,DeFries JC

更新日期：1992-11-01 00:00:00

abstract：:Previous studies have yielded mixed findings as to the effect of learning disabilities (LD) on self-perception. We proposed that perceived competence in children who experience learning difficulties is affected both by age trends in self-appraisal processes and by the degree to which students' salient reference group ...

journal_title：Journal of learning disabilities

authors： Butler R,Marinov-Glassman D

更新日期：1994-05-01 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：: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

authors： Sittner Bridges M,Catts HW

更新日期：2011-07-01 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

authors： Fletcher J,Martinez G

更新日期：1994-01-01 00:00:00

abstract：:Many students with learning disabilities (LD) experience difficulties with extracting relationships from expository text, especially if they are implicit. Results from studies with K-12 participants have been inconclusive regarding the potency of the graphic organizer (GO) as a comprehension tool. This study attempted...

journal_title：Journal of learning disabilities

authors： DiCecco VM,Gleason MM

更新日期：2002-07-01 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