MedWorm.com provides a medical RSS filtering service. Over 6000 RSS medical sources are combined and output via different filters. This feed contains the latest items from the 'Journal of Learning Disabilities' source. Tue, 07 Feb 2012 11:41:32 +0100 http://www.medworm.com/index.php?rid=5578656&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22227395%26dopt%3DAbstract This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included teacher-reported academic competence, social skills, and behavior; and elements within the cognitive domain included initial vocabulary, phonological, and morpho-syntactic skills, and alphabetic and word recognition skills. Data were obtained for 224 culturally diverse kindergarteners (58% Black, 34% White, and 8% Hispanic or other; 58% received free or reduced-price lunch) from a larger study conducted in seven predominantly high poverty schools (n = 20... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5578656 Fri, 06 Jan 2012 05:00:00 +0100 5578656 http://www.medworm.com/index.php?rid=5561097&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22207616%26dopt%3DAbstract In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associate... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5561097 Thu, 29 Dec 2011 05:00:00 +0100 5561097 http://www.medworm.com/index.php?rid=5535788&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22183191%26dopt%3DAbstract Authors: Heath N, Roberts E, Toste JR Abstract Children with academic and behavioral difficulties have been found to report overly positive self-perceptions of performance in their areas of specific deficit. Researchers typically investigate self-perceptions in reference to both actual performance and ratings by teachers, peers, and parents. However, few studies have investigated whether or not adolescents with difficulty report overly positive self-perceptions. The present study sought to investigate self-perceptions of performance in the domains of spelling and math among a sample of adolescents with and without learning disabilities (LD). A total of 58 adolescents with and without LD participated. Adolescents with LD significantly overestimated their performance in math relative... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5535788 Mon, 19 Dec 2011 05:00:00 +0100 5535788 http://www.medworm.com/index.php?rid=5535787&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22183192%26dopt%3DAbstract Authors: Lovett MW, Lacerenza LA, Palma MD, Frijters J Abstract Preliminary efficacy data are reported for a research-based reading intervention designed for struggling readers in high school. PHAST PACES teaches (a) word identification strategies, (b) knowledge of text structures, and (c) reading comprehension strategies. In a quasi-experimental design, 268 intervention and 83 waiting list control students meeting criteria for reading disability were assessed before and after their semester. After 60 to 70 hours of PHAST PACES instruction, struggling readers demonstrated significant gains on standardized tests of word attack, word reading, and passage comprehension and on experimental measures of letter-sound knowledge and multisyllabic word identification relative to control stud... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5535787 Mon, 19 Dec 2011 05:00:00 +0100 5535787 http://www.medworm.com/index.php?rid=5535786&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22183193%26dopt%3DAbstract Authors: Chiu MM, McBride-Chang C, Dan L Abstract The authors tested the component model of reading (CMR) among 186,725 fourth grade students from 38 countries (45 regions) on five continents by analyzing the 2006 Progress in International Reading Literacy Study data using measures of ecological (country, family, school, teacher), psychological, and cognitive components. More than 91% of the differences in student difficulty occurred at the country (61%) and classroom (30%) levels (ecological), with less than 9% at the student level (cognitive and psychological). All three components were negatively associated with reading difficulties: cognitive (student's early literacy skills), ecological (family characteristics [socioeconomic status, number of books at home, and attitudes about... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5535786 Mon, 19 Dec 2011 05:00:00 +0100 5535786 http://www.medworm.com/index.php?rid=5514462&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22134963%26dopt%3DAbstract This article discusses the development of definitions of SLD and current agreement on the nature of SLD relevant to working with adults. It concludes with implications for adult education programs. PMID: 22134963 [PubMed - as supplied by publisher] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5514462 Thu, 01 Dec 2011 05:00:00 +0100 5514462 http://www.medworm.com/index.php?rid=5514461&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22134964%26dopt%3DAbstract Authors: Ostad SA Abstract The majority of recent studies conclude that children's private speech development (private speech internalization) is related to and important for mathematical development and disabilities. It is far from clear, however, whether private speech internalization itself plays any causal role in the development of mathematical competence. The main concerns of the present study were whether phonological awareness skills relate to private speech internalization, and whether the answer to this question changes with children's age and mathematical achievement levels. Comparisons were made between 67 children diagnosed with math difficulties and 67 children without math difficulties from Grade 2 to Grade 7 in primary schools. Two separate laboratory investigations... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5514461 Thu, 01 Dec 2011 05:00:00 +0100 5514461 http://www.medworm.com/index.php?rid=5422151&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22064949%26dopt%3DAbstract Authors: Gregg N Abstract Accommodating adult basic education (ABE) learners with learning disabilities (LD) is common practice across many instructional, testing, and work settings. However, the results from this literature search indicate that very few empirically based studies are available to support or reject the effectiveness of a great deal of accommodation implementation. In addition, in light of the profound changes to literacy taking place in today's digital, networked, and multimodal world, technology is redefining traditional concepts of accessibility and accommodation. PMID: 22064949 [PubMed - as supplied by publisher] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5422151 Mon, 07 Nov 2011 05:00:00 +0100 5422151 http://www.medworm.com/index.php?rid=5422149&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22064950%26dopt%3DAbstract Authors: Gerber PJ 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 are crucial to quality-of-life issues to adults in general, and specifically to adults with LD. There are many areas of functioning in which adults need to adapt successfully, such as employment, family, social and emotional, daily living routines, community, and recreation and leisure. In essence, there are a myriad of challenges and outcomes as adults navigate the trials and tribulations of LD as it manifests itself into adulthood. This revi... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5422149 Mon, 07 Nov 2011 05:00:00 +0100 5422149 http://www.medworm.com/index.php?rid=5422148&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22064951%26dopt%3DAbstract Authors: Hock MF Abstract Adults with learning disabilities (LD) attending adult basic education, GED programs, or community colleges are among the lowest performers on measures of literacy. For example, on multiple measures of reading comprehension, adults with LD had a mean reading score at the third grade level, whereas adults without LD read at the fifth grade level. In addition, large numbers of adults perform at the lowest skill levels on quantitative tasks. Clearly, significant instructional challenges exist for adults who struggle with literacy issues, and those challenges can be greater for adults with LD. In this article, the literature on adults with LD is reviewed, and evidenced-based instructional practices that significantly narrow the literacy achievement gap for thi... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5422148 Mon, 07 Nov 2011 05:00:00 +0100 5422148 http://www.medworm.com/index.php?rid=5422147&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22064952%26dopt%3DAbstract Authors: Miranda A, Presentación MJ, Siegenthaler R, Jara P Abstract The purpose of this study was to analyze the effects of an intensive psychosocial intervention on the executive functioning (EF) in children with ADHD. The treatment was carried out in a coordinated manner over a period of 10 weeks with 27 children with ADHD aged 7 to 10, their parents, and their teachers. A battery of neuropsychological tasks was applied to evaluate attention, interference control, verbal and visuospatial working memory, planning ability, and flexibility. The comparative analysis of the treated group of ADHD children and an untreated ADHD group showed significant differences that were especially important in visuospatial memory and planning in favor of the treated children, even when the scores ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5422147 Mon, 07 Nov 2011 05:00:00 +0100 5422147 http://www.medworm.com/index.php?rid=5422154&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22057199%26dopt%3DAbstract This article reviews the results of a meta-analysis of the experimental published literature that compares the academic, cognitive, and behavioral performance of adults with reading disabilities (RD) with average achieving adult readers. The meta-analysis shows that deficits independent of the classification measures emerged for adults with RD on measures of vocabulary, math, spelling, and specific cognitive process related to naming speed, phonological processing, and verbal memory. The results also showed that adults with high verbal IQs (scores > 100) but low word recognition standard scores (< 90) yielded greater deficits related to their average reading counterparts when compared to studies that included adults with RD with verbal IQ and reading scores in the same low range. Imp... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5422154 Fri, 04 Nov 2011 04:00:00 +0100 5422154 http://www.medworm.com/index.php?rid=5422153&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22057200%26dopt%3DAbstract Authors: Duranovic M, Sehic S 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 and 41 nondyslexic children. The participants were asked to produce monosyllables, /pa/, /ta/, and /ka/, and the trisyllable /pataka/, as fast as possible. Analysis was undertaken in four ways: (1) time of occlusion duration for plosives (duration of stop), (2) voice onset time for plosives, (3) diadochokinetic rate-articulators rate measured by pronunciation of monosyllables and the trisyllable, and (4) time of moving articulators ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5422153 Fri, 04 Nov 2011 04:00:00 +0100 5422153 http://www.medworm.com/index.php?rid=5422152&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D22057201%26dopt%3DAbstract Authors: Lovett B, Sparks RL Abstract Much has been written about gifted students with learning disabilities, but there have been few large-scale empirical investigations, and the concept has proven controversial. The authors reviewed the available empirical literature on these students, focusing on (a) the criteria by which the students were identified and (b) the students' performance on standardized tests of ability and achievement. In addition, the test scores of these students were aggregated to determine typical performance levels. A total of 46 empirical articles were reviewed, and major findings included wide variability in identification criteria across studies, frequent reliance on dubious methods of learning disability identification, and a lack of academic impairment am... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5422152 Fri, 04 Nov 2011 04:00:00 +0100 5422152 http://www.medworm.com/index.php?rid=5298327&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21971083%26dopt%3DAbstract This study examined a cumulative model of vulnerability and protective factors at the individual level (children's attachment relationships with father and children's sense of coherence) and at the family level as manifested by fathers' coping resources (fathers' sense of coherence, fathers' active and avoidant coping strategies) in helping to explain differences in socioemotional and behavioral adjustment among children at the age 8 to 12 years with learning disabilities (LD) and or with typical development. The sample included 205 father-child dyads: 107 fathers and their children having LD and 98 fathers and their children with typical development, from the same public elementary schools. Preliminary analyses indicated significant group differences on all the children's measures as well... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5298327 Sun, 09 Oct 2011 14:25:21 +0100 5298327 http://www.medworm.com/index.php?rid=5298326&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21971084%26dopt%3DAbstract Authors: Rosenzweig C, Krawec J, Montague M Abstract The purpose of the study was to investigate the metacognitive abilities of students with LD as they engage in math problem solving and to determine processing differences between these students and their low- and average-achieving peers (n = 73). Students thought out loud as they solved three math problems of increasing difficulty. Protocols were coded and analyzed to determine frequency of cognitive verbalizations and productive and nonproductive metacognitive verbalizations. Results indicated different patterns of metacognitive activity for ability groups when type of metacognitive verbalization and problem difficulty were considered. Implications for instruction are discussed. PMID: 21971084 [PubMed - in process] (Source: ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5298326 Sun, 09 Oct 2011 14:25:12 +0100 5298326 http://www.medworm.com/index.php?rid=5261698&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21940461%26dopt%3DAbstract This study investigated expressive writing in 8- to 10-year-old children with different levels of reading comprehension. Poor and good comprehenders were presented with three expressive writing tasks where the modality (pictorial vs. verbal) and the text genre (narrative vs. descriptive) varied. Results showed that poor comprehenders' performance was minimally influenced by the modality of the prompt. In fact, their performance was generally worse than that of good comprehenders and affected by the text genre, as the quality of their narratives was generally lower than that of good comprehenders. However, in the descriptive text condition, their performance was comparable to that of good comprehenders. One can conclude that their problems depend on the characteristics of the narrative text... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5261698 Wed, 21 Sep 2011 04:00:00 +0100 5261698 http://www.medworm.com/index.php?rid=5261697&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21940462%26dopt%3DAbstract Authors: Hagan-Burke S, Coyne MD, Kwok OM, Simmons D, Kim M, Simmons L, Skidmore ST, Johnson C, Ruby M Abstract This exploratory study examined the influences of student, teacher, and setting characteristics on kindergarteners' early reading outcomes and investigated whether those relations were moderated by type of intervention. Participants included 206 kindergarteners identified as at risk for reading difficulties and randomly assigned to one of two supplemental interventions: (a) an experimental explicit, systematic, code-based program or (b) their schools' typical kindergarten reading intervention. Results from separate multilevel structural equation models indicated that among student variables, entry-level alphabet knowledge was positively associated with phonemic and decodi... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5261697 Wed, 21 Sep 2011 04:00:00 +0100 5261697 http://www.medworm.com/index.php?rid=5261696&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21940463%26dopt%3DAbstract Authors: Stevens C, Harn B, Chard D, Currin J, Parisi D, Neville H Abstract Several studies report that adults and adolescents with reading disabilities also experience difficulties with selective attention. In the present study, event-related brain potentials (ERPs) were used to examine the neural mechanisms of selective attention in kindergarten children at risk for reading disabilities (AR group, n = 8) or on track in early literacy skills (OT group, n = 6) across the first semester of kindergarten. The AR group also received supplemental instruction with the Early Reading Intervention (ERI). Following ERI, the AR group demonstrated improved skills on standardized early literacy measures such that there were no significant differences between the AR and OT groups at posttest or ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5261696 Wed, 21 Sep 2011 04:00:00 +0100 5261696 http://www.medworm.com/index.php?rid=5219359&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21890908%26dopt%3DAbstract Authors: Petrill S, Logan J, Hart S, Vincent P, Thompson L, Kovas Y, Plomin R Abstract The authors examined whether math fluency was independent from untimed math and from reading using 314 pairs of school-aged twins drawn from the Western Reserve Reading and Math Projects. Twins were assessed through a 90-min home visit at approximately age 10 and were reassessed in their homes approximately 1 year later. Results suggested that the shared environment and genetics influenced the covariance among math fluency, untimed math measures, and reading measures. However, roughly two thirds of the variance in math fluency was independent from untimed math measures and reading, including reading fluency. The majority of this independent variance was the result of genetic factors that were lon... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5219359 Fri, 02 Sep 2011 04:00:00 +0100 5219359 http://www.medworm.com/index.php?rid=5193142&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21878590%26dopt%3DAbstract Authors: Sideridis GD PMID: 21878590 [PubMed - in process] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5193142 Wed, 31 Aug 2011 23:00:00 +0100 5193142 http://www.medworm.com/index.php?rid=5157545&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21856991%26dopt%3DAbstract Authors: Morgan PL, Farkas G, Wu Q Abstract The authors used a large sample of children (N ≍ 7,400) participating in the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) to estimate kindergarten children's academic achievement growth trajectories in reading and mathematics. The authors were particularly interested in whether the growth trajectories of children with learning disabilities (LD) or speech language impairments (SLI)-as well as those of other groups of children-were consistent with a cumulative or compensatory developmental cycle. Both LD and SLI children displayed significantly lower levels of kindergarten reading achievement than nondisabled children. However, and over the subsequent 5 years of elementary school, only children with SLI lagged increasin... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5157545 Thu, 18 Aug 2011 23:00:00 +0100 5157545 http://www.medworm.com/index.php?rid=5157544&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21856992%26dopt%3DAbstract Authors: Protopapas A, Sideridis GD, Mouzaki A, Simos P Abstract The presence of Matthew effects was tested in students of varying reading, spelling, and vocabulary skills. A cross-sequential design was implemented, following 587 Grade 2 through 4 students across five measurement points (waves) over 2 years. Students were administered standardized assessments of reading, spelling, and vocabulary. Results indicated that the hypothesized fan-spread pattern for Matthew effects was not evident. Low and high ability groups were formed based on 25th and 75th percentile cutoffs on initial measures of spelling, reading accuracy and fluency, vocabulary, and reading comprehension. Multilevel modeling suggested that low and high ability groups had significantly different starting points (inte... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5157544 Thu, 18 Aug 2011 23:00:00 +0100 5157544 http://www.medworm.com/index.php?rid=5058431&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21772056%26dopt%3DAbstract Authors: Niemi P, Nurmi JE, Lyyra AL, Lerkkanen MK, Lepola J, Poskiparta E, Poikkeus AM Altogether 1,285 Finnish children were followed up from the end of kindergarten through Grade 1. All were nonreaders at school entrance. The aim was to delineate predictors of resistance to treatment that are evidenced as little or no reading progress during Grade 1. On the basis of reading achievement in Grade 1 spring, four subgroups were formed. These were fast, average, and slow reading acquisition and slow progress in both reading and math. Kindergarten spring scores in phonological awareness, letter knowledge, rapid naming, and number skills differentiated well among the groups, the latter two being more robust predictors. Task avoidance added to the prediction over and above cognitive skills.... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5058431 Mon, 18 Jul 2011 23:00:00 +0100 5058431 http://www.medworm.com/index.php?rid=5058430&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21772057%26dopt%3DAbstract Authors: Cronin VS Lervag and Hulme's neuro-developmental theory and Wolf and Bowers's double-deficit hypothesis were examined in this longitudinal study. A total of 130 children were tested in preschool and followed through fifth grade, when 84 remained in the study. During preschool and kindergarten the participants were given tests of end-sound discrimination (phonological awareness; PA) and the rapid naming of objects (rapid automatic naming; RAN) and were placed into the four groupings of the double-deficit hypothesis. The growth curves for the four groups with the subtests of word reading, pseudoword reading, and comprehension supported the double-deficit hypothesis. The RAN objects scores of preschool and kindergarten predicted reading at every age level and offered support for ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5058430 Mon, 18 Jul 2011 23:00:00 +0100 5058430 http://www.medworm.com/index.php?rid=5058429&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21772058%26dopt%3DAbstract Authors: Cain K, Oakhill J The authors report data from a longitudinal study of the reading development of children who were assessed in the years of their 8th, 11th, 14th, and 16th birthdays. They examine the evidence for Matthew effects in reading and vocabulary between ages 8 and 11 in groups of children identified with good and poor reading comprehension at 8 years. They also investigate evidence for Matthew effects in reading and vocabulary between 8 and 16 years, in the larger sample. The poor comprehenders showed reduced growth in vocabulary compared to the good comprehenders, but not in word reading or reading comprehension ability. They also obtained lower scores on measures of out-of-school literacy. Analyses of the whole sample revealed that initial levels of reading experie... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5058429 Mon, 18 Jul 2011 23:00:00 +0100 5058429 http://www.medworm.com/index.php?rid=5058428&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21772059%26dopt%3DAbstract Authors: McNamara JK, Scissons M, Gutknecth N Over the past decade, educators and researchers concerned about children with reading disabilities have called for widespread adoption of early identification tools and early effective programming. This call may be the result of, in part, what Stanovich calls "Matthew effects in reading." That is, when stakeholders delay identification and support for young children struggling to read, the variance of individual differences in reading will inevitably increase, creating a widening of the gap between strong and struggling readers. In this longitudinal study, reading achievement data from 382 children were collected as they progressed from kindergarten through Grade 3. In kindergarten, children were screened with a battery of phonological awar... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5058428 Mon, 18 Jul 2011 23:00:00 +0100 5058428 http://www.medworm.com/index.php?rid=5058427&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21772060%26dopt%3DAbstract Authors: Luyten H, Ten Bruggencate G 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 contrary, in schools with low starting levels students make more progress than in schools with higher starting levels. On the other hand, the analyses do show a widening gap between students with well educated and poorly educated parents. The gap between delayed and accelerated students was found to increase as well, but the initial disadvantage of boys was found to disappear. PMID: 21772060 [PubMed - as supplied by publisher] (Source: Jo... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5058427 Mon, 18 Jul 2011 23:00:00 +0100 5058427 http://www.medworm.com/index.php?rid=5058433&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21757682%26dopt%3DAbstract Authors: Berkeley S, Riccomini PJ Requirements for reading and ascertaining information from text increase as students advance through the educational system, especially in content-rich classes; hence, monitoring comprehension is especially important. However, this is a particularly challenging skill for many students who struggle with reading comprehension, including students with learning disabilities. A randomized pre-post experimental design was employed to investigate the effectiveness of a comprehension monitoring strategy (QRAC-the-Code) for improving the reading comprehension of 323 students in Grades 6 and 7 in inclusive social studies classes. Findings indicated that both general education students and students with learning disabilities who were taught a simple comprehension... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5058433 Wed, 13 Jul 2011 23:00:00 +0100 5058433 http://www.medworm.com/index.php?rid=5058432&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21757683%26dopt%3DAbstract Authors: Sexton CC, Gelhorn H, Bell J, Classi P The co-occurrence of reading disorder (RD) and attention-deficit/hyperactivity disorder (ADHD) has received increasing attention. This review summarizes the epidemiology, treatment strategies, psychosocial impact, and economic burden associated with the co-occurrence of these conditions. Common genetic and neuropsychological deficits may partially explain the high degree of overlap between RD and ADHD. Children who face the additive problems of both disorders are at greater risk for academic failure, psychosocial consequences, and poor long-term outcomes that persist into adulthood. However, few studies have evaluated interventions targeted to this patient population, underscoring the importance of identifying effective multimodal treatme... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=5058432 Wed, 13 Jul 2011 23:00:00 +0100 5058432 http://www.medworm.com/index.php?rid=4962798&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21685345%26dopt%3DAbstract Authors: Egeland J, Ueland T, Johansen S Participants with attention-deficit/hyperactivity disorder (ADHD) are often impaired in visuomotor tasks. However, little is known about the contribution of modal impairment in motor function relative to central processing deficits or whether different processes underlie the impairment in ADHD combined (ADHD-C) versus ADHD inattentive (ADHD-I) subtype. The present study analyzes performance on the Visual Motor Integration Test relative to less effortful motor tests as well as on measures of energetics. Both ADHD groups showed evidence of impaired motor function on both visual-motor integration (VMI) and the less effortful motor tests. The ADHD-C group performed below the ADHD-I group on VMI, but their performance correlated highly with the measu... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4962798 Thu, 16 Jun 2011 23:00:00 +0100 4962798 http://www.medworm.com/index.php?rid=4962797&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21685346%26dopt%3DAbstract Authors: Dyson NI, Jordan NC, Glutting J Early number sense is a strong predictor of later success in school mathematics. A disproportionate number of children from low-income families come to first grade with weak number competencies, leaving them at risk for a cycle of failure. The present study examined the effects of an 8-week number sense intervention to develop number competencies of low-income kindergartners (N = 121). The intervention purposefully targeted whole number concepts related to counting, comparing, and manipulating sets. Children were randomly assigned to either a number sense intervention or a business as usual contrast group. The intervention was carried out in small-group, 30-min sessions, 3 days per week, for a total of 24 sessions. Controlling for number sense a... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4962797 Thu, 16 Jun 2011 23:00:00 +0100 4962797 http://www.medworm.com/index.php?rid=4962796&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21685347%26dopt%3DAbstract Authors: Fuchs D, Compton DL, Fuchs LS, Bouton B, Caffrey E The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students (N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as one-point-in-time (static) measures of early alphabetic knowledge, rapid automatized naming (RAN), phonemic awareness, oral vocabulary, listening comprehension, attentive behavior, and hyperactive or impulsive behavior. An IQ test was administered in spring of second grade. Measures of reading outcomes administered in spring of first grade were accuracy and fluency of word identification skills a... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4962796 Thu, 16 Jun 2011 23:00:00 +0100 4962796 http://www.medworm.com/index.php?rid=4962795&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21685348%26dopt%3DAbstract Authors: Sideridis G, Padeliadu S The purpose of the present studies was to provide the means to create brief versions of instruments that can aid the diagnosis and classification of students with learning disabilities and comorbid disorders (e.g., attention-deficit/hyperactivity disorder). A sample of 1,108 students with and without a diagnosis of learning disabilities took part in Study 1. Using information from modern theory methods (i.e., the Rasch model), a scale was created that included fewer than one third of the original battery items designed to assess reading skills. This best item synthesis was then evaluated for its predictive and criterion validity with a valid external reading battery (Study 2). Using a sample of 232 students with and without learning disabilities, resul... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4962795 Thu, 16 Jun 2011 23:00:00 +0100 4962795 http://www.medworm.com/index.php?rid=4962794&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21685349%26dopt%3DAbstract Authors: Fisher D, Frey N This case study chronicles the efforts of a small high school over a 2-year period as it designed an implemented a response to intervention (RTI) program for students at the school. Their efforts were largely successful, with improved achievement, attendance, and grade point averages and a decrease in special education referrals. Major themes include the need to focus on quality core instruction as a means for preventing school failure, adopting a schoolwide approach, and developing curriculum-based assessments that make intervention meaningful. PMID: 21685349 [PubMed - as supplied by publisher] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4962794 Thu, 16 Jun 2011 23:00:00 +0100 4962794 http://www.medworm.com/index.php?rid=4962793&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21685350%26dopt%3DAbstract Authors: Kantor PT, Wagner RK, Torgesen JK, Rashotte CA 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. The second form of dynamic assessment was direct instruction of the phonological awareness tasks. The results indicate that preschool children's phonological awareness can be assessed using standard assessment procedures, provided the items require processing units larger than the individual phoneme. No advantage was found in reliability or validity for either dynamic assessment condition relative to the standard ass... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4962793 Thu, 16 Jun 2011 23:00:00 +0100 4962793 http://www.medworm.com/index.php?rid=4962792&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21685351%26dopt%3DAbstract In this study, the authors explore a newly constructed dynamic assessment (DA) intended to tap inference-making skills that they hypothesize will be predictive of future comprehension performance. The authors administered the test to 100 second-grade children using a dynamic format to consider the concurrent validity of the measure. The dynamic portion of the assessment comprised teaching children to be "reading detectives" by using textual clues to solve what was happening in the story. During the DA children listened to short passages and answered three inferential questions (i.e., one setting, two causal). If children were unable to answer a question, they were reminded what a reading detective would do and given a set of increasingly concrete prompts and clues to orient them to the rel... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4962792 Thu, 16 Jun 2011 23:00:00 +0100 4962792 http://www.medworm.com/index.php?rid=4962791&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21685352%26dopt%3DAbstract Authors: Fuchs LS, Compton DL, Fuchs D, Hollenbeck KN, Hamlett CL, Seethaler PM The purpose of this study was to explore the utility of a dynamic assessment (DA) of algebraic learning in predicting third graders' development of mathematics word-problem difficulty. In the fall, 122 third-grade students were assessed on a test of math word-problem skill and DA of algebraic learning. In the spring, they were assessed on word-problem performance. Logistic regression was conducted to contrast two models. One relied exclusively on the fall test of math word-problem skill to predict word-problem difficulty on the spring outcome (less than the 25th percentile). The second model relied on a combination of the fall test of math word-problem skill and the fall DA to predict the same outcome. Hold... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4962791 Thu, 16 Jun 2011 23:00:00 +0100 4962791 http://www.medworm.com/index.php?rid=4962790&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21685353%26dopt%3DAbstract Authors: Burny E, Valcke M, Desoete A Recent studies have shown that children with mathematics difficulties (MD) have weaknesses in multiple areas of mathematics. Andersson, for example, recently found that children with MD perform significantly worse than other children on clock reading tasks. The present study builds on this recent finding and aims at a more profound understanding of the difficulties that children with MD experience with telling time. Therefore, clock reading abilities of 154 children with MD were compared to the abilities of 571 average achieving children, and a qualitative error analysis was performed. The results of this study confirm the earlier findings of Andersson that children with MD perform worse on clock reading than average achieving children and also sho... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4962790 Thu, 16 Jun 2011 23:00:00 +0100 4962790 http://www.medworm.com/index.php?rid=4962789&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21685354%26dopt%3DAbstract This study replicated and strengthened findings from Year 1 in demonstrating a positive impact of this intervention for prekindergarteners at risk for reading failure. PMID: 21685354 [PubMed - as supplied by publisher] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4962789 Thu, 16 Jun 2011 23:00:00 +0100 4962789 http://www.medworm.com/index.php?rid=4866291&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21571699%26dopt%3DAbstract Authors: Coventry WL, Byrne B, Olson RK, Corley R, Samuelsson S The genetic and environmental overlap between static and dynamic measures of preschool phonological awareness (PA) and their relation to preschool letter knowledge (LK) and kindergarten reading were examined using monozygotic and dizygotic twin children (maximum N = 1,988). The static tests were those typically used to assess a child's current level of PA such as blending and elision, and the dynamic test included instruction in phoneme identity to assess the child's ability to respond to this instruction. Both forms were influenced by genes and by shared and nonshared environment. The static and dynamic versions were influenced by the same genes, and part of the total genetic influence was shared with LK. They were subjec... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4866291 Wed, 11 May 2011 23:00:00 +0100 4866291 http://www.medworm.com/index.php?rid=4866290&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21571700%26dopt%3DAbstract 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), the dynamic screening measure was compared to a commonly used screening tool, Dynamic Indicators of Basic Early Literacy Skills Initial Sound Fluency. Results showed that the dynamic screening measure uniquely predicted end-of-year reading achievement and outcomes in both samples. These results provide preliminary support for the usefulness of a dynamic screening measure of phonological awareness for kindergarten students. PMID: 21571700 [PubMed - as supplied by publisher] ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4866290 Wed, 11 May 2011 23:00:00 +0100 4866290 http://www.medworm.com/index.php?rid=4866289&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21571701%26dopt%3DAbstract This study examined the relationship between cognitive abilities and math achievement within a sample of college students with learning disabilities (LD). The cognitive abilities were seven areas identified by Stratum II of the Cattell-Horn-Carroll (CHC) theory of cognitive abilities, in addition to the eighth area of Working Memory. Math performance was assessed via math calculation and math reasoning tasks. Instruments include the Woodcock-Johnson III Tests of Cognitive Abilities and Tests of Achievement. Participants were 158 college students with a diagnosed LD in math. Multiple regression analyses found that Processing Speed and Working Memory were related to Math Calculation scores and that Comprehension-Knowledge, Fluid Reasoning, and Working Memory were related to Math Reasoning. I... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4866289 Wed, 11 May 2011 23:00:00 +0100 4866289 http://www.medworm.com/index.php?rid=4815329&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21521868%26dopt%3DAbstract Authors: Swanson E, Vaughn S, Wanzek J, Petscher Y, Heckert J, Cavanaugh C, Kraft G, Tackett K A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children's language, phonological awareness, print concepts, comprehension, and vocabulary outcomes ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4815329 Sat, 30 Apr 2011 23:00:00 +0100 4815329 http://www.medworm.com/index.php?rid=4815328&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21521869%26dopt%3DAbstract Authors: Jelle Vuijk P, Hartman E, Mombarg R, Scherder E, Visscher C A heterogeneous sample of 137 school-aged children with learning disabilities (IQ > 80) attending special needs schools was examined on the Movement Assessment Battery for Children (MABC). The results show that compared to the available norm scores, 52.6% of the children tested performed below the 15th percentile on manual dexterity, 40.9% on ball skills, and 33.7% on balance skills. Furthermore, after controlling for IQ, significant small to moderate partial correlations were found between spelling and mathematics and the MABC total score, as well as small to moderate correlations between mathematics and balance, between reading and ball skills, and between spelling and manual dexterity. The present findings are c... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4815328 Sat, 30 Apr 2011 23:00:00 +0100 4815328 http://www.medworm.com/index.php?rid=4815327&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21521870%26dopt%3DAbstract 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 interventions and sets of criteria for determining responding and low responding. A total of 13 studies met criteria for the meta-analysis, yielding 107 weighted effect sizes (ESs) at posttest (M = .76, SE = .03, 95% confidence interval [CI] =.71, .81) and 108 weighted ESs at pretest (M = 1.02, SE = .03, CI = 1.02, 1.13). The results showed that the magnitude of ES between responders and low responders increased from pretest to posttest on measures of reading (e.g., real word identificat... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4815327 Sat, 30 Apr 2011 23:00:00 +0100 4815327 http://www.medworm.com/index.php?rid=4815330&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21512102%26dopt%3DAbstract Authors: Vaughn S, Wexler J, Leroux A, Roberts G, Denton C, Barth A, Fletcher J The authors report the effects of a yearlong, very small-group, intensive reading intervention for eighth-grade students with serious reading difficulties who had demonstrated low response to intervention (RTI) in both Grades 6 and 7. At the beginning of Grade 6, a cohort of students identified as having reading difficulties were randomized to treatment or comparison conditions. Treatment group students received researcher-provided reading intervention in Grade 6, which continued in Grade 7 for those with low response to intervention; comparison students received no researcher-provided intervention. Participants in the Grade 8 study were members of the original treatment (N = 28) and comparison (N = 13) con... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4815330 Wed, 20 Apr 2011 23:00:00 +0100 4815330 http://www.medworm.com/index.php?rid=4815332&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21490168%26dopt%3DAbstract Authors: Solis M, Ciullo S, Vaughn S, Pyle N, Hassaram B, Leroux A The authors conducted a synthesis of studies of reading comprehension interventions for middle school students (Grades 6-8) identified with a learning disability. They identified 12 studies between 1979 and 2009 with treatment and comparison designs and 2 single-participant studies. Findings from the studies indicate large effect sizes for researcher-developed comprehension measures. Few studies (n = 4) reported standardized measures of reading comprehension, which indicated medium effect sizes. The majority of study treatments (n = 13) utilized strategy instruction related to main idea or summarization. PMID: 21490168 [PubMed - as supplied by publisher] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4815332 Tue, 12 Apr 2011 23:00:00 +0100 4815332 http://www.medworm.com/index.php?rid=4815331&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21490169%26dopt%3DAbstract Authors: Wang X, Georgiou GK, Das JP, Li Q The purpose of the present study was twofold: (a) to examine the extent to which Chinese dyslexic children experience deficits in phonological and orthographic processing skills and (b) to examine if Chinese dyslexia is associated with deficits in Planning, Attention, Simultaneous, and Successive (PASS) processing. A total of 27 Grade 4 children with dyslexia (DYS), 27 Grade 4 chronological age (CA) controls, and 27 Grade 2 reading age (RA) controls were tested on measures of phonological awareness, rapid naming, phonological memory, PASS, reading accuracy, and reading fluency. The results indicated that the DYS group performed significantly poorer than the CA and RA groups on both measures of phonological awareness and on a measure of orthogr... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4815331 Tue, 12 Apr 2011 23:00:00 +0100 4815331 http://www.medworm.com/index.php?rid=4815335&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21444928%26dopt%3DAbstract Authors: Iglesias-Sarmiento V, Deaño M This investigation analyzed the relation between cognitive functioning and mathematical achievement in 114 students in fourth, fifth, and sixth grades. Differences in cognitive performance were studied concurrently in three selected achievement groups: mathematical learning disability group (MLD), low achieving group (LA), and typically achieving group (TA). For this purpose, performance in verbal memory and in the PASS cognitive processes of planning, attention, and simultaneous and successive processing was assessed at the end of the academic course. Correlational analyses showed that phonological loop and successive and simultaneous processing were related to mathematical achievement at all three grades. Regression analysis revealed simultaneo... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4815335 Sun, 27 Mar 2011 23:00:00 +0100 4815335 http://www.medworm.com/index.php?rid=4815334&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21444929%26dopt%3DAbstract Authors: Compton DL, Fuchs LS, Fuchs D, Lambert W, Hamlett C PMID: 21444929 [PubMed - as supplied by publisher] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4815334 Sun, 27 Mar 2011 23:00:00 +0100 4815334 http://www.medworm.com/index.php?rid=4815333&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21444930%26dopt%3DAbstract 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 MLD, relative to TD children, failed spatial working memory tasks that had either low or high attentional demands but did not fail the visual tasks. In addition, children with MLD made more intrusion errors in the spatial working memory tasks requiring high attentional control than did their TD peers. Finally, as a post hoc analysis the sample of MLD was divided in two: children with severe MLD and children with low mathematical achievement. Results showed that only children wi... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4815333 Sun, 27 Mar 2011 23:00:00 +0100 4815333 http://www.medworm.com/index.php?rid=4653703&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21421936%26dopt%3DAbstract Authors: McBride-Chang C, Liu PD, Wong T, Wong A, Shu H What are the longitudinal cognitive profiles of Hong Kong Chinese children with specific reading difficulties in Chinese only, in English only, or both? A total of 16 poor readers each of Chinese (PC) and English (PE) and 8 poor readers of both orthographies (PB) were compared to a control sample (C) of 16 children; all were drawn from a statistically representative sample of 154 Hong Kong Chinese children tested at ages 5 to 9 years. PE and PB children's mothers had lower education levels than did the other groups. With children's ages and mothers' education levels statistically controlled, the PE, PC, and PB groups were significantly lower than the C group on phonological awareness. The PB and PE groups also scored significantly... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4653703 Fri, 18 Mar 2011 00:00:00 +0100 4653703 http://www.medworm.com/index.php?rid=4653702&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21421937%26dopt%3DAbstract Authors: Weis R, Sykes L, Unadkat D Many college students receiving accommodations for specific learning disability (SLD) do not meet objective criteria for the disorder. Furthermore, whether students meet criteria depends on the diagnostic decision model used by their clinician. The authors examined whether the relationship between diagnostic model and likelihood of meeting objective criteria is moderated by students' postsecondary institution. They administered a comprehensive psychoeducational battery to 98 undergraduates receiving accommodations for SLD at 2-year public colleges, 4-year public universities, and 4-year private colleges. Most 4-year public university students failed to meet objective criteria for SLD. In contrast, most 4-year private college students met objective cr... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4653702 Fri, 18 Mar 2011 00:00:00 +0100 4653702 http://www.medworm.com/index.php?rid=4411996&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21252370%26dopt%3DAbstract Authors: Kiuru N, Haverinen K, Salmela-Aro K, Nurmi JE, Savolainen H, Holopainen L 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 were assessed at age 16 with the Finnish dyslexia screening test. The students also completed a sociometric nomination measure that was used to identify their peer groups. Register information on participants' school grades also was available, and educational attainment in secondary education was recorded 5 years after completion of the 9 years of basic education. The results revealed that the... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4411996 Thu, 20 Jan 2011 00:00:00 +0100 4411996 http://www.medworm.com/index.php?rid=4411995&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21252371%26dopt%3DAbstract This article describes the development and validation of the Learning Difficulties Assessment (LDA), a normed and web-based survey that assesses perceived difficulties with reading, writing, spelling, mathematics, listening, concentration, memory, organizational skills, sense of control, and anxiety in college students. The LDA is designed to (a) map individual learning strengths and weaknesses, (b) provide users with a comparative sense of their academic skills, (c) integrate research in user-interface design to assist those with reading and learning challenges, and (d) identify individuals who may be at risk for learning disabilities and attention-deficit/hyperactivity disorder (ADHD) and who should thus be further assessed. Data from a large-scale 5-year study describing the instrument'... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4411995 Thu, 20 Jan 2011 00:00:00 +0100 4411995 http://www.medworm.com/index.php?rid=4411994&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21252372%26dopt%3DAbstract Authors: Brown Waesche JS, Schatschneider C, Maner J, Ahmed Y, Wagner R Rates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four definitions were compared, including traditional unexpected low achievement and three response-to-intervention-based definitions: low achievement, low growth, and dual discrepancy. Rates of agreement were variable but only poor... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4411994 Thu, 20 Jan 2011 00:00:00 +0100 4411994 http://www.medworm.com/index.php?rid=4411993&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21252373%26dopt%3DAbstract This study examined the extent and patterns of usage of web courses, and their contribution to the academic and social perceptions of 964 undergraduate students with and without learning disabilities studying in higher education. Students were asked to complete four questionnaires examining the usage patterns of various adaptive technologies and their contribution to the student. The questionnaires assessed Perceptions of Learning through Online Usage; Accessibility of Campus Computing; Hope Scale and Subjective Well-being Scale. A detailed examination of the usage patterns of online courses revealed that, compared to the comparison group, students with LD log more often into the course sites, going into the forum more frequently and leaving significantly more messages on the forum than st... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4411993 Thu, 20 Jan 2011 00:00:00 +0100 4411993 http://www.medworm.com/index.php?rid=4411992&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21252374%26dopt%3DAbstract Authors: Geary DC, Hoard MK, Bailey DH Using 4 years of mathematics achievement scores, groups of typically achieving children (n = 101) and low achieving children with mild (LA-mild fact retrieval; n = 97) and severe (LA-severe fact retrieval; n = 18) fact retrieval deficits and mathematically learning disabled children (MLD; n = 15) were identified. Multilevel models contrasted developing retrieval competence from second to fourth grade with developing competence in executing arithmetic procedures, in fluency of processing quantities represented by Arabic numerals and sets of objects, and in representing quantity on a number line. The retrieval deficits of LA-severe fact retrieval children were at least as debilitating as those of the children with MLD and showed less across-grade im... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4411992 Thu, 20 Jan 2011 00:00:00 +0100 4411992 http://www.medworm.com/index.php?rid=4411991&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21252375%26dopt%3DAbstract Authors: Wolter JA, Self T, Apel K The purpose of this study was to examine the relation between the ability to quickly acquire initial mental graphemic representations (MGRs) in kindergarten and fourth grade literacy skills in children with typical language (TL) and children with language impairment (LI). The study is a longitudinal extension of a study conducted by Wolter and Apel in which kindergarten children with LI and TL were administered early literacy measures as well as a novel written pseudoword task of MGR learning (spelling and identification of target pseudowords). In the current study (4 years later), the authors administered reading and spelling measures to 37 of the original 45 children (18 children with LI, 19 children with TL). The children with LI performed signific... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4411991 Thu, 20 Jan 2011 00:00:00 +0100 4411991 http://www.medworm.com/index.php?rid=4349253&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21193595%26dopt%3DAbstract Authors: Kanaya T, Ceci S Because of the Flynn effect, IQ scores rise as a test norm ages but drop on the introduction of a newly revised test norm. The purpose of the current study was to determine the impact of the Flynn effect on learning disability (LD) diagnoses, the most prevalent special education diagnosis in the United States. Using a longitudinal sample of 875 school children who were initially diagnosed with LD on the Wechsler Intelligence Scale for Children-Revised (WISC-R), children experienced a significant decline in IQ when retested on the third edition of the WISC (WISC-III) compared to peers who were tested on the WISC-R twice. Furthermore, results from logistic regression analyses revealed that the probability of a rediagnosis of LD on reevaluation significantly decr... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4349253 Thu, 30 Dec 2010 00:00:00 +0100 4349253 http://www.medworm.com/index.php?rid=4349254&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D21177978%26dopt%3DAbstract Authors: Toll SW, Ven SV, Kroesbergen E, Luit JV In the past years, an increasing number of studies have investigated executive functions as predictors of individual differences in mathematical abilities. The present longitudinal study was designed to investigate whether the executive functions shifting, inhibition, and working memory differ between low achieving and typically achieving children and whether these executive functions can be seen as precursors to math learning disabilities in children. Furthermore, the predictive value of working memory ability compared to preparatory mathematical abilities was examined. Two classifications were made based on (persistent) mathematical ability in first and second grade. Repeated measures analyses and discriminant analyses were used to inv... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=4349254 Wed, 22 Dec 2010 00:00:00 +0100 4349254 http://www.medworm.com/index.php?rid=3795636&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20660925%26dopt%3DAbstract Authors: Nyman A, Taskinen T, Grönroos M, Haataja L, Lähdetie J, Korhonen T The aim of the study was to examine how goal-setting skills of children with attention-deficit/hyperactivity disorder (ADHD) can be predicted with elements of working memory. The study involved 30 children with an ADHD diagnosis and 30 healthy volunteers. The IQ of the participants was assessed, and ADHD symptoms were evaluated by parents. Each of the elements of working memory was assessed with two measures as well as goal-setting skills. In the tests of the central executive and in one of the tests of the visuospatial sketch pad, children with ADHD performed more poorly than did controls but not in the tests of the phonological loop. Children with ADHD performed more poorly than controls did on the mast... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3795636 Sun, 25 Jul 2010 23:00:00 +0100 3795636 http://www.medworm.com/index.php?rid=3742863&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20616370%26dopt%3DAbstract 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 that the six support systems differed substantially, with effective support systems showing high performance on all variables measured. More specifically, effective support systems were characterized by (a) high levels of both teacher and student support and (b) frequent interactions between teachers and remedial teachers as well as between remedial teachers and diagnosticians. The high prevalence of poor reading ability in the current EU member states demonstrates that educati... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3742863 Wed, 07 Jul 2010 23:00:00 +0100 3742863 http://www.medworm.com/index.php?rid=3742862&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20616371%26dopt%3DAbstract This study examined the pattern of results on the Wechsler Intelligence Scale for Children (WISC-IV; French version) for 60 French children with dyslexia, from 8 to 16 years of age. Although use of WISC-III failed to clearly identify typical profiles and cognitive deficits in dyslexia, WISC-IV offers an opportunity to reach these objectives with new indexes and subtests. The mean performance analysis showed a Working Memory Index (WMI) at a limit level, significantly lower compared to the three other indexes. The WMI was the lowest index for 68% of the population studied and was significantly weaker for children with phonological dyslexia compared to children with surface dyslexia. WISC-IV evidenced preserved language and reasoning abilities in contrast to limited verbal working memory eff... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3742862 Wed, 07 Jul 2010 23:00:00 +0100 3742862 http://www.medworm.com/index.php?rid=3742865&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20606206%26dopt%3DAbstract This study investigated the extent to which children's knowledge about reading disabilities, preoccupation with their own reading disability, and anxiety predicted reading comprehension in fifth and sixth grade children with reading disabilities (N = 85). Participants provided rich and accurate information about reading disabilities and the academic and emotional implications of having a reading disability. Children's knowledge about the characteristics of reading disabilities was positively associated with reading comprehension, and preoccupation with their own disability was negatively associated with reading comprehension. Girls reported higher levels of preoccupation and anxiety than boys did. In addition to gender, children's reading comprehension, trait anxiety, and perceptions of th... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3742865 Mon, 05 Jul 2010 23:00:00 +0100 3742865 http://www.medworm.com/index.php?rid=3742864&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20606207%26dopt%3DAbstract Authors: Borella E, Carretti B, Pelegrina S Difficulties in inhibitory processes have been shown to characterize the performance of poor comprehenders. However, the inhibitory inefficiency of poor comprehenders is most often assessed by their resistance to proactive interference, that is, the ability to suppress off-goal task information from working memory (WM). In two studies tasks assessing resistance to proactive interference (intrusion errors), response to distracters (Text With Distracters task) and prepotent response inhibition (Stroop and Hayling tests), along with WM measures, were administered to children aged 10 to 11, both good and poor comprehenders. The aim of the study was to specifically determine whether general or specific inhibitory factors affect poor comprehenders'... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3742864 Mon, 05 Jul 2010 23:00:00 +0100 3742864 http://www.medworm.com/index.php?rid=3711338&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20581370%26dopt%3DAbstract Authors: Thomson JM, Hogan TP PMID: 20581370 [PubMed - in process] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3711338 Wed, 30 Jun 2010 20:36:12 +0100 3711338 http://www.medworm.com/index.php?rid=3711337&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20581371%26dopt%3DAbstract Authors: Lambrecht Smith S, Roberts JA, Locke JL, Tozer R Babbling between the ages of 8 and 19 months was examined in 19 children, 13 of whom were at high risk for reading disorder (RD) and 6 normally reading children at low familial risk for RD. Development of syllable complexity was examined at five periods across this 11-month window. Results indicated that children who later evidenced RD produced a lower proportion of canonical utterances and less complex syllable structures than children without RD. As syllable complexity is an early indicator of phonological sophistication, differences at this level may offer a window into how the phonological system of children with RD is structured. Future directions for this line of research are discussed. PMID: 20581371 [PubMed - in proc... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3711337 Wed, 30 Jun 2010 20:36:09 +0100 3711337 http://www.medworm.com/index.php?rid=3711333&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20581372%26dopt%3DAbstract Epilogue to Journal of Learning Disabilities special edition "Advances in the early detection of reading risk": Future advances in the early detection of reading risk: Subgroups, dynamic relations, and advanced methods. J Learn Disabil. 2010 Jul-Aug;43(4):383-6 Authors: Hogan TP, Thomson JM PMID: 20581372 [PubMed - in process] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3711333 Wed, 30 Jun 2010 20:36:06 +0100 3711333 http://www.medworm.com/index.php?rid=3702206&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20574060%26dopt%3DAbstract Authors: Nalavany BA, Carawan LW, Rennick RA 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 interviews and were asked to elucidate their experiences with dyslexia. On index cards, 75 statements and experiences with dyslexia were recorded. The second phase of the study included 39 participants who sorted these statements into self-defined categories and rated each statement to reflect their personal experiences to produce a visual representation, or concept map, of their experience. The final concept map generated nine... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3702206 Tue, 22 Jun 2010 23:00:00 +0100 3702206 http://www.medworm.com/index.php?rid=3702205&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20574061%26dopt%3DAbstract Authors: Mesman G, Kibby M The purpose of this study was to compare three variables in terms of how well they predict orthographic functioning. To this end, the authors examined the relative contributions of rapid automatic naming, exposure to print, and visual processing to a composite measure of orthographic functioning in a heterogeneous group of 8- to 12-year-old children. Hierarchical regression analyses revealed that rapid naming, exposure to print, and visual processing were each predictive of orthographic functioning when controlling for the other variables as well as vocabulary knowledge and phonological awareness. Thus, it appears that both linguistic and visual abilities are related to orthographic functioning. PMID: 20574061 [PubMed - as supplied by publisher] (Source: ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3702205 Tue, 22 Jun 2010 23:00:00 +0100 3702205 http://www.medworm.com/index.php?rid=3702204&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20574062%26dopt%3DAbstract Authors: Galway TM, Metsala JL The current study examined social cognitive skills in children with nonverbal learning disabilities (NLD) compared to normally achieving (NA) children. The relation between social cognitive skills and psychosocial adjustment was also investigated. There were no group differences on children's ability to represent orally presented social vignettes. Children with NLD were less able to recognize self-generated competent/assertive responses as the best solutions to a problem, expected fewer positive and more negative outcomes for examiner-provided competent responses, and showed a trend toward more frequently judging a story character as being mean. A social problem solving factor predicted unique variance in psychosocial adjustment beyond variance accounted ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3702204 Tue, 22 Jun 2010 23:00:00 +0100 3702204 http://www.medworm.com/index.php?rid=3702203&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20574063%26dopt%3DAbstract This study used data from six neuropsychological measures of executive function (EF) and general intellectual functioning (GIF) administered to 303 regular users of heroin and/or cocaine as indicators in a latent profile analysis (LPA). Results indicated the presence of three profiles: impaired GIF and EF profile (30.8%), intact GIF and EF profile (58.8%), and high GIF/intact EF profile (10.4%). Using a multinomial logistic regression, it was determined that individuals who reported being diagnosed with either a learning disability (LD) and/or attention-deficit/hyperactivity disorder (ADHD) were more likely to be in the impaired GIF and EF profile than other profiles. Results from a logistic regression indicated that the impaired GIF and EF profile was associated with a greater prevalence ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3702203 Tue, 22 Jun 2010 23:00:00 +0100 3702203 http://www.medworm.com/index.php?rid=3702202&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20574064%26dopt%3DAbstract In this study, we examined the influence of word-level phonological and lexical characteristics on early phoneme awareness. Typically developing children, ages 61 to 78 months, completed a phoneme-based, odd-one-out task that included consonant-vowel-consonant word sets (e.g., "chair-chain-ship") that varied orthogonally by a phonological characteristic, sound contrast similarity (similar vs. dissimilar), and a lexical characteristic, neighborhood density (dense vs. sparse). In a subsample of the participants-those with the highest vocabularies-results were in line with a predicted interactive effect of phonological and lexical characteristics on phoneme awareness performance: word sets contrasting similar sounds were less likely to yield correct responses in words from sparse neighborhood... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3702202 Tue, 22 Jun 2010 23:00:00 +0100 3702202 http://www.medworm.com/index.php?rid=3584857&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20479460%26dopt%3DAbstract This article focuses on some of the linguistic components that underlie letter-sound decoding skills and reading comprehension: specifically phonology, morphology, and syntax. Many children who have reading difficulties had language deficits that were detectable before they began reading. Early identification of language difficulties will therefore help identify children at risk of reading failure. Using a developmental psycholinguistic framework, the authors provide a model of how syntax, morphology, and phonology break down in children with language impairments. The article reports on a screening test of these language abilities for preschool or young school-aged children that identifies those at risk for literacy problems and in need of further assessment. PMID: 20479460 [PubMed - a... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3584857 Sun, 16 May 2010 23:00:00 +0100 3584857 http://www.medworm.com/index.php?rid=3584856&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20479461%26dopt%3DAbstract Authors: Torppa M, Lyytinen P, Erskine J, Eklund K, Lyytinen H Discriminative language markers and predictive links between early language and literacy skills were investigated retrospectively in the Jyväskylä Longitudinal Study of Dyslexia in which children at familial risk for dyslexia have been followed from birth. Three groups were formed on the basis of 198 children's reading and spelling status. One group of children with reading disability (RD; n = 46) and two groups of typical readers from nondyslexic control (TRC; n = 84) and dyslexic families (TRD; n = 68) were examined from age 1.5 years to school age. The RD group was outperformed by typical readers on numerous language and literacy measures (expressive and receptive language, morphology, phonological sensitivity, RAN... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3584856 Sun, 16 May 2010 23:00:00 +0100 3584856 http://www.medworm.com/index.php?rid=3565257&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20463282%26dopt%3DAbstract This study used a modified best-subsets variable-selection technique to examine kindergarten predictors of early versus later reading comprehension impairments. Participants included 433 children involved in a longitudinal study of language and reading development. The kindergarten test battery assessed various language skills in addition to phonological awareness, alphabet knowledge, naming speed, and nonverbal cognitive ability. Reading comprehension was assessed in second and eighth grades. Results indicated that different combinations of variables were required to optimally predict second versus eighth grade reading impairments. Although some variables effectively predicted reading impairments in both grades, their relative contributions shifted over time. These results are discussed i... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3565257 Tue, 11 May 2010 23:00:00 +0100 3565257 http://www.medworm.com/index.php?rid=3557014&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20457882%26dopt%3DAbstract Authors: Corriveau KH, Goswami U, Thomson JM Although the relationship between auditory processing and reading-related skills has been investigated in school-age populations and in prospective studies of infants, understanding of the relationship between these variables in the period immediately preceding formal reading instruction is sparse. In this cross-sectional study, auditory processing, phonological awareness, early literacy skills, and general ability were assessed in a mixed sample of 88 three- to six-year-old children both cross-sectionally and longitudinally. Results from both cross-sectional and longitudinal analyses suggest the importance of early auditory rise time sensitivity in developing phonological awareness skills, especially in the development of rhyme awareness. ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3557014 Sun, 09 May 2010 23:00:00 +0100 3557014 http://www.medworm.com/index.php?rid=3539382&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20445201%26dopt%3DAbstract Authors: Hornstra L, Denessen E, Bakker J, Bergh LV, Voeten M The present study examined teacher attitudes toward dyslexia and the effects of these attitudes on teacher expectations and the academic achievement of students with dyslexia compared to students without learning disabilities. The attitudes of 30 regular education teachers toward dyslexia were determined using both an implicit measure and an explicit, self-report measure. Achievement scores for 307 students were also obtained. Implicit teacher attitudes toward dyslexia related to teacher ratings of student achievement on a writing task and also to student achievement on standardized tests of spelling but not math for those students with dyslexia. Self-reported attitudes of the teachers toward dyslexia did not relate to any o... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3539382 Tue, 04 May 2010 23:00:00 +0100 3539382 http://www.medworm.com/index.php?rid=3539363&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20445202%26dopt%3DAbstract This study investigated the extent to which language skills at ages 2 to 4 years could discriminate Hong Kong Chinese poor from adequate readers at age 7. Selected were 41 poor readers (age M = 87.6 months) and 41 adequate readers (age M = 88.3 months). The two groups were matched on age, parents' education levels, and nonverbal intelligence. The following language tasks were tested at different ages: vocabulary checklist and Cantonese articulation test at age 2; nonword repetition, Cantonese articulation, and receptive grammar at age 3; and nonword repetition, receptive grammar, sentence imitation, and story comprehension at age 4. Significant differences between the poor and adequate readers were found in the age 2 vocabulary knowledge, age 3 Cantonese articulation, and age 4 receptive g... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3539363 Tue, 04 May 2010 23:00:00 +0100 3539363 http://www.medworm.com/index.php?rid=3539361&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20445203%26dopt%3DAbstract Authors: Egeland J, Johansen SN, Ueland T As a group, participants with attention-deficit/hyperactivity disorder (ADHD) are impaired in academic performance and learning.This may be due to a mild intellectual impairment, impaired attention, or inability to allocate sufficient effort. If the latter is the case, this should be evident in the learning strategies applied. Four indices of learning strategy, considered to measure degree of effort, were analyzed from 67 participants with ADHD and 67 age-matched normal controls between 9 and 16 years of age. The participants with ADHD were impaired with regard to semantic clustering, retroactive interference, and percentage items reported from the middle section of the list even when controlling for IQ and comorbid conduct or oppositional defi... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3539361 Tue, 04 May 2010 23:00:00 +0100 3539361 http://www.medworm.com/index.php?rid=3539359&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20445204%26dopt%3DAbstract Authors: Morris RD, Lovett MW, Wolf M, Sevcik RA, Steinbach KA, Frijters JC, Shapiro MB Results from a controlled evaluation of remedial reading interventions are reported: 279 young disabled readers were randomly assigned to a program according to a 2 x 2 x 2 factorial design (IQ, socioeconomic status [SES], and race). The effectiveness of two multiple-component intervention programs for children with reading disabilities (PHAB + RAVE-O; PHAB + WIST) was evaluated against alternate (CSS, MATH) and phonological control programs. Interventions were taught an hour daily for 70 days on a 1:4 ratio at three different sites. Multiple-component programs showed significant improvements relative to control programs on all basic reading skills after 70 hours and at 1-year follow-up. Equivalent ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3539359 Tue, 04 May 2010 23:00:00 +0100 3539359 http://www.medworm.com/index.php?rid=3539337&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20445205%26dopt%3DAbstract This article suggests one reason why this may be so. The suggestion is based on a distinction between dyslexia as a disability (poor ability)-as it is viewed and explained by psycholinguistic and neuropsychological research-and dyslexia seen as a handicap (the consequences of a poor ability) in the educational world. While general knowledge and ability may be irrelevant to the nature of dyslexia as a disability, general knowledge and ability does relate to an ensuing handicap. Vocabulary is possibly the most closely linked subcomponent of "general knowledge and ability" to reading. It was thus hypothesized that when reading ability was controlled individuals with high vocabulary would be more likely than others would to experience a reading handicap as a function of poor reading. Conversel... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3539337 Tue, 04 May 2010 23:00:00 +0100 3539337 http://www.medworm.com/index.php?rid=3508655&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20418492%26dopt%3DAbstract This study contributes to the literature by presenting a qualitative, in-depth description of how teachers implemented an RTI model for English language learners. These themes were intertwined and functioned as a negative cycle that created a deficits-based RTI literacy model. PMID: 20418492 [PubMed - in process] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3508655 Wed, 28 Apr 2010 04:26:05 +0100 3508655 http://www.medworm.com/index.php?rid=3457275&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20375287%26dopt%3DAbstract This article fills this lacuna by examining the implications of two variables in the model on the diagnosis of learning disabilities: (a) the effect of predictive validity on the proportion of examinees identified as learning disabled, and (b) the effect of the predictor's identity on the identity of the examinees diagnosed with learning disabilities. Implications of these effects concerning the validity of the regression-based discrepancy model and of the results of its implementation are discussed. PMID: 20375287 [PubMed - as supplied by publisher] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3457275 Tue, 06 Apr 2010 23:00:00 +0100 3457275 http://www.medworm.com/index.php?rid=3457274&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20375288%26dopt%3DAbstract This article presents the results of a meta-analysis of the empirical literature on anxious symptomatology among school-aged students with learning disabilities (LD) in comparison to their non-LD peers. Fifty-eight studies met inclusion criteria. Results indicate that students with LD had higher mean scores on measures of anxiety than did non-LD students. The overall effect size was statistically significant and medium in magnitude (d = .61) although substantial heterogeneity of results was found. Moderator effects were examined for informant type, gender, grade, publication status, and identification source. Informant type (i.e., self-, parent, or teacher report) explained a significant amount of variability in the sample of studies, and identification source (i.e., school identified or s... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3457274 Tue, 06 Apr 2010 23:00:00 +0100 3457274 http://www.medworm.com/index.php?rid=3457273&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20375289%26dopt%3DAbstract This study evaluated a multidimensional model of loneliness as related to risk and protective factors among adolescents with learning disabilities (LD). The authors aimed to identify factors that mediated loneliness among 716 adolescents in Grades 10 through 12 who were studying in high schools or in Youth Education Centers for at-risk populations. There were 334 students with LD, divided into subgroups according to disability severity (three levels of testing accommodations), and 382 students without LD. Five instruments measured participants' socioemotional characteristics: loneliness, Internet communication, mood, and social and academic achievement-oriented motivation. Using structural equation modeling, the results confirmed the loneliness model and revealed that the use of the Intern... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3457273 Tue, 06 Apr 2010 23:00:00 +0100 3457273 http://www.medworm.com/index.php?rid=3457272&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20375290%26dopt%3DAbstract Authors: Mammarella IC, Lucangeli D, Cornoldi C 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 matched for verbal abilities, age, gender, and sociocultural level. The children were presented with a visuospatial working memory battery of recognition tests involving visual, spatial-sequential and spatial-simultaneous processes, and two arithmetic tasks (number ordering and written calculations). The two groups were found to differ on some spatial tasks but not in the visual working memory tasks. On the arithmetic tasks, the ch... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3457272 Tue, 06 Apr 2010 23:00:00 +0100 3457272 http://www.medworm.com/index.php?rid=3457271&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20375291%26dopt%3DAbstract Authors: Case LP, Speece D, Ritchey KD, Silverman R, Montanaro E, Jacobs D, Cooper DH, Schatschneider C This experimental study was designed to validate a short-term supplemental reading intervention for at-risk first-grade children. Although substantial research on long-term supplemental reading interventions exists, less is known about short-term interventions. Thirty first-grade children were randomly assigned to intervention or control conditions. Students in the intervention received 16 hours of instruction. Analyses of pre- and posttest data and growth measures suggest that short-term supplemental reading intervention had a significant effect on children's reading skills; however, effects were not consistent across measures. Parent and teacher ratings moderated significant effect... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3457271 Tue, 06 Apr 2010 23:00:00 +0100 3457271 http://www.medworm.com/index.php?rid=3457270&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20375292%26dopt%3DAbstract Authors: May AL, Stone CA To explore possible reasons for low self-identification rates among undergraduates with learning disabilities (LD), we asked students (38 with LD, 100 without LD) attending two large, public, research-intensive universities to respond to a questionnaire designed to assess stereotypes about individuals with LD and conceptions of ability. Responses were coded into six categories of stereotypes about LD (low intelligence, compensation possible, process deficit, nonspecific insurmountable condition, working the system, and other), and into three categories of conceptions of intelligence (entity, incremental, neither). Consistent with past findings, the most frequent metastereotype reported by individuals in both groups related to generally low ability. In addition... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3457270 Tue, 06 Apr 2010 23:00:00 +0100 3457270 http://www.medworm.com/index.php?rid=3457269&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20375293%26dopt%3DAbstract Authors: Wheldall K, Limbrick L There is controversy within the research literature concerning the relative prevalence of reading problems in boys and girls. The authors report findings from very large and very representative samples of Australian students. Data from the New South Wales Basic Skills Test (BST) for reading, administered annually to third and fifth grade students in New South Wales schools, were analyzed for 1997 to 2006. Poor readers were defined as students who scored in the lowest BST bands, Bands 1 and 2. Average boy/girl ratios for third-grade students were 1.66:1 (Band 1) and 1.44:1 (combined Bands 1 and 2) and for fifth grade students were 2.26:1 (Band 1) and 1.99:1 (combined Bands 1 and 2). The findings of this study confirm earlier research that more boys than g... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3457269 Tue, 06 Apr 2010 23:00:00 +0100 3457269 http://www.medworm.com/index.php?rid=3457268&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20375294%26dopt%3DAbstract Authors: Locascio G, Mahone EM, Eason S, Cutting L Emerging research supports the contribution of executive function (EF) to reading comprehension; however, a unique pattern has not been established for children who demonstrate comprehension difficulties despite average word recognition ability (specific reading comprehension deficit; S-RCD). To identify particular EF components on which children with S-RCD struggle, a range of EF skills was compared among 86 children, ages 10 to 14, grouped by word reading and comprehension abilities: 24 average readers, 44 with word recognition deficits (WRD), and 18 S-RCD. An exploratory principal components analysis of EF tests identified three latent factors, used in subsequent group comparisons: Planning/Spatial Working Memory, Verbal Working Mem... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3457268 Tue, 06 Apr 2010 23:00:00 +0100 3457268 http://www.medworm.com/index.php?rid=3457267&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20375295%26dopt%3DAbstract Authors: Gregg N, Nelson JM The accommodation of students with learning disabilities (LD) on mandatory high stakes tests continues to heighten concern over the equity and effectiveness of current practices. As students transition from high school, they are required to complete timed graduation tests and postsecondary entrance examinations. The most common accommodation accessed by transitioning adolescents with LD is extended time. In order to inform test accommodation practices, a meta-analysis was conducted to address whether test scores from accommodated (i.e., extended time only) and standard test administrations are comparable for transitioning adolescents with LD as compared to their normally achieving peers. The results of the meta-analyses raised more questions than answers and... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3457267 Tue, 06 Apr 2010 23:00:00 +0100 3457267 http://www.medworm.com/index.php?rid=3457266&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20375296%26dopt%3DAbstract Authors: Mahfoudhi A, Elbeheri G, Al-Rashidi M, Everatt J This work examines the role of morphological awareness in contrast to phonological processing in reading comprehension amongst two groups of native Arabic children: a group with learning disabilities (LD) and a mainstream group who were matched to the LD group in age or reading level. Measures of reading comprehension fluency, phonological skills, and morphological ability were given to both groups in addition to tests of nonverbal ability. For the mainstream children, unique variability in comprehension was predicted by the morphological measures over that of the measures of phonological skills and general nonverbal ability. In contrast, for the LD data, variability in comprehension was not predicted by morphological ability ev... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3457266 Tue, 06 Apr 2010 23:00:00 +0100 3457266 http://www.medworm.com/index.php?rid=3312356&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20179304%26dopt%3DAbstract Authors: Macarthur CA, Greenberg D, Mellard DF, Sabatini JP PMID: 20179304 [PubMed - in process] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3312356 Sat, 27 Feb 2010 06:00:22 +0100 3312356 http://www.medworm.com/index.php?rid=3312355&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20179305%26dopt%3DAbstract Authors: Miller B, McCardle P, Hernandez R Low literacy levels in adult learners pose an educational and public health challenge to practitioners and the scientific community. Increasing demands placed on literacy can limit opportunities in the workplace and access to health-related resources, negatively affecting public health. Current estimates from the National Center for Education Statistics suggest that more than 40 million adults in the United States possess only the most basic and concrete literacy skills. Despite the estimated number of learners possessing minimal literacy skills in English in the United States, there remains a paucity of research focused on adult learners to inform remediation efforts. This special issue of the Journal of Learning Disabilities represents an im... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3312355 Sat, 27 Feb 2010 06:00:19 +0100 3312355 http://www.medworm.com/index.php?rid=3312354&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20179306%26dopt%3DAbstract Authors: Macarthur CA, Konold TR, Glutting JJ, Alamprese JA The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components is needed because available measures were neither developed for nor normed on ABE populations or with nonnative speakers of English. The study included 486 students, 334 born or educated in the United States (native) and 152 not born or educated in the United States (nonnative) but who spoke English well enough to participate in English reading classes. All students had scores on 11 ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3312354 Sat, 27 Feb 2010 06:00:16 +0100 3312354 http://www.medworm.com/index.php?rid=3312353&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20179307%26dopt%3DAbstract In this study, confirmatory factor analyses were used to examine the interrelationships among latent factors of the simple view model of reading comprehension (word recognition and language comprehension) and hypothesized additional factors (vocabulary and reading fluency) in a sample of 476 adult learners with low literacy levels. The results provided evidence for reliable distinctions between word recognition, fluency, language comprehension, and vocabulary skills as components of reading. Even so, the data did not support the hypothesis that the simple view needs to be expanded to include vocabulary or fluency factors, as has been posited in a few prior studies of younger and more able readers. Rather, word recognition and language comprehension alone were found to account adequately fo... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3312353 Sat, 27 Feb 2010 06:00:13 +0100 3312353 http://www.medworm.com/index.php?rid=3312352&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20179308%26dopt%3DAbstract This study examined whether measurement constructs behind reading-related tests for struggling adult readers are similar to what is known about measurement constructs for children. The sample included 371 adults reading between the third-and fifth-grade levels, including 127 men and 153 English speakers of other languages. Using measures of skills and subskills, confirmatory factor analyses were conducted to test child-based theoretical measurement models of reading: an achievement model of reading skills, a core deficit model of reading subskills, and an integrated model containing achievement and deficit variables. Although the findings present the best measurement models, the contribution of this article is the description of the difficulties encountered when applying child-based assump... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3312352 Sat, 27 Feb 2010 06:00:11 +0100 3312352 http://www.medworm.com/index.php?rid=3312351&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20179309%26dopt%3DAbstract Authors: Mellard DF, Fall E, Woods KL Adult literacy interventions often rely on models of reading validated with children or adult populations with a broad range of reading abilities. Such models do not fully satisfy the need for intervention research and development for adults with low literacy. Thus, the authors hypothesized that a model representing the relationship between reading component skills would be predictive of reading comprehension for an adult population with low literacy and beneficial to adult literacy researchers. Using data from 174 adults participating in adult basic education and secondary education programs, the authors performed a path analysis of component skills' contribution to reading comprehension. The findings are clear that existing reading models do not ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3312351 Sat, 27 Feb 2010 06:00:08 +0100 3312351 http://www.medworm.com/index.php?rid=3312350&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20179310%26dopt%3DAbstract Authors: Fletcher JM The four studies of adult literacy in this special issue of the Journal of Learning Disabilities address measurement issues in adult populations and the relation (by comparison) of similar studies of childhood literacy. Despite differences in selection criteria, tests, and research questions, there is some convergence across studies, especially on construct validity issues. It is reassuring to see evidence of construct invariance across children and adults. The examples of lack of convergence relative to childhood literacy studies are instructive, and investigators should be careful not to extrapolate directly from child to adult models. PMID: 20179310 [PubMed - in process] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3312350 Sat, 27 Feb 2010 06:00:05 +0100 3312350 http://www.medworm.com/index.php?rid=3115652&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D20023178%26dopt%3DAbstract In this study, the authors compared the results of a coping measure completed by 98 seventh through ninth grade students who were assessed as having learning disabilities with published means from the general Australian student population. The Adolescent Coping Scale was the measure used. The results suggested higher use by students aged 12 to 13 years who had learning disabilities of an overall nonproductive coping style and in particular of the nonproductive strategies of ignoring the problem and not coping. Although there was no difference in overall productive or nonproductive coping style for 14- to 15-year-olds, the students in this age group who had learning disabilities reported higher use of the strategies of not coping and ignoring the problem. These findings are discussed in rel... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3115652 Thu, 24 Dec 2009 00:06:05 +0100 3115652 http://www.medworm.com/index.php?rid=3034346&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19933897%26dopt%3DAbstract In this study, the authors explored the content validity of the NDRT Comprehension Test (Forms G and H) by asking university students (with and without at-risk status for learning disorders) to answer the multiple-choice comprehension questions without reading the passages. Overall accuracy rates were well above chance for both NDRT forms and both groups of students. These results raise serious questions about the validity of the NDRT and its use in the identification of reading disabilities. PMID: 19933897 [PubMed - as supplied by publisher] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=3034346 Mon, 23 Nov 2009 00:00:00 +0100 3034346 http://www.medworm.com/index.php?rid=2985704&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19903867%26dopt%3DAbstract Authors: Stock P, Desoete A, Roeyers H In a 3-year longitudinal study, 471 children were classified, based on their performances on arithmetic tests in first and second grade, as having persistent arithmetic disabilities (AD), persistent low achieving (LA), persistent typical achieving, inconsistent arithmetic disabilities (DF1), or inconsistent low achieving in arithmetic. Significant differences in the performances on the magnitude comparison in kindergarten (at age 5-6) were found between theAD and LA and between theAD and DF1 groups. Furthermore, the percentage of true-positive AD children (at age 7-8) correctly diagnosed in kindergarten by combination of procedural counting, conceptual counting, and magnitude comparison tasks was 87.50%. When composing clinical samples, researcher... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2985704 Tue, 10 Nov 2009 00:00:00 +0100 2985704 http://www.medworm.com/index.php?rid=2985705&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19897734%26dopt%3DAbstract This study examined the relations between reading-related cognitive skills and word reading development of Chinese children with dyslexia in their Chinese language (L1) and in English (L2).A total of 84 bilingual children-28 with dyslexia,28 chronological age (CA) controls, and 28 reading-level (RL) controls-participated and were administered measures of word reading, rapid naming, visual-orthographic skills, and phonological and morphological awareness in both L1 and L2. Children with dyslexia showed weaker performance than CA controls in both languages and had more difficulties in phonological awareness in English but not in Chinese. In addition, reading-related cognitive skills in Chinese contributed significantly to the ability to read English words, suggesting cross-linguistic transfe... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2985705 Fri, 06 Nov 2009 00:00:00 +0100 2985705 http://www.medworm.com/index.php?rid=2970452&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19890074%26dopt%3DAbstract This study compared outcomes and processes in counseling groups of an expressive-supportive modality for children with learning disabilities (LD) and without them (NLD). Participants were 266 students (ages 10-18), all referred for emotional, social, and behavioral difficulties; of these, 123 were identified with LD and 143 were not. There were 40 groups in all-20 with LD children and 20 with NLD. Outcome variables included adjustment, social competence, and academic achievements. Process variables included bonding, group functioning, and client behavior. Analyses were nested using mixed models. Results indicated no differences in outcomes or process variables between populations except for academic achievements; some between-group differences were found in the effect of processes on outco... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2970452 Wed, 04 Nov 2009 00:00:00 +0100 2970452 http://www.medworm.com/index.php?rid=2970451&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19890075%26dopt%3DAbstract Authors: Guttorm TK, Leppänen PH, Hämäläinen JA, Eklund KM, Lyytinen HJ Earlier results from the Jyväskylä Longitudinal Study of Dyslexia showed that newborn event-related potentials (ERPs) of children with and without familial risk for dyslexia were associated with receptive language and verbal memory skills between 2.5 and 5 years of age. We further examined whether these ERPs (responses to synthetic consonant-vowel syllables /ba/, /da/, /ga/; presented equiprobably with 3,910-7,285 ms interstimulus intervals) predict later pre-reading skills measured before the onset of school (6.5 years of age). In line with our earlier results, the at-risk children (N = 11) with atypical speech processing in the right hemisphere (a slower shift in polarity from positi... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2970451 Wed, 04 Nov 2009 00:00:00 +0100 2970451 http://www.medworm.com/index.php?rid=2920741&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19843659%26dopt%3DAbstract This study examined abilities of adolescents with NVLD, with general learning disabilities (GLD), and without LD to recognize, express, and understand facial expressions of emotion. Adolescents were grouped into those with NVLD, with GLD, and without LD using the Wechsler Intelligence Scale for Children-Third Edition (short form) and Wide Range Achievement Test-Third Edition. The adolescents completed neuropsychological, recognition, expression, and understanding measures. It is intriguing that the GLD group was significantly less accurate at recognizing and understanding facial expressions compared with the NVLD and NLD groups, who did not differ. Implications are explored with regard to the need to consider possible deficits in recognition and understanding of emotion in adolescents with... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2920741 Mon, 19 Oct 2009 23:00:00 +0100 2920741 http://www.medworm.com/index.php?rid=2902283&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19834134%26dopt%3DAbstract Authors: Tunmer W, Greaney K In 2007, the New Zealand Ministry of Education formally recognized the condition of dyslexia for the first time and has subsequently developed a working definition of the condition. The aim of this article is to draw on contemporary theory and research on reading development, reading difficulties, and reading intervention to describe what the authors believe are four key components of a definition of dyslexia/reading disability. They begin by discussing some preliminary factors that need to be considered in developing a definition of dyslexia. The authors then present the four components of their proposed definition, drawing on a framework for conceptualizing reading difficulties derived from the simple view of reading. They conclude by comparing their defi... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2902283 Wed, 14 Oct 2009 23:00:00 +0100 2902283 http://www.medworm.com/index.php?rid=2890932&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19822699%26dopt%3DAbstract In this study, 176 preschoolers were administered two screening tools, the Revised Get Ready to Read! (GRTR-R) and the Individual Growth and Development Indicators (IGDIs), and a diagnostic measure at two time points. Receiver operating characteristic curve analyses revealed that, at optimal cut scores, GRTR-R provided more accurate classification of children's overall emergent literacy skills than did IGDIs. However, neither measure was particularly good at classifying specific emergent literacy skills. PMID: 19822699 [PubMed - as supplied by publisher] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2890932 Sun, 11 Oct 2009 23:00:00 +0100 2890932 http://www.medworm.com/index.php?rid=2836368&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19779055%26dopt%3DAbstract This study examined ADHD symptomatology and college adjustment in 420 participants-147 from the United States and 273 from China. It was hypothesized that higher levels of ADHD symptoms in general and the inattentive symptom group in particular would be related to decreased academic and social adjustment, career decision-making self-efficacy, and poorer study skills in both countries. Results generally supported the hypotheses, indicating that the difficulties associated with inattention are cross-cultural and not specific to the United States. PMID: 19779055 [PubMed - as supplied by publisher] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2836368 Wed, 23 Sep 2009 23:00:00 +0100 2836368 http://www.medworm.com/index.php?rid=2825008&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19770285%26dopt%3DAbstract Authors: Ding Y, Richman LC, Yang LY, Guo JP The purpose of this study was to evaluate rapid automatized naming skills (RAN) and immediate memory processes in 243 Chinese Mandarin-speaking elementary readers (ranging from Grade 1 to Grade 5). For RAN subtests, the mean naming time decreased monotonically with grade level in good and average readers, and a similar trajectory was found in poor readers, even though they were generally slower in rapid naming. Regardless of grouping methods (counting all participants or counting good readers only), RAN Character emerged as a significant predictor of various Chinese reading measures. Different from classical findings in English readers indicating that RAN Number was a better correlate of reading than RAN Object, RAN Object outperformed RAN N... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2825008 Sun, 20 Sep 2009 23:00:00 +0100 2825008 http://www.medworm.com/index.php?rid=2800836&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19749089%26dopt%3DAbstract Authors: Swanson HL, Kehler P, Jerman O Two experiments investigated the effects of strategy knowledge and strategy training on the working memory (WM) performance in children (ages 10-11) with and without reading disabilities (RD). Experiment 1 examined the relationship between strategy knowledge (stability of strategy choices) and WM performance as a function of initial, gain (cued), and maintenance conditions. WM performance was significantly improved for both groups under cued conditions; however, the performances of children with RD were inferior to those of children without RD across all memory conditions. Measures of WM capacity rather than strategy stability or processing efficiency best predicted reading comprehension performance. Experiment 2 assessed the effects of strategy ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2800836 Thu, 10 Sep 2009 23:00:00 +0100 2800836 http://www.medworm.com/index.php?rid=2789423&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19745196%26dopt%3DAbstract Authors: Swanson HL, O'Connor R The authors investigated whether practice in reading fluency had a causal influence on the relationship between working memory (WM) and text comprehension for 155 students in Grades 2 and 4 who were poor or average readers. Dysfluent readers were randomly assigned to repeated reading or continuous reading practice conditions and compared with untreated dysfluent and fluent readers on posttest measures of fluency, word identification, vocabulary, and reading comprehension. Three main findings emerged: (a) The influence of WM on text comprehension was not related to fluency training, (b) dysfluent readers in the continuous-reading condition had higher posttest scores than dysfluent readers in the other conditions on measures of text comprehension but not o... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2789423 Wed, 09 Sep 2009 23:00:00 +0100 2789423 http://www.medworm.com/index.php?rid=2762442&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19723979%26dopt%3DAbstract This study examined longitudinally the double-deficit hypothesis in Greek, an orthographically consistent language, following a group of children from kindergarten to Grade 2. Four groups were formed on the basis of two composite scores of phonological and naming-speed criterion measures: a double-deficit group (DD; n = 17), a phonological deficit group (PD; n = 33), a naming deficit group (ND; n = 33), and a control group exhibiting no deficits (CnD; n = 159). The four groups were identified in Grade 1, and they were compared retrospectively in kindergarten only on the criterion measures, and in Grades 1 and 2 on measures of word-reading fluency and accuracy, orthographic processing, and passage comprehension. The effects of verbal and nonverbal ability, age, gender, and parental educatio... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2762442 Mon, 31 Aug 2009 23:00:00 +0100 2762442 http://www.medworm.com/index.php?rid=2762441&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19723980%26dopt%3DAbstract In this study, the authors investigated the domains of phonological processing, reading, spelling, and arithmetic in 110 adults (ages 18-55 years) in healthy control,dyslexia,and ADHD groups.The aim of the study was specifically to compare domain profiles of participants with ADHD to those in other groups.The results showed that participants with dyslexia had the most generalized difficulties. Participants with ADHD were the least affected, and their difficulties reflected less accurate performance. Furthermore, all the observed differences became nonsignificant when intelligence quotient was controlled for.This suggests that adult ADHD is not related to significant impairments in phonological processing or achievement. PMID: 19723980 [PubMed - as supplied by publisher] (Source: Journa... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2762441 Mon, 31 Aug 2009 23:00:00 +0100 2762441 http://www.medworm.com/index.php?rid=2700219&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19675316%26dopt%3DAbstract Authors: Moats L PMID: 19675316 [PubMed - in process] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2700219 Fri, 14 Aug 2009 19:24:09 +0100 2700219 http://www.medworm.com/index.php?rid=2700218&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19675317%26dopt%3DAbstract This article summarizes data presented in this special issue and additional research to address four questions: (a) What do expert reading teachers know? (b) Why do teachers need to acquire this knowledge? (c) Do teachers believe they have this knowledge? and (d) Are teachers being adequately prepared to teach reading? Well-designed studies relevant to this topic have been sparse with a noticeable lack of attention given to identifying specific causal links between teacher knowledge, teaching expertise, and student reading achievement. Until the appropriate research designs and methodologies are applied to address the question of causal effects, conclusions about the specific content that teachers must know and the instructional practices that are most beneficial in presenting this content... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2700218 Fri, 14 Aug 2009 19:24:07 +0100 2700218 http://www.medworm.com/index.php?rid=2671186&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19652018%26dopt%3DAbstract Authors: Hanly S, Vandenberg B Tip-of-the-tongue (TOT) responses on a picture-naming task were used to test the hypothesis that dyslexia involves phonological, but not semantic, processing deficits. Participants included 16 children with dyslexia and 31 control children between 8 and 10 years of age who did not differ in receptive vocabulary. As hypothesized, children with dyslexia demonstrated more TOTs and proportionally more errors in the phonological, but not semantic, step of word retrieval. Longer and low-frequency words also prompted more TOTs. The groups did not differ in phonological errors on a follow-up recognition task. The results provide evidence of text-independent, on-line phonological processing deficits in readers with dyslexia. PMID: 19652018 [PubMed - as supplie... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2671186 Sun, 02 Aug 2009 23:00:00 +0100 2671186 http://www.medworm.com/index.php?rid=2528384&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19380494%26dopt%3DAbstract Authors: Raghubar K, Cirino P, Barnes M, Ewing-Cobbs L, Fletcher J, Fuchs L Errors in written multi-digit computation were investigated in children with math difficulties. Third- and fourth-grade children (n = 291) with coexisting math and reading difficulties, math difficulties, reading difficulties, or no learning difficulties were compared. A second analysis compared those with severe math learning difficulties, low average achievement in math, and no learning difficulties. Math fact errors were related to the severity of the math difficulties, not to reading status. Contrary to predictions, children with poorer reading, regardless of math achievement, committed more visually based errors. Operation switch errors were not systematically related to group membership. Teacher ratings o... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2528384 Sat, 27 Jun 2009 12:37:18 +0100 2528384 http://www.medworm.com/index.php?rid=2528383&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19380495%26dopt%3DAbstract Authors: Alloway TP, Rajendran G, Archibald LM The aim of the present study was to directly compare working memory skills across students with different developmental disorders to investigate whether the uniqueness of their diagnosis would impact memory skills. The authors report findings confirming differential memory profiles on the basis of the following developmental disorders: Specific Language Impairment, Developmental Coordination Disorder (DCD), Attention-Deficit/Hyperactivity Disorder, and Asperger syndrome (AS). Specifically, language impairments were associated with selective deficits in verbal short-term and working memory, whereas motor impairments (DCD) were associated with selective deficits in visuospatial short-term and working memory. Children with attention problems ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2528383 Sat, 27 Jun 2009 12:37:16 +0100 2528383 http://www.medworm.com/index.php?rid=2528382&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19398614%26dopt%3DAbstract This study examined the effectiveness of an assessment and intervention study targeting prekindergarten children at risk for reading failure. Across 38 child care sites, 220 children were identified as "at risk" for reading failure due to their performance on a screening measure of early literacy skills and randomly assigned to receive immediate or delayed intervention. The intervention consisted of eighteen 30-minute lessons delivered twice weekly for 9 weeks and focused on teaching critical emergent literacy skills within small groups. Hierarchical linear models were used to nest children within center and measure treatment and dosage effects for students' residualized gains in rhyming, alliteration, picture naming, and print and letter knowledge skills. Results indicated significant tre... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2528382 Sat, 27 Jun 2009 12:37:14 +0100 2528382 http://www.medworm.com/index.php?rid=2528377&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19542350%26dopt%3DAbstract In conclusion, providing professional development experiences related to language concepts to instructors could provide them the necessary knowledge of language concepts related to early literacy instruction, which they could then integrate into their preservice reading courses. PMID: 19542350 [PubMed - as supplied by publisher] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2528377 Thu, 18 Jun 2009 23:00:00 +0100 2528377 http://www.medworm.com/index.php?rid=2528378&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19535545%26dopt%3DAbstract This article reviews the literature and presents data from a study that examined the effects of professional development in scientifically based reading instruction on teacher knowledge and student reading outcomes. The experimental group consisted of four first- and second-grade teachers and their students (n = 33). Three control teachers and their students (n = 14), from a community of significantly higher socioeconomic demographics, were also followed. Experimental teachers participated in a 35-hour course on instruction of phonemic awareness, phonics, and fluency and were coached by professional mentors for a year. Although teacher knowledge in the experimental group was initially lower than that of the controls, their scores surpassed the controls on the posttest. First-grade experime... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2528378 Tue, 16 Jun 2009 23:00:00 +0100 2528378 http://www.medworm.com/index.php?rid=2528379&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19531632%26dopt%3DAbstract In this study, the authors examined the extent to which textbooks used in reading education courses contain the information about the five components of literacy instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension) recommended by the National Reading Panel. Such scrutiny shows that many textbooks do not adequately cover these five components and the related instructional procedures for teaching them. In addition to the paucity of information about teaching the five components, some textbooks present inaccurate information. PMID: 19531632 [PubMed - as supplied by publisher] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2528379 Mon, 15 Jun 2009 23:00:00 +0100 2528379 http://www.medworm.com/index.php?rid=2528380&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19525477%26dopt%3DAbstract Authors: Cunningham AE, Zibulsky J, Stanovich KE, Stanovich PJ As teacher quality becomes a central issue in discussions of children's literacy, both researchers and policy makers alike express increasing concern with how teachers structure and allocate their lesson time for literacy-related activities as well as with what they know about reading development, processes, and pedagogy. The authors examined the beliefs, literacy knowledge, and proposed instructional practices of 121 first-grade teachers. Through teacher self-reports concerning the amount of instructional time they would prefer to devote to a variety of language arts activities, the authors investigated the structure of teachers' implicit beliefs about reading instruction and explored relationships between those beliefs, e... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2528380 Thu, 11 Jun 2009 23:00:00 +0100 2528380 http://www.medworm.com/index.php?rid=2528381&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19458208%26dopt%3DAbstract Authors: Souroulla AV, Panayiotou G, Kokkinos CM The purpose of the study was to examine whether the Greek translation of the Learning Disability Evaluation Scale (LDES) can be used in the identification of learning disabilities. The LDES was completed by 165 teachers for one of their students, aged 5 to 14 years. The LDES was significantly correlated to students' grades in Math and Greek Language and to the Reading Ability Test. Scores on LDES from the above randomly selected sample were significantly different from scores on LDES for another sample of 47 students, who were manifesting learning disabilities, indicating that the LDES can distinguish between the two samples. The exploratory factor analysis revealed that the LDES maintains the original factor structure and the reliabilit... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2528381 Tue, 19 May 2009 23:00:00 +0100 2528381 http://www.medworm.com/index.php?rid=2285849&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19299551%26dopt%3DAbstract Authors: Morgan PL, Farkas G, Wu Q The investigators used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) to estimate whether and to what extent the timing and persistence of mathematics difficulties (MD) in kindergarten predicted children's first through fifth grade math growth trajectories. Results indicated that children persistently displaying MD (i.e., those experiencing MD in both fall and spring of kindergarten) had the lowest subsequent growth rates, children with MD in spring only had the second-lowest growth rates, and children with MD in the fall only (and who had thus recovered from their MD by the spring of kindergarten) had the next-lowest growth rates. The children who did not have MD in either fall or spring of kindergarten had the highest ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2285849 Thu, 19 Mar 2009 04:00:00 +0100 2285849 http://www.medworm.com/index.php?rid=2249782&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19264927%26dopt%3DAbstract Authors: Preston AS, Heaton SC, McCann SJ, Watson WD, Selke G Despite reports of academic difficulties in children with attention-deficit/hyperactivity disorder (ADHD), little is known about the relationship between performance on tests of academic achievement and measures of attention. The current study assessed intellectual ability, parent-reported inattention, academic achievement, and attention in 45 children (ages 7-15) diagnosed with ADHD. Hierarchical regressions were performed with selective, sustained, and attentional control/switching domains of the Test of Everyday Attention for Children as predictor variables and with performance on the Wechsler Individual Achievement Test-Second Edition as dependent variables. It was hypothesized that sustained attention and attentional co... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2249782 Thu, 05 Mar 2009 05:00:00 +0100 2249782 http://www.medworm.com/index.php?rid=2249781&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19264928%26dopt%3DAbstract Authors: Lange AA, Mulhern G, Wylie J The present study investigated the effects of using an assistive software homophone tool on the assisted proofreading performance and unassisted basic skills of secondary-level students with reading difficulties. Students aged 13 to 15 years proofread passages for homophonic errors under three conditions: with the homophone tool, with homophones highlighted only, or with no help. The group using the homophone tool significantly outperformed the other two groups on assisted proofreading and outperformed the others on unassisted spelling, although not significantly. Remedial (unassisted) improvements in automaticity of word recognition, homophone proofreading, and basic reading were found over all groups. Results elucidate the differential contributi... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2249781 Thu, 05 Mar 2009 05:00:00 +0100 2249781 http://www.medworm.com/index.php?rid=2249780&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19264929%26dopt%3DAbstract Authors: Guthrie JT, McRae A, Coddington CS, Klauda SL, Wigfield A, Barbosa P Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the effects of Concept-Oriented Reading Instruction (CORI) with traditional instruction (TI) on several outcomes in a 12-week intervention for low achievers and high achievers. Low achievers in the CORI group were afforded explicit instruction, leveled texts, and motivation support. Compared with TI students, CORI students scored higher on posttest measures of word recognition... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2249780 Thu, 05 Mar 2009 05:00:00 +0100 2249780 http://www.medworm.com/index.php?rid=2234608&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19255286%26dopt%3DAbstract Authors: Swanson HL, Zheng X, Jerman O The purpose of the present study was to synthesize research that compares children with and without reading disabilities (RD) on measures of short-term memory (STM) and working memory (WM). Across a broad age, reading, and IQ range, 578 effect sizes (ESs) were computed, yielding a mean ES across studies of -.89 (SD = 1.03). A total of 257 ESs were in the moderate range for STM measures (M = -.61, 95% confidence range of -.65 to -.58), and 320 ESs were in the moderate range for WM measures (M = -.67, 95% confidence range of -.68 to -.64). The results indicated that children with RD were distinctively disadvantaged compared with average readers on (a) STM measures requiring the recall of phonemes and digit sequences and (b) WM measures requiring the... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2234608 Mon, 02 Mar 2009 05:00:00 +0100 2234608 http://www.medworm.com/index.php?rid=2234609&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19251586%26dopt%3DAbstract Authors: Sideridis G, Vansteenkiste M, Shiakalli M, Georgiou M, Irakleous I, Tsigourla I, Fragioudaki E The primary purpose of the present study is to evaluate the emotional experience of students with (n = 52) and without attention problems (n = 272) during an achievement task. A secondary purpose of the present study is to compare students' emotional response to various stimuli, when motivated by various achievement goals. Participants were randomly assigned into a mastery goal condition, a normative performance goal condition, and a non-normative performance goal condition. Results, using a latent means analysis, indicate that students with attention problems needed additional time to process emotion-loaded but not neutral words, providing evidence for an interference effect. Furthe... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2234609 Sun, 01 Mar 2009 05:00:00 +0100 2234609 http://www.medworm.com/index.php?rid=2217929&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19240227%26dopt%3DAbstract This study employed a combined methodological approach to examine the effect extended practice had on increasing a reliance on retrieval for simple addition. An intervention aimed at improving the efficiency of extended practice was also piloted. Although most students improved with extended practice, the extent of improvement was not practical for all students and the intervention did not generally improve the effectiveness of extended practice. The findings emphasize the critical importance of continuing such research and draw attention to the complexities involved in addressing retrieval difficulties for simple addition. PMID: 19240227 [PubMed - as supplied by publisher] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2217929 Tue, 24 Feb 2009 05:00:00 +0100 2217929 http://www.medworm.com/index.php?rid=2201750&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19225069%26dopt%3DAbstract This study examined the consequences of classifying postsecondary students as learning disabled (LD) using five objective sets of criteria: IQ-achievement discrepancies (1.0 to 1.49 SD, 1.5 to 1.99 SD, and >/= 2.0 SD), DSM-IV criteria, and chronic educational impairment beginning in childhood. The participants were 378 postsecondary students from two universities who had been previously classified as LD and were receiving instructional and/or testing accommodations. The agreement between diagnostic models was often low, both in terms of the proportion of students identified as well as which students were identified by the models. The discrepancy models identified the largest proportions of students as LD (10% to 42%), whereas fewer than 10% of participants met either of the other sets o... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2201750 Wed, 18 Feb 2009 05:00:00 +0100 2201750 http://www.medworm.com/index.php?rid=2201751&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19223667%26dopt%3DAbstract Authors: Snellings P, van der Leij A, de Jong PF, Blok H Breznitz (2006) demonstrated that Hebrew-speaking adults with reading disabilities benefited from a training in which reading rate was experimentally manipulated. In the present study, the authors examine whether silent reading training enhances the sentence reading rate and comprehension of children with reading disabilities and whether results found in Hebrew equally apply to an orthographically transparent language. Training results of 59 Dutch children with reading disabilities and normally achieving children show that children with reading disabilities are able to increase their sentence reading rate with high comprehension levels when pushed to do so with accelerated reading training. Posttest results show that transfer to ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2201751 Tue, 17 Feb 2009 05:00:00 +0100 2201751 http://www.medworm.com/index.php?rid=2191547&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19218554%26dopt%3DAbstract This study used confirmatory factor analysis to compare one-, two-, and three-factor models ofAttention-Deficit/Hyperactivity Disorder (ADHD) symptoms to determine which model is the best fit for the data. Participants were 190 clinic-referred college students who had been evaluated for ADHD, 155 of whom had received a diagnosis. Data consisted of both self- and other (e.g., parent) ratings of both current and childhood symptoms. Symptoms came directly from the DSM-IV criteria for ADHD. A three-factor model, consistent with the DSM-III, was superior for current and childhood symptoms, regardless of rater (i.e., self or parent). The primary implication for these findings is that there may be a viable Impulsive subtype of ADHD within the adult population. Further research might include a clo... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2191547 Fri, 13 Feb 2009 05:00:00 +0100 2191547 http://www.medworm.com/index.php?rid=2062248&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19103796%26dopt%3DAbstract In this study, we investigated the analogical problem-solving differences between children with verbal learning disabilities (VLD), nonverbal learning disabilities (NLD), or non-LD. Results indicated better recall of component stories by children without disabilities but no significant differences between the NLD and VLD participants. However, the success rate for target problem solving was much lower for the NLD group than for the VLD and non-LD groups. The poor performance of the NLD children may be attributed to some of their characteristic weaknesses, critical for analogical problem solving. Yet the VLD group was significantly weaker in recall than the non-LD group, but this did not hamper their analogical problem-solving abilities. These findings confirm that analogical thinking requi... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2062248 Wed, 24 Dec 2008 15:42:47 +0100 2062248 http://www.medworm.com/index.php?rid=2062247&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19103797%26dopt%3DAbstract Authors: Therrien WJ, Hughes C, Kapelski C, Mokhtari K Research was conducted to ascertain if an essay-writing strategy was effective at improving the achievement on essay tests for 7th- and 8th-grade students with reading and writing disabilities. Students were assigned via a stratified random sample to treatment or control group. Student scores were also compared to students without learning disabilities nominated by teachers as average writers. A 6-step essay strategy was taught that included analyzing the essay prompt, outlining, writing a response, and reviewing the answer. On the posttest, intervention group students significantly outperformed control group students on essay measures related to strategy use, content, and organization. There was no significant difference between t... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2062247 Wed, 24 Dec 2008 15:42:41 +0100 2062247 http://www.medworm.com/index.php?rid=2062246&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19103798%26dopt%3DAbstract This study examined rates of mental health problems among PWLD aged 15 to 44 years using a large, nationally representative data set. PWLD were more than twice as likely to report high levels of distress, depression, anxiety disorders, suicidal thoughts, visits to mental health professionals, and poorer overall mental health than were persons without disabilities (PWOD). Multivariate regression analyses determined that these significantly higher rates of mental health problems remained for all six measures after controlling for confounding factors including income, education, social support, and physical health. Differences found in the older adult sample (ages 30-44) were even larger than in the adolescent sample (ages 15-21) for suicidal thoughts, depression, and distress. Males with lea... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2062246 Wed, 24 Dec 2008 15:42:30 +0100 2062246 http://www.medworm.com/index.php?rid=2062245&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19103799%26dopt%3DAbstract Authors: McMaster KL, Xiaoqing Du , Pétursdóttir AL The purpose of the two studies reported in this article was to examine technical features of curriculum-based measures for beginning writers. In Study 1, 50 first graders responded to word copying, sentence copying, and story prompts. In Study 2, 50 additional first graders responded to letter, picture-word, picture-theme, and photo prompts. In both studies, 3- to 5-minute prompts were administered in winter and spring and scored using a variety of quantitative procedures. Students were also administered the Test of Written Language-Third Edition , and teacher ratings and scores on a district rubric for writing were collected. Test-retest (Study 1 only) and alternate-form reliability, criterion validity, and winter-to-spring... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2062245 Wed, 24 Dec 2008 15:42:26 +0100 2062245 http://www.medworm.com/index.php?rid=2062244&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19103800%26dopt%3DAbstract This article provides a snapshot of how all 50 states are progressing with the development and implementation of response-to-intervention (RtI) models 1 year after the final regulations for the Individuals with Disabilities Education Act were passed. Data were collected through a review of existing state department of education Web sites and conversations with representatives in each state department of education. Information related to RtI model type, implementation status, professional development, criteria for eligibility, and specific features of individual state RtI models are presented. Findings indicate that most states are in some phase of RtI development, although approaches vary widely throughout the country. Implications for research and practice are discussed. PMID: 1910380... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2062244 Wed, 24 Dec 2008 15:42:22 +0100 2062244 http://www.medworm.com/index.php?rid=2062249&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19098274%26dopt%3DAbstract In this study, the authors examined a common screening instrument for the presence of floor effects and investigated the impact that these effects have on the predictive validity of the instrument. Longitudinal data (kindergarten to third grade) from a large cohort of children were used. These data included children's performance on five measures from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and two reading achievement outcome measures. The results showed that DIBELS measures were characterized by floor effects in their initial administrations and that these effects reduced the predictive validity of the measures. The implications of these findings for early identification are discussed. PMID: 19098274 [PubMed - as supplied by publisher] (Source: Journal of Learni... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2062249 Fri, 19 Dec 2008 05:00:00 +0100 2062249 http://www.medworm.com/index.php?rid=2040995&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19074622%26dopt%3DAbstract This study examined concurrent and longitudinal relations for the Get Ready to Read! (GRTR) emergent literacy screener. This measure, within a battery of oral language, letter knowledge, decoding, and phonological awareness tests, was administered to 204 preschool children (mean age = 53.6, SD = 5.78; 55% male) from diverse socioeconomic backgrounds. Subgroups were reassessed at 6 months and 16 and 37 months later. Results indicate strong relations between the GRTR and the literacy and language assessments. Long-term follow-up indicated that the screener was significantly related to some reading-related measures, including decoding skills. These results support the utility of the GRTR as a brief, valid measure of children's emergent literacy skills. The GRTR holds promise as a tool useful ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2040995 Fri, 12 Dec 2008 05:00:00 +0100 2040995 http://www.medworm.com/index.php?rid=2040996&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19073895%26dopt%3DAbstract This article compares and contrasts the main features of dynamic testing and assessment (DT/A) and response to intervention (RTI). The comparison is carried out along the following lines: (a) historical and empirical roots of both concepts, (b) premises underlying DT/A and RTI, (c) terms used in these concepts, (d) use of these concepts, (e) evidence in support of DT/A and RTI, and (f) expectations associated with each of the concepts. The main outcome of this comparison is a conclusion that both approaches belong to one family of methodologies in psychology and education whose key feature is in blending assessment and intervention in one holistic activity. Because DT/A has been around much longer than RTI, it makes sense for the proponents of RTI to consider both the accomplishments and f... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=2040996 Wed, 10 Dec 2008 05:00:00 +0100 2040996 http://www.medworm.com/index.php?rid=1969941&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19011121%26dopt%3DAbstract Authors: Samson JF, Lesaux NK Using data from the Early Childhood Longitudinal Study-Kindergarten Cohort, this study was designed to investigate proportional representation, identification rates, and predictors of language-minority (LM) learners in special education using a nationally representative sample of kindergarten, first graders, and third graders. The findings indicate that although LM learners were underrepresented in special education in kindergarten and first grade, they were overrepresented in third grade across all disability categories. LM status, teacher ratings of language and literacy skills, and reading proficiency level were significant predictors of placement in special education. Kindergarten teacher ratings of language and literacy skills were highly predictive o... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1969941 Fri, 14 Nov 2008 05:00:00 +0100 1969941 http://www.medworm.com/index.php?rid=1969940&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19011122%26dopt%3DAbstract Authors: Flax JF, Realpe-Bonilla T, Roesler C, Choudhury N, Benasich A The aim of the study was to examine the profiles of children with a family history (FH+) of language-learning impairments (LLI) and a control group of children with no reported family history of LLI (FH-) and identify which language constructs (receptive or expressive) and which ages (2 or 3 years) are related to expressive and receptive language abilities, phonological awareness, and reading abilities at ages 5 and 7 years. Participants included 99 children (40 FH+ and 59 FH-) who received a standardized neuropsychological battery at 2, 3, 5, and 7 years of age. As a group, the FH+ children had significantly lower scores on all language measures at 2 and 3 years, on selected language and phonological awareness meas... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1969940 Fri, 14 Nov 2008 05:00:00 +0100 1969940 http://www.medworm.com/index.php?rid=1969939&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D19011123%26dopt%3DAbstract This study examined whether and, if so, how word-problem features differentially affect problem difficulty as a function of mathematics difficulty (MD) status: no MD (n = 109), MD only (n = 109), or MD in combination with reading difficulties (MDRD; n = 109). The problem features were problem type (total, difference, or change) and position of missing information in the number sentence representing the word problem (first, second, or third position). Students were assessed on 14 word problems near the beginning of third grade. Consistent with the hypothesis that mathematical cognition differs as a function of MD subtype, problem type affected problem difficulty differentially for MDRD versus MD-only students; however, the position of missing information in word problems did not. Implicatio... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1969939 Fri, 14 Nov 2008 05:00:00 +0100 1969939 http://www.medworm.com/index.php?rid=1943851&cid=s_37132_179_f&fid=37132&url=http%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fentrez%2Fquery.fcgi%3Ftmpl%3DNoSidebarfile%26db%3DPubMed%26cmd%3DRetrieve%26list_uids%3D18987265%26dopt%3DAbstract Revisiting the "Simple View of Reading" in a Group of Children With Poor Reading Comprehension. J Learn Disabil. 2008 Nov 5; Authors: Georgiou GK, Das JP, Hayward D According to Gough and Tunmer's Simple View of Reading, Reading Comprehension = Decoding (D) x Listening Comprehension (C). The purpose of this study was to evaluate the model with a sample of First Nations children, known to have average decoding and listening comprehension but poor reading comprehension. In addition, the authors examined the contribution of naming speed and phonological awareness to reading comprehension beyond the effects of D and C. Consistent with the findings of previous studies, the children exhibited poor reading comprehension despite average performance in decoding and listening comprehensi... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1943851 Wed, 05 Nov 2008 05:00:00 +0100 1943851