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 outcomes reviewed here are consistent with Gersten, Vaughn, Deshler, and Schiller's (this issue) analysis, except that the present authors are a bit more sanguine about the fact that, in some settings, substantial progress already has been made in translating researcher-developed instruction into effective classroom instruction. Moreover, it is encouraging that there is a large body of research that is ready to be applied.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Pressley M,el-Dinary PBdoi
10.1177/002221949703000504subject
Has Abstractpub_date
1997-09-01 00:00:00pages
486-8, 512issue
5eissn
0022-2194issn
1538-4780journal_volume
30pub_type
杂志文章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 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::In this study, we examined the nature of whole-class discussion and teachers' instruction during discussion about historical topics in one inclusive, middle-grade classroom. We videotaped and analyzed 4 lessons to determine the nature of discussion sequences, rates of participation, and instructional challenges encoun...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194070400020601
更新日期:2007-03-01 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::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
pub_type: 杂志文章
doi:10.1177/002221949202500506
更新日期:1992-05-01 00:00:00
abstract::This paper summarizes a program of research on the behavioral characteristics of children with learning disabilities (LD) compared to average achievers. Longitudinal studies over a 3-year period beginning in the first and second grades showed that children with LD, as a heterogeneous group, displayed a persistent patt...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221948902200302
更新日期:1989-03-01 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::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::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::The purpose of this study was to determine the effectiveness of a systematic, explicit, intensive Tier 3 (tertiary) intervention on the mathematics performance of students in second grade with severe mathematics difficulties. A multiple-baseline design across groups of participants showed improved mathematics performa...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/0022219414538516
更新日期:2016-03-01 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::The genetic and environmental etiologies of 3 aspects of low mathematical performance (math disability) and the full range of variability (math ability) were compared for boys and girls in a sample of 5,348 children age 10 years (members of 2,674 pairs of same-sex and opposite-sex twins) from the United Kingdom (UK). ...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/00222194070400060601
更新日期:2007-11-01 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
pub_type: 杂志文章
doi:10.1177/00222194040370030501
更新日期:2004-05-01 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::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
pub_type: 杂志文章
doi:10.1177/00222194040370050601
更新日期:2004-09-01 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
pub_type: 杂志文章
doi:10.1177/002221949502801005
更新日期:1995-12-01 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 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
pub_type: 杂志文章
doi:10.1177/002221948902200715
更新日期:1989-08-01 00:00:00
abstract::The authors review the last decade of their research on learning disabilities and conclude that knowledge x process x context is the most useful way to think about children's cognitive difficulties. According to this framework, learning disabilities is seen as a result of the interplay between a poorly elaborated know...
journal_title:Journal of learning disabilities
pub_type: 杂志文章,评审
doi:10.1177/002221948902200203
更新日期:1989-02-01 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
pub_type: 杂志文章,评审
doi:10.1177/002221949102400802
更新日期:1991-10-01 00:00:00
abstract::A correlational analysis was conducted to assess the relationship among various assessment instruments, including Kagan, Rosman, Day, Albert, and Phillips's (1964) Matching Familiar Figures Test (MFFT), and actual classroom performance vis-à-vis impulsive responding. Subjects were 22 children (16 male, 6 female), ages...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221949102400409
更新日期:1991-04-01 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::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::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 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
pub_type:
doi:10.1177/00222194050380061401
更新日期:2005-11-01 00:00:00
abstract::The nature of visual and auditory coding processes in students with learning disabilities (SLDs) and student controls (SCs) was examined with a letter-matching task on four types of successively presented letter pairs: identical (A,A), visually confusable (P,R), auditorily confusable (F,S), and neither visually nor au...
journal_title:Journal of learning disabilities
pub_type: 杂志文章
doi:10.1177/002221948902201011
更新日期:1989-12-01 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
pub_type: 杂志文章
doi:10.1177/0022219417714775
更新日期:2018-03-01 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 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
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
pub_type: 杂志文章
doi:10.1177/002221949002300806
更新日期:1990-10-01 00:00:00