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

authors： Ye Y,McBride C,Yin L,Cheang LM,Tse CY

更新日期：2020-12-22 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：: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：: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

authors： Justice LM,Ahn WY,Logan JAR

更新日期：2019-09-01 00:00:00

abstract：:Following a review of contemporary models of word-level processing for reading and their limitations, we propose a new hypothetical model of Chinese character reading, namely, the graded lexical space mapping model that characterizes how sublexical radicals and lexical information are involved in Chinese character rea...

journal_title：Journal of learning disabilities

authors： Tong X,McBride C

更新日期：2018-09-01 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：:Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and ...

journal_title：Journal of learning disabilities

authors： Woodcock S,Jiang H

更新日期：2018-01-01 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

authors： Wood SG,Moxley JH,Tighe EL,Wagner RK

更新日期：2018-01-01 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：: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

authors： Gersten R,Schumacher RF,Jordan NC

更新日期：2017-11-01 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

authors： Bisschop E,Morales C,Gil V,Jiménez-Suárez E

更新日期：2017-09-01 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

authors： Willoughby MT,Magnus B,Vernon-Feagans L,Blair CB,Family Life Project Investigators.

更新日期：2017-07-01 00:00:00

abstract：:Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted r...

journal_title：Journal of learning disabilities

authors： Catts HW,Nielsen DC,Bridges MS,Liu YS

更新日期：2016-09-01 00:00:00

abstract：:Research has suggested that different strategies used when solving fraction problems are highly correlated with students' problem-solving accuracy. This study (a) utilized latent profile modeling to classify students into three different strategic developmental levels in solving fraction comparison problems and (b) ac...

journal_title：Journal of learning disabilities

authors： Zhang D,Stecker P,Huckabee S,Miller R

更新日期：2016-09-01 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

authors： Bryant BR,Bryant DP,Porterfield J,Dennis MS,Falcomata T,Valentine C,Brewer C,Bell K

更新日期：2016-03-01 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

authors： Stack-Cutler HL,Parrila RK,Torppa M

更新日期：2015-11-01 00:00:00

abstract：:A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11-18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if...

journal_title：Journal of learning disabilities

authors： Wexler J,Reed DK,Pyle N,Mitchell M,Barton EE

更新日期：2015-09-01 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：: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

authors： Mascheretti S,Marino C,Simone D,Quadrelli E,Riva V,Cellino MR,Maziade M,Brombin C,Battaglia M

更新日期：2015-03-01 00:00:00

abstract：:Recent research suggests that most 4-year college students diagnosed with specific learning disability (SLD) do not meet objective criteria for the disorder, show normative deficits in academic skills, or have childhood histories of SLD. The purpose of this study was to examine the functioning of students diagnosed wi...

journal_title：Journal of learning disabilities

authors： Weis R,Speridakos EC,Ludwig K

更新日期：2014-11-01 00:00:00

abstract：:The purpose of this study was to examine the role of a dynamic assessment (DA) of decoding in predicting responsiveness to Tier 2 small-group tutoring in a response-to-intervention model. First grade students (n = 134) who did not show adequate progress in Tier 1 based on 6 weeks of progress monitoring received Tier 2...

journal_title：Journal of learning disabilities

authors： Cho E,Compton DL,Fuchs D,Fuchs LS,Bouton B

更新日期：2014-09-01 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

authors： Solari EJ,Petscher Y,Folsom JS

更新日期：2014-07-01 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

authors： O'Connor RE,Bocian KM,Sanchez V,Beach KD

更新日期：2014-07-01 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

authors： Wolter JA,Dilworth V

更新日期：2014-01-01 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

authors： Martin RB,Cirino PT,Barnes MA,Ewing-Cobbs L,Fuchs LS,Stuebing KK,Fletcher JM

更新日期：2013-09-01 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

authors： Hämäläinen JA,Salminen HK,Leppänen PH

更新日期：2013-09-01 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

authors： Ready RE,Chaudhry MF,Schatz KC,Strazzullo S

更新日期：2013-07-01 00:00:00

abstract：:A group of children with dyslexia (mean ages 9 and 14 years) was studied, together with group of children without dyslexia matched for age. Participants were monolingual native speakers of the Bosnian language with transparent orthography. In total, the diagnostic tests were performed with 41 children with dyslexia an...

journal_title：Journal of learning disabilities

authors： Duranovic M,Sehic S

更新日期：2013-05-01 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

authors： Al-Yagon M,Cavendish W,Cornoldi C,Fawcett AJ,Grünke M,Hung LY,Jiménez JE,Karande S,van Kraayenoord CE,Lucangeli D,Margalit M,Montague M,Sholapurwala R,Sideridis G,Tressoldi PE,Vio C

更新日期：2013-01-01 00:00:00

abstract：:This study examines visual and spatial working memory skills in 35 third to fifth graders with both mathematics learning disabilities (MLD) and poor problem-solving skills and 35 of their peers with typical development (TD) on tasks involving both low and high attentional control. Results revealed that children with M...

journal_title：Journal of learning disabilities

authors： Passolunghi MC,Mammarella IC

更新日期：2012-07-01 00:00:00

abstract：:Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom inst...

journal_title：Journal of learning disabilities

authors： Compton DL,Gilbert JK,Jenkins JR,Fuchs D,Fuchs LS,Cho E,Barquero LA,Bouton B

更新日期：2012-05-01 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

authors： Gerber PJ

更新日期：2012-01-01 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

authors： Kiuru N,Haverinen K,Salmela-Aro K,Nurmi JE,Savolainen H,Holopainen L

更新日期：2011-11-01 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

authors： Luyten H,ten Bruggencate G

更新日期：2011-09-01 00:00:00

abstract：:The goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit....

journal_title：Journal of learning disabilities

authors： Thatcher Kantor P,Wagner RK,Torgesen JK,Rashotte CA

更新日期：2011-07-01 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

authors： Sittner Bridges M,Catts HW

更新日期：2011-07-01 00:00:00

abstract：:This article synthesizes the literature comparing at-risk children designated as responders and low responders to interventions in reading. The central question addressed in this review is whether individual differences in reading-related skills at pretest predict responders at posttest across a variety of interventio...

journal_title：Journal of learning disabilities

authors： Tran L,Sanchez T,Arellano B,Lee Swanson H

更新日期：2011-05-01 00:00:00

abstract：:This study surveyed and compared support systems for poor readers in six member states of the European Union (EU). The goal was to identify features of effective support systems. A large-scale questionnaire survey was conducted among mainstream teachers (n = 4,210) and remedial teachers (n = 2,395). Results indicate t...

journal_title：Journal of learning disabilities

authors： Ise E,Blomert L,Bertrand D,Faísca L,Puolakanaho A,Saine NL,Surányi Z,Vaessen A,Csépe V,Lyytinen H,Reis A,Ziegler JC,Schulte-Körne G

更新日期：2011-05-01 00:00:00

abstract：:Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to indirect informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment e...

journal_title：Journal of learning disabilities

authors： Hale JB,Reddy LA,Semrud-Clikeman M,Hain LA,Whitaker J,Morley J,Lawrence K,Smith A,Jones N

更新日期：2011-03-01 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

authors： Nalavany BA,Carawan LW,Rennick RA

更新日期：2011-01-01 00:00:00