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 grades. As predicted, in both grades teacher feedback was the most common criterion children used to judge their academic performance. In both achievement groups, perceived teacher feedback and reading satisfaction were less favorable among sixth than third graders. Hierarchical regression analyses showed that perceived teacher feedback was the best predictor of reading satisfaction; however, in sixth grade, social comparison also contributed significantly to the prediction. The importance of perceived feedback also was demonstrated in the relation to self-worth, which was generally positive among both achievement groups and within each grade. Through its relation to reading satisfaction, perceived teacher feedback contributed significantly to prediction of self-worth. Developmental differences and classroom factors that may explain these findings are discussed.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Bear GG,Minke KM,Griffin SM,Deemer SAdoi
10.1177/002221949803100109subject
Has Abstractpub_date
1998-01-01 00:00:00pages
91-104issue
1eissn
0022-2194issn
1538-4780journal_volume
31pub_type
杂志文章abstract：:The article by Speece (in this issue) underscores the disappointing accuracy results of early screening for reading difficulties and argues that development conceptualized as rate of learning matters. We respond by emphasizing three points. First, the purpose of early screening could be identifying students not at ris...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/00222194050380060401
更新日期：2005-11-01 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：:Assisted and unassisted performance of 14 average readers (7 boys and 7 girls between 9.67 and 13 years of age) and 14 children with learning disabilities (10 boys and 4 girls between 10.8 and 13 years of age) were compared on a reading comprehension task--stating the main idea in expository paragraphs in which the to...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949102400707
更新日期：1991-08-01 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 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
pub_type： 杂志文章,随机对照试验
doi：10.1177/0022219413509972
更新日期：2014-01-01 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：:Links between teachers' pedagogical beliefs and teaching practices were investigated with respect to process writing instruction. Participants included 5 teachers, 44 general education students, and 23 special education students in 2 elementary multi-age inclusion classrooms. Findings suggested that, although the teac...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/00222194060390010301
更新日期：2006-01-01 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：:Bilingual students' language and literacy skills were compared across three classroom events in a special day classroom for students with language learning disabilities. Events ranged from the teacher-structured, formal class openings to the informal, peer-structured socio-dramatic play. Results showed that certain co...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949502800804
更新日期：1995-10-01 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
pub_type： 杂志文章
doi：10.1177/002221949602900205
更新日期：1996-03-01 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：: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 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
abstract：:This study investigates two group-administered tests of phoneme awareness, a phoneme segmentation test and an invented spelling test. Each was given to 100 kindergarten children (48 female, 52 male), along with two tests of visual-motor ability. One year later the same children received standardized reading tests and ...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949302600406
更新日期：1993-04-01 00:00:00
abstract：:Fueled by educational reforms such as the Regular Education Initiative, the inclusion movement, and Goals 2000, speech and language pathologists (SLPs) have explored the use of collaborative consultation in providing integrated service delivery. The implications of classroom-based services are discussed, along with mo...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949703000408
更新日期：1997-07-01 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：:This article reviews the ways that computers can support writing by students with learning disabilities, with an emphasis applications that go beyond word processing. Following an overview of research on word processing is a discussion of software assists with the basic processes of transcription and sentence generati...
journal_title：Journal of learning disabilities
pub_type： 杂志文章,评审
doi：10.1177/002221949602900403
更新日期：1996-07-01 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：: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：: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：: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：: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：:A review of research that uses behavioral, electroencephalographic, and/or magnetoencephalographic methods to investigate auditory processing deficits in individuals with dyslexia is presented. Findings show that measures of frequency, rise time, and duration discrimination as well as amplitude modulation and frequenc...
journal_title：Journal of learning disabilities
pub_type： 杂志文章,评审
doi：10.1177/0022219411436213
更新日期：2013-09-01 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 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：: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
pub_type： 杂志文章
doi：10.1177/002221949602900307
更新日期：1996-05-01 00:00:00
abstract：:The authors' experience derives from over 10 years of study of the neuropsychological characteristics of children with learning disabilities (LD) who were referred to a public children's hospital. Some sociocultural and linguistic aspects of children with learning disabilities in Italy, and in particular in the northe...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949402700301
更新日期：1994-03-01 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
pub_type： 杂志文章
doi：10.1177/002221949402700509
更新日期：1994-05-01 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
pub_type： 杂志文章
doi：10.1177/0022219419893649
更新日期：2020-03-01 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
pub_type： 杂志文章
doi：10.1177/002221948902200910
更新日期：1989-11-01 00:00:00
