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. Sat, 20 Mar 2010 16:41:42 +0100 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 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 comprehension, a finding that challenges the simple view of reading. The results also revealed that an additive model (D + C) fitted the data eq... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1943851 Wed, 05 Nov 2008 05:00:00 +0100 1943851 http://www.medworm.com/index.php?rid=1896167&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%3D18931016%26dopt%3DAbstract Authors: Denhart H This phenomenological study investigated barriers to higher education faced by 11 college students labeled with learning disabilities (LD) using their voice as the primary data. Data were analyzed and interpreted through a disability theory perspective revealing barriers stemmed largely from external social causes rather than individual pathology. Barriers included being misunderstood by faculty, being reluctant to request accommodations for fear of invoking stigma, and having to work considerably longer hours than nonlabeled peers. Findings indicated barriers could be overcome through raising faculty awareness about LD issues, engaging the assistance of the college LD specialist, and participation in a LD democratic empowerment community on campus. PMID: 1893101... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1896167 Wed, 22 Oct 2008 18:11:06 +0100 1896167 http://www.medworm.com/index.php?rid=1896166&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%3D18931017%26dopt%3DAbstract Authors: Heiman T, Zinck LC, Heath NL The study examined perceptions of family relationships and communication in 52 families who have an adolescent child diagnosed with learning disabilities (LD) with a matched group of 52 families who have a child without LD. Parents and youth completed a self-reported Family Relations and Communication Scales assessment. Findings revealed parents perceived their child as either overinvolved or underinvolved with their parents and not sharing the same values and norms as their parents. Findings indicated that parents of youth with and without LD share similar perceptions of both the openness and problematic aspects of family communication. Youth with and without LD reported higher levels of problematic maternal involvement than perceived by the mothe... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1896166 Wed, 22 Oct 2008 18:11:02 +0100 1896166 http://www.medworm.com/index.php?rid=1896165&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%3D18931018%26dopt%3DAbstract Authors: Re AM, Caeran M, Cornoldi C The present study examines the expressive writing abilities of children described by their teachers as having Attention Deficit Hyperactivity Disorder (ADHD) symptoms and of matched controls and the effects of two types of facilitation. A group of 35 ADHD children and matched controls are given the task of composing a letter either under standard instructions or with facilitation (a guide scheme), preceded by a brief training on how to use the facilitation. Results show that both groups drew benefit from the guide scheme. Despite the fact that differences between groups were maintained after the training for the case of spelling errors, the poorer performance of ADHD children vanished. It is concluded that ADHD children have poor expressive writing ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1896165 Wed, 22 Oct 2008 18:10:59 +0100 1896165 http://www.medworm.com/index.php?rid=1896164&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%3D18931019%26dopt%3DAbstract Authors: McNamara J, Vervaeke SL, Willoughby T Risk-taking behavior includes alcohol and drug use, delinquency, acts of aggression, sexual activity, and so on. Many studies have explored the relationship between adolescents and risk-taking behavior; however, only a few studies have examined this link in adolescents with learning disabilities (LD) or attention-deficit/hyperactivity disorder (ADHD). The purpose of the present study was to address that limitation by comparing the risk-taking behavior of adolescents with LD (n = 230), with comorbid LD/ADHD (n = 92), and without LD or ADHD (n = 322) on their substance use, engagement in major and minor delinquency, acts of aggression, sexual activity, and gambling activities. The study also investigated whether psychosocial variables (e.g.,... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1896164 Wed, 22 Oct 2008 18:10:55 +0100 1896164 http://www.medworm.com/index.php?rid=1764618&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%3D18768772%26dopt%3DAbstract Authors: Morgan PL, Fuchs D, Compton DL, Cordray DS, Fuchs LS The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure in learning to read. Second, they evaluated whether increasing the word reading ability of 15 at-risk children would lead to gains in their motivation to read. Multivariate analyses of variance suggest marked differences in both motivation and reading practice between skilled and unskilled readers. However, bolstering at-risk children's word reading ability did not yield evidence o... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1764618 Mon, 01 Sep 2008 04:00:00 +0100 1764618 http://www.medworm.com/index.php?rid=1764617&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%3D18768773%26dopt%3DAbstract This study employed a correlated trait-correlated method application of confirmatory factor analysis to disentangle trait and method variance from measures of attention-deficit/hyperactivity disorder obtained at the college level. The two trait factors were Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM-IV ) Inattention and DSM-IV Hyperactivity-Impulsivity. The two source factors were self-reports and parent-reports. Data were collected for an epidemiological sample (N = 1,079) of college freshmen stratified for race/ethnicity, gender, and ability level according to national targets for the U.S. college population. Results revealed (a) parents' ratings were better measures of internalizing behavioral dimensions and that students' ratings were better measures of e... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1764617 Mon, 01 Sep 2008 04:00:00 +0100 1764617 http://www.medworm.com/index.php?rid=1764616&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%3D18768774%26dopt%3DAbstract Authors: Morgan PL, Farkas G, Tufis PA, Sperling RA Two questions were investigated. First, are children with reading problems in first grade more likely to experience behavior problems in third grade? Second, are children with behavior problems in first grade more likely to experience reading problems in third grade? The authors explored both questions by using multilevel logistic regression modeling to analyze data from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K). After statistically controlling for a wide range of potential confounds, they found that children with reading problems in first grade were significantly more likely to display poor task engagement, poor self-control, externalizing behavior problems, and internalizing behavior problems in third grade.... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1764616 Mon, 01 Sep 2008 04:00:00 +0100 1764616 http://www.medworm.com/index.php?rid=1764615&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%3D18768775%26dopt%3DAbstract Authors: Ram-Tsur R, Faust M, Zivotofsky AZ The present study investigates the performance of persons with reading disabilities (PRD) on a variety of sequential visual-comparison tasks that have different working-memory requirements. In addition, mediating relationships between the sequential comparison process and attention and memory skills were looked for. Our findings suggest that PRD perform worse than normally achieving readers (NAR) when the task requires more than a minimal amount of working memory, unrelated to presentation rate. We also demonstrate high correlations between performance on the task with the most working-memory demands and reading-related skills, suggesting that poor working-memory abilities may be one of the underlying mechanisms of dyslexia. The mediating mod... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1764615 Mon, 01 Sep 2008 04:00:00 +0100 1764615 http://www.medworm.com/index.php?rid=1764614&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%3D18768776%26dopt%3DAbstract Authors: Locuniak MN, Jordan NC Children's number sense in kindergarten was used to predict their calculation fluency in second grade (N = 198). Using block entry regression, usual predictors of age, reading, memory, and verbal and spatial cognition were entered in the first block and number sense measures were added in the second block. Number sense measures contributed a significant amount of variance over and above the more general predictors (26%-42%). Uniquely predictive subareas were active memory for numbers, number knowledge, and number combinations, with number combinations standing out as the strongest single predictor. Number sense screening in kindergarten, using "at-risk" versus "not-at-risk" criteria, successfully ruled out 84% of the children who did not go on to have ca... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1764614 Mon, 01 Sep 2008 04:00:00 +0100 1764614 http://www.medworm.com/index.php?rid=1764613&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%3D18768777%26dopt%3DAbstract This study assesses the prevalence of combined reading and arithmetic disabilities in 799 Dutch schoolchildren using st dardized school achievement tests. Scores of arithmetic, word recognition, reading comprehension, and spelling of child in fourth and fifth grade were used. The main interest involved the co-occurrence of word recognition and arithmetic d abilities because of their possible relationship. The authors find a percentage of 7.6 for combined reading and arithme disabilities. Reading disabilities and arithmetic disabilities co-occurred more often than expected based on rates of the s arate conditions. Children with combined reading and arithmetic disabilities seem to have more generalized achievem difficulties than single-deficit groups. Different operationalizations for readin... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1764613 Mon, 01 Sep 2008 04:00:00 +0100 1764613 http://www.medworm.com/index.php?rid=1764612&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%3D18768778%26dopt%3DAbstract Authors: PMID: 18768778 [PubMed - in process] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1764612 Mon, 01 Sep 2008 04:00:00 +0100 1764612 http://www.medworm.com/index.php?rid=1626083&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%3D18625782%26dopt%3DAbstract Authors: Puranik CS, Petscher Y, Al Otaiba S, Catts HW, Lonigan CJ This longitudinal study used piece-wise growth curve analyses to examine growth patterns in oral reading fluency for 1,991 students with speech impairments (SI) or language impairments (LI) from first through third grade. The main finding of this study was that a diagnosis of SI or LI can have a detrimental and persistent effect on early reading skills. Results indicated differences between subgroups in growth trajectories that were evident in first grade. A large proportion of students with SI or LI did not meet grade-level reading fluency benchmarks. Overall students with SI showed better performance than students with LI. Reading fluency performance was negatively related to the persistence of the SI or LI; the lowes... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1626083 Mon, 14 Jul 2008 04:00:00 +0100 1626083 http://www.medworm.com/index.php?rid=1626082&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%3D18625783%26dopt%3DAbstract This article examines working memory functioning in children with specific developmental disorders of scholastic skills as defined by ICD-10. Ninety-seven second to fourth graders with a minimum IQ of 80 are compared using a 2 x 2 factorial (dyscalculia vs. no dyscalculia; dyslexia vs. no dyslexia) design. An extensive test battery assesses the three subcomponents of working memory described by Baddeley (1986): phonological loop, visual-spatial sketchpad, and central executive. Children with dyscalculia show deficits in visual-spatial memory; children with dyslexia show deficits in phonological and central executive functioning. When controlling for the influence of the phonological loop on the performance of the central executive, however, the effect is no longer significant. Although chi... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1626082 Mon, 14 Jul 2008 04:00:00 +0100 1626082 http://www.medworm.com/index.php?rid=1538780&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%3D18443148%26dopt%3DAbstract This study examined the contribution of attachment security and emotion regulation (ER) to the explanation of social information processing (SIP) in middle childhood boys with learning disabilities (LD) and without LD matched on age and grade level. Children analyzed four social vignettes using Dodge's SIP model and completed the Kerns security scale and the children's self-control scale. Study results demonstrated major difficulties in SIP, lower attachment security, and less ER in children with LD compared to children without LD. Attachment as well as the interaction between attachment and ER emerged as important contributors to most SIP steps, suggesting that children with higher security who also have better ER skills will have better SIP capabilities along the different steps, beyond ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538780 Mon, 23 Jun 2008 23:03:51 +0100 1538780 http://www.medworm.com/index.php?rid=1538779&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%3D18443149%26dopt%3DAbstract This study investigated whether the presence of learning disabilities (LD) at age 10 was related to later schooling, employment, income, receipt of public aid, involvement in crime, and feeling of victimization at ages 21 and 24. Confidential self-report data were collected in a prospective, longitudinal panel study from a sample of 571 students, of whom 60 (10.5%) were children with LD. After controlling for gender, ethnicity, and socioeconomic status, the following results were obtained: The highest postsecondary school attainment for young adults with LD was not significantly different from that of their peers without LD, both at age 21 and age 24. The rate of employment and amount of earned income of young adults with LD were not significantly lower than those of their peers without LD... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538779 Mon, 23 Jun 2008 23:03:48 +0100 1538779 http://www.medworm.com/index.php?rid=1538777&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%3D18560020%26dopt%3DAbstract Authors: Madaus JW Five hundred graduates with learning disabilities (LD) from three universities in the United States completed a survey related to their postschool employment outcomes and experiences. The present study presents data related to their decisions regarding LD disclosure in employment settings. Although 73% of the respondents reported that the LD affected their job in some way, only 55% reported self-disclosing, and only 12% reported requesting accommodations. Specific reasons for each of these decisions are presented, as are areas in which LD affect work, strategies for dealing with LD in the workplace, and perceptions of the Americans with Disabilities Act. Implications for secondary and postsecondary programs are discussed. PMID: 18560020 [PubMed - in process] (Sou... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538777 Mon, 23 Jun 2008 23:03:42 +0100 1538777 http://www.medworm.com/index.php?rid=1538776&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%3D18560021%26dopt%3DAbstract This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed before, during, and following 105 intervention hours. Struggling readers met criteria for reading disability, were below average in oral language and verbal skills, and varied in English as a first language (EFL) versus English-language learner (ELL) status. The research-based interventions proved superior to the special education control on both reading outcomes and rate of growth. No differences were revealed for children of EFL or ELL status in inter... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538776 Mon, 23 Jun 2008 23:03:39 +0100 1538776 http://www.medworm.com/index.php?rid=1538775&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%3D18560022%26dopt%3DAbstract Authors: Puolakanaho A, Ahonen T, Aro M, Eklund K, Leppänen PH, Poikkeus AM, Tolvanen A, Torppa M, Lyytinen H The authors examined second grade reading accuracy and fluency and their associations via letter knowledge to phonological and language predictors assessed at 3.5, 4.5, and 5.5 years in children in the Jyväskylä Longitudinal Study of Dyslexia. Structural equation modeling showed that a developmentally highly stable factor (early phonological and language processing [EPLP]) behind key dyslexia predictors (i.e., phonological awareness, short-term memory, rapid naming, vocabulary, and pseudoword repetition) could already be identified at 3.5 years. EPLP was significantly associated with reading and spelling accuracy and by age with letter knowledge. However, EPLP ha... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538775 Mon, 23 Jun 2008 23:03:36 +0100 1538775 http://www.medworm.com/index.php?rid=1538774&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%3D18560023%26dopt%3DAbstract Authors: Dong Hun Lee , Oakland T, Jackson G, Glutting J Group differences and prevalence rates for attention-deficit/hyperactivity disorder (ADHD) symptoms in a matched sample of college freshmen (n = 956) and their parents (n = 956) were investigated for gender and race (African American and Caucasian) effects using current self-report and retrospective parent-report ratings. On self-report, compared to female students, male students displayed higher mean scores on subscales and lower rates for reporting symptom totals beyond DSM-IV thresholds for the three subtypes of ADHD. Mean differences in ADHD symptoms were not apparent for race. However, African American students displayed higher rates for reporting symptom totals beyond DSM-IV thresholds for all subtypes. On retrospective par... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538774 Mon, 23 Jun 2008 23:03:32 +0100 1538774 http://www.medworm.com/index.php?rid=1538787&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%3D18434287%26dopt%3DAbstract This study assessed rates of learning disabilities (LD) by several psychometric definitions in children with epilepsy and identified risk factors. Participants (N = 173, ages 8-15 years) completed IQ screening, academic achievement testing, and structured interviews. Children with significant head injury, chronic physical conditions, or mental retardation were excluded. Using an IQ-achievement discrepancy definition, 48% exceeded the cutoff for LD in at least one academic area; using low-achievement definitions, 41% to 62% exceeded cutoffs in at least one academic area. Younger children with generalized nonabsence seizures were at increased risk for math LD using the IQ-achievement discrepancy definition; age of seizure onset and attention-deficit/hyperactivity disorder (ADHD) were risk fa... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538787 Thu, 01 May 2008 04:00:00 +0100 1538787 http://www.medworm.com/index.php?rid=1538786&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%3D18434288%26dopt%3DAbstract Authors: Antshel KM, Khan FM The cognitive and behavioral symptoms of nonverbal learning disabilities (NLD) have been described by previous investigators. Nevertheless, we know far less about the potential genetic contributions that may predispose a child to have NLD. An endophenotype model was investigated in 5 samples of children ages 9 to 15 years: NLD (n = 32); reading disorders (RD; n = 59); participants with a psychiatric diagnosis but without a learning disability (n = 55); typically developing controls (n = 31); and children with velocardiofacial syndrome (VCFS), a chromosomal deletion syndrome that has been proposed as being an exemplar of NLD (VCFS + NLD; n = 20). Based on a family genetic interview, the authors' data suggest that children with NLD, RD, or a psychiatric diagn... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538786 Thu, 01 May 2008 04:00:00 +0100 1538786 http://www.medworm.com/index.php?rid=1538785&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%3D18434289%26dopt%3DAbstract Authors: Amtmann D, Abbott RD, Berninger VW After explicit spelling instruction, low achieving second grade spellers increased the number of correctly spelled words during composing but differed in response trajectories. Class 1 (low initial and slow growth) had the lowest initial performance and improved at a relatively slow rate. Class 2 (high initial and fast growth) started higher than Class 1 but below Class 3 and improved at the fastest rate. Class 3 (highest initial but slow growth) had the highest initial performance but improved at a rate similar to Class 1. Class 3 differed from Classes 1 and 2 on orthographic coding. Classes 1, 2, and 3 differed on rapid automatic naming (RAN letters). Spelling instruction plus supplementary activities to improve orthographic coding in worki... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538785 Thu, 01 May 2008 04:00:00 +0100 1538785 http://www.medworm.com/index.php?rid=1538784&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%3D18434290%26dopt%3DAbstract In this study, 65 children with poor spelling skills but average reasoning ability completed RAN tasks and spelling, reading, and reasoning tasks. Hierarchical regression analyses revealed that, after controls for chronological age, reasoning ability, and spelling of nonsense words, alphanumeric RAN, but not nonalphanumeric RAN, was still a strong predictor of spelling acquisition. Findings are discussed in terms of single- and double-deficit models of spelling and implications for effective teaching. PMID: 18434290 [PubMed - in process] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538784 Thu, 01 May 2008 04:00:00 +0100 1538784 http://www.medworm.com/index.php?rid=1538783&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%3D18434291%26dopt%3DAbstract Authors: Alloway TP, Archibald L The authors compared 6- to 11-year-olds with developmental coordination disorder (DCD) and those with specific language impairment (SLI) on measures of memory (verbal and visuospatial short-term and working memory) and learning (reading and mathematics). Children with DCD with typical language skills were impaired in all four areas of memory function for their age level, and this pattern was also found to be characteristic of a larger DCD group with varied language abilities. SLI-group deficits in standard scores were observed for the verbal versions of the short-term and working memory tasks only. There were also differential links between memory and attainment between the two groups, with visuospatial working memory strongly related to numeracy in the... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538783 Thu, 01 May 2008 04:00:00 +0100 1538783 http://www.medworm.com/index.php?rid=1538782&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%3D18434292%26dopt%3DAbstract Authors: Auerbach JG, Gross-Tsur V, Manor O, Shalev RS The authors examined behavior problems in a matched sample of 58 youths with persistent dyscalculia (PD) and nonpersistent dyscalculia (NPD). Participants were classified as having dyscalculia at age 10-11 years. Parents completed the Child Behavior Checklist for their children at ages 10-11, 13-14, and 16-17 years, while the youths did so at the last two age periods. Only at age 16-17 years were there significantly more problems, particularly attention problems and externalizing problems, reported by parents for PD youths compared to NPD youths. A higher percentage in the PD group than in the NPD group received scores in the clinical range for externalizing problems. However, the mean levels of behavior problems at this age and th... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538782 Thu, 01 May 2008 04:00:00 +0100 1538782 http://www.medworm.com/index.php?rid=1538781&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%3D18434293%26dopt%3DAbstract Authors: Natale K, Aunola K, Nurmi JE, Poikkeus AM, Lyytinen P, Lyytinen H The present study analyzed data from the Jyväskylä Longitudinal Study of Dyslexia to investigate the factors to which mothers of children with and without familial risk for dyslexia attribute the causes of their first-grade children's reading achievement. Mothers' causal attributions were assessed three times during their children's first school year. Children's verbal intelligence was assessed at 5 years and their word and nonword reading skills at 6.5 years. The results showed that the higher the word reading skills the children had, the more their mothers attributed their success to ability than to effort. However, if children had familial risk for dyslexia, their mothers' attribution of success to ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538781 Thu, 01 May 2008 04:00:00 +0100 1538781 http://www.medworm.com/index.php?rid=1538778&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%3D18443150%26dopt%3DAbstract Authors: Rousselle L, Noël MP The adaptive use of approximate calculation was examined using a verification task with 18 third graders with mathematics learning disabilities, 22 typically achieving third graders, and 21 typically achieving second graders. Participants were asked to make true-false decisions on simple and complex addition problems while the distance between the proposed and the correct answer was manipulated. Both typically achieving groups were sensitive to answer plausibility on simple problems, were faster at rejecting extremely incorrect results than at accepting correct answers on complex addition problems, and showed a reduction of the complexity effect on implausible problems, attesting to the use of approximate calculation. Conversely, children with mathema... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538778 Mon, 28 Apr 2008 04:00:00 +0100 1538778 http://www.medworm.com/index.php?rid=1538794&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%3D18354930%26dopt%3DAbstract Authors: Chard DJ, Linan-Thompson S PMID: 18354930 [PubMed - indexed for MEDLINE] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538794 Sat, 01 Mar 2008 05:00:00 +0100 1538794 http://www.medworm.com/index.php?rid=1538793&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%3D18354931%26dopt%3DAbstract This article describes the implementation of small-group reading instruction as secondary- and tertiary-level components of a three-tier model of prevention and intervention. The study consisted of 83 students who were targeted in the winter of kindergarten as being at high risk for reading failure. Intervention consisted of evidence-based curriculum delivered in groups of one to six students during 30- to 40-min sessions a minimum of three times per week over a 2-year period. Outcome data were collected for early literacy skills, using the Dynamic Indicators of Basic Early Literacy Skills and Woodcock Reading Mastery Test, with comparisons across the different curricula. Results indicated that students in the more directed, explicit intervention groups generally out-performed students in ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538793 Sat, 01 Mar 2008 05:00:00 +0100 1538793 http://www.medworm.com/index.php?rid=1538792&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%3D18354932%26dopt%3DAbstract This article investigates the role of intensifying instructional time for the most at-risk first graders in schools implementing research-based instructional and assessment practices within multitiered instructional support systems. Results indicate that students receiving more intensive intervention made significantly more progress across a range of early reading measures. Intervention features, limitations, recommendations for practice, and implications for treatment resisters are discussed. PMID: 18354932 [PubMed - indexed for MEDLINE] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538792 Sat, 01 Mar 2008 05:00:00 +0100 1538792 http://www.medworm.com/index.php?rid=1538791&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%3D18354933%26dopt%3DAbstract Authors: Wanzek J, Vaughn S Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention. Examination of individual student response to intervention indicated that more students in the treatment groups demonstrated accelerated learning over time than students in the comparison condition. Students' responses to the single-dose and double-dose interventions were similar over time. Students in all conditions demonstrated particular difficulties with gains in reading fluency. Implications for future research and prac... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538791 Sat, 01 Mar 2008 05:00:00 +0100 1538791 http://www.medworm.com/index.php?rid=1538790&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%3D18354934%26dopt%3DAbstract This article presents critical issues related to word reading development within Ehri's theoretical context by focusing primarily on the relation of decoding skill (of nonwords) to word reading and the development of unitization. Within this context, issues and considerations related to research, measurement, and reading development are presented from research and field-based perspectives. Analyses examining the relation between a measure of alphabetic principle, Nonsense Word Fluency (NWF), and fluency with connected text, Oral Reading Fluency (ORF), across first grade demonstrated a linear relation between the measures, which was attenuated for students initially above criterion on the NWF measure. A new scoring approach to the NWF measure is presented to capture initial unitization deve... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538790 Sat, 01 Mar 2008 05:00:00 +0100 1538790 http://www.medworm.com/index.php?rid=1538789&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%3D18354935%26dopt%3DAbstract In this study, response to intervention and stability of reading performance of 41 kindergarten children identified as at risk of reading difficulty were evaluated from kindergarten through third grade. All students were assessed in the fall of each academic year to evaluate need for intervention, and students who fell below the 30th percentile on criterion measures received small-group supplemental intervention. Measures included a combination of commercial normative referenced measures and specific skill and construct measures to assess growth or change in reading risk status relative to 30th percentile benchmarks. Results indicated that consistent with the findings of prior research involving students with comparable entry-level performance, the majority of children identified as at ris... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538789 Sat, 01 Mar 2008 05:00:00 +0100 1538789 http://www.medworm.com/index.php?rid=1538788&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%3D18354936%26dopt%3DAbstract Authors: Chard DJ, Stoolmiller M, Harn BA, Wanzek J, Vaughn S, Linan-Thompson S, Kame'enui EJ Despite recent research findings that implicate a long list of student variables that predict reading success or failure, these predictor variables have not been considered in the context of contemporary models of multitiered schoolwide reading intervention. This longitudinal, retrospective study follows 668 kindergarten and first-grade students identified as at risk for later reading difficulties through third grade. Key predictor variables were examined to determine their validity for predicting initial status and growth on oral reading fluency, third-grade oral reading fluency, and third-grade performance on a standardized test of reading. Results are provided in light of the instructional ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538788 Sat, 01 Mar 2008 05:00:00 +0100 1538788 http://www.medworm.com/index.php?rid=1538800&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%3D18274500%26dopt%3DAbstract Authors: Estell DB, Jones MH, Pearl R, Van Acker R, Farmer TW, Rodkin PC The extant literature on the social functioning of students with learning disabilities (LD) has indicated that whereas a majority belong to peer groups, a higher proportion are isolated and most have lower social status among peers in general than their typically achieving classmates. Although some work has examined these issues over short-term longitudinal studies, none to date have examined them over extensive time periods. Toward this end, the current study examined a sample of 1,361 students (678 girls and 683 boys; 55 with LD) using multiple measures of peer social functioning assessed each semester from spring of third grade through fall of sixth grade. The results indicated that whereas students with LD wer... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538800 Tue, 01 Jan 2008 05:00:00 +0100 1538800 http://www.medworm.com/index.php?rid=1538799&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%3D18274501%26dopt%3DAbstract Authors: Mabbott DJ, Bisanz J Knowledge and skill in multiplication were investigated for late elementary-grade students with mathematics learning disabilities (MLD), typically achieving age-matched peers, low-achieving age-matched peers, and ability-matched peers by examining multiple measures of computational skill, working memory, and conceptual knowledge. Poor multiplication fact mastery and calculation fluency and general working memory discriminated children with MLD from typically achieving age-matched peers. Furthermore, children with MLD were slower in executing backup procedures than typically achieving age-matched peers. The performance of children with MLD on multiple measures of multiplication skill and knowledge was most similar to that of ability-matched younger children... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538799 Tue, 01 Jan 2008 05:00:00 +0100 1538799 http://www.medworm.com/index.php?rid=1538798&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%3D18274502%26dopt%3DAbstract Authors: Murphy MM, Mazzocco MM The present study focuses on math and related skills among 32 girls with fragile X (n = 14) or Turner (n = 18) syndrome during late elementary school. Performance in each syndrome group was assessed relative to Full Scale IQ-matched comparison groups of girls from the general population (n = 32 and n = 89 for fragile X syndrome and Turner syndrome, respectively). Differences between girls with fragile X and their comparison group emerged on untimed arithmetic calculations, mastery of counting skills, and arithmetic problem verification accuracy. Relative to girls in the comparison group, girls with Turner syndrome did not differ on untimed arithmetic calculations or problem verification accuracy, but they had limited mastery of counting skills and longer... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538798 Tue, 01 Jan 2008 05:00:00 +0100 1538798 http://www.medworm.com/index.php?rid=1538797&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%3D18274503%26dopt%3DAbstract Authors: Katzir T, Kim YS, Wolf M, Morris R, Lovett MW The majority of work on the double-deficit hypothesis (DDH) of dyslexia has been done at the letter and word levels of reading. Key research questions addressed in this study are (a) do readers with different subtypes of dyslexia display differences in fluency at particular reading levels (e.g., letter, word, and connected text)? and (b) do children with dyslexia identified by either low-achievement or ability-achievement discrepancy criteria show similar differences when classified by the DDH? To address these questions, the authors assessed a sample of 158 children with severe reading impairments in second and third grades on an extensive battery and classified them into three reader subtypes using the DDH. The results demonstrat... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538797 Tue, 01 Jan 2008 05:00:00 +0100 1538797 http://www.medworm.com/index.php?rid=1538796&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%3D18274504%26dopt%3DAbstract Authors: Aaron PG, Joshi RM, Gooden R, Bentum KE Currently, learning disabilities (LD) are diagnosed on the basis of the discrepancy between students' IQ and reading achievement scores. Students diagnosed with LD often receive remedial instruction in resource rooms. The available evidence suggests that the educational policy based on this discrepancy model has not yielded satisfactory results. This has led researchers to try other paradigms, such as the component model and response to intervention, for dealing with children with reading disabilities. The component model of reading (CMR) described in the present article identifies the reading component that is the source of reading difficulty and targets instruction at that component. Study 1 describes the CMR and reports on its validit... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538796 Tue, 01 Jan 2008 05:00:00 +0100 1538796 http://www.medworm.com/index.php?rid=1538795&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%3D18274505%26dopt%3DAbstract Authors: Kirby JR, Silvestri R, Allingham BH, Parrila R, La Fave CB The present study describes the self-reported learning strategies and study approaches of college and university students with and without dyslexia and examines the relationship of those characteristics with reading ability. Students with (n = 36) and without (n = 66) dyslexia completed tests measuring reading rate, reading comprehension, reading history, learning strategies, and learning approaches. The results indicated that students without dyslexia obtained significantly higher scores than students with dyslexia in their reported use of selecting main ideas and test taking strategies. Students with dyslexia reported significantly greater use of study aids and time management strategies in comparison to students wit... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538795 Tue, 01 Jan 2008 05:00:00 +0100 1538795 http://www.medworm.com/index.php?rid=1538806&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%3D18064975%26dopt%3DAbstract Authors: Vogel G, Fresko B, Wertheim C Peer tutoring is a commonly provided support service for students with learning disabilities (LD) in institutions of higher education. A large-scale survey was conducted to evaluate the PERACH peer tutoring project for students with LD at 25 universities, regional colleges, and teacher training colleges in Israel. The purpose of the study was to understand the tutoring process from the point of view of both tutees and tutors with respect to 5 main areas: tutees' needs, focus of tutoring activities, difficulties surrounding the tutoring endeavor, importance of similar study experiences, and satisfaction with the project. It is our supposition that major discrepancies in perceptions are likely to undermine the effectiveness of the tutoring. Similari... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538806 Thu, 01 Nov 2007 04:00:00 +0100 1538806 http://www.medworm.com/index.php?rid=1538805&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%3D18064976%26dopt%3DAbstract This study used qualitative methodology to investigate the self-efficacy beliefs of early adolescents with learning disabilities (LD). We conducted a series of focus group interviews with 28 Grade 8 and 9 students with LD and individual interviews with 7 specialist LD teachers. Content analyses of the student and teacher data resulted in 2 a priori and 3 inductive themes: self-efficacy, calibration and levels of self-efficacy, students' self-awareness, attributions for failure, and problems and solutions. The students viewed themselves as low in self-efficacy and generally accurate in the calibration of their efficacy and performance, whereas the teachers viewed the students as overconfident about academic tasks. In contrast to the teachers, the students viewed verbal persuasion as a value... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538805 Thu, 01 Nov 2007 04:00:00 +0100 1538805 http://www.medworm.com/index.php?rid=1538804&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%3D18064977%26dopt%3DAbstract Authors: Vadasy PF, Sanders EA, Tudor S A total of 46 children in Grades 2 and 3 with low word-level skills were randomly assigned to 1 of 2 groups that received supplemental phonics-based reading instruction. One group received intervention October through March (21.5 hours), and one group served as a control from October through March and later received intervention March through May (17.5 hours). Paraeducators trained in a standard treatment protocol provided individual instruction for 30 min per day, 4 days per week. At the March posttest, the early treatment (ET; n = 23) group outperformed the controls (late treatment, LT; n = 20) on reading accuracy and passage fluency. Across both groups, second graders outperformed third graders on these same measures. At the 3-month follow-up,... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538804 Thu, 01 Nov 2007 04:00:00 +0100 1538804 http://www.medworm.com/index.php?rid=1538803&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%3D18064978%26dopt%3DAbstract Authors: Sideridis GD The thesis of the present study was that failure in achievement tasks may constitute a stress factor that can trigger a depression episode, particularly for students with learning disabilities (LD), and that a particular motivational pattern may constitute a cognitive diathesis for depression. Participants were 104 students referred for LD who were drawn from a pool of approximately 900 students from Grades 5 and 6. Students were challenged with a series of difficult math exercises, and their achievement behaviors were examined as a function of achievement goal orientations. Results from structural equation modeling provided empirical support of the contention that performance-avoidance goals may account for a series of negative cognitions and affect. Direct posit... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538803 Thu, 01 Nov 2007 04:00:00 +0100 1538803 http://www.medworm.com/index.php?rid=1538802&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%3D18064979%26dopt%3DAbstract This study examined the effectiveness of instruction focused on teaching students with learning disabilities (LD) to solve 1- and 2-step word problems of varying types. Three students with LD in Grade 8 participated in the study. During the treatment, students received instruction in diagram generation and a strategy that incorporates diagrams as a part of the procedure to solve word problems. The results indicated that all students improved in the number of diagrams they used and in their ability to generate diagrams. Their word problem solving performance increased. Moreover, the students generated and used diagrams to solve other types of problems. Overall, the students were very satisfied with the instruction and would continue to use the diagrams and the strategy to solve word problem... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538802 Thu, 01 Nov 2007 04:00:00 +0100 1538802 http://www.medworm.com/index.php?rid=1538801&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%3D18064980%26dopt%3DAbstract Authors: Kovas Y, Haworth CM, Petrill SA, Plomin R The genetic and environmental etiologies of 3 aspects of low mathematical performance (math disability) and the full range of variability (math ability) were compared for boys and girls in a sample of 5,348 children age 10 years (members of 2,674 pairs of same-sex and opposite-sex twins) from the United Kingdom (UK). The measures, which we developed for Web-based testing, included problems from 3 domains of mathematics taught as part of the UK National Curriculum. Using quantitative genetic model-fitting analyses, similar results were found for math disabilities and abilities for all 3 measures: Moderate genetic influence and environmental influence were mainly due to nonshared environmental factors that were unique to the individual, ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538801 Thu, 01 Nov 2007 04:00:00 +0100 1538801 http://www.medworm.com/index.php?rid=1538815&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%3D17915492%26dopt%3DAbstract Authors: Graham L, Bailey J PMID: 17915492 [PubMed - indexed for MEDLINE] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538815 Sat, 01 Sep 2007 04:00:00 +0100 1538815 http://www.medworm.com/index.php?rid=1538814&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%3D17915493%26dopt%3DAbstract This article advocates an approach to supporting students who experience difficulties in learning, irrespective of nosology, particularly in the key areas of literacy and numeracy. In the state of Queensland, Australia, a distinction has been made between students' experiencing learning difficulties and those who have learning disabilities (LD). However, government priorities for improved achievement in literacy and numeracy have focused schools on the performance of all low-achieving students, without regard to diagnostic category. Many are now mobilizing a schoolwide effort that combines resources into a unified plan, using a three-wave approach. The first wave is high-quality classroom teaching, the second is early intervention, and the third is ongoing support for those students who ha... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538814 Sat, 01 Sep 2007 04:00:00 +0100 1538814 http://www.medworm.com/index.php?rid=1538813&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%3D17915494%26dopt%3DAbstract Authors: Hay I, Elias G, Fielding-Barnsley R, Homel R, Freiberg K Researchers have hypothesized four levels of instructional dialogue and claimed that teachers can improve children's language development by incorporating these dialogue levels in their classrooms. It has also been hypothesized that enhancing children's early language development enhances children's later reading development. This quasi-experimental research study investigated both of these hypotheses using a collaborative service delivery model for Grade 1 children with language difficulties from a socially and economically disadvantaged urban community in Australia. Comparing the end-of-year reading achievement scores for the 57 children who received the language intervention with those of the 59 children in the compar... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538813 Sat, 01 Sep 2007 04:00:00 +0100 1538813 http://www.medworm.com/index.php?rid=1538812&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%3D17915495%26dopt%3DAbstract In this study, 42 middle school students experiencing learning difficulties (LD) completed the QuickSmart reading program, and a further 42 students with LD took part in the QuickSmart mathematics program. To investigate the effects of the intervention, comparisons were made between the reading and mathematics progress of the intervention group and a group of 10 high-achieving and 10 average-achieving peers. The results indicated that although the standardized reading comprehension and mathematics scores of QuickSmart students remained below those of comparison students, they improved significantly from pretest to posttest. In contrast, the standardized scores of comparison students were not significantly different from pretest to posttest. On measures of response speed and accuracy gather... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538812 Sat, 01 Sep 2007 04:00:00 +0100 1538812 http://www.medworm.com/index.php?rid=1538811&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%3D17915496%26dopt%3DAbstract Authors: Evans D The teaching of mathematics in Australian schools has received considerable attention over the past decade. States and territories have designed and implemented new mathematics syllabi, and education sectors have supported teachers through sustained professional learning initiatives. Whereas the major focus of these initiatives has been on students constructing mathematical knowledge from a range of learning activities and quality instruction, the education of students with difficulties in learning mathematics has been given little direct attention. This analysis of current syllabus developments and professional learning initiatives highlights the risk of exposing students with learning difficulties to fragile program designs and classroom instruction. The research lit... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538811 Sat, 01 Sep 2007 04:00:00 +0100 1538811 http://www.medworm.com/index.php?rid=1538810&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%3D17915497%26dopt%3DAbstract This article explores the thinking of five junior high school teachers as they teach students with learning difficulties in inclusive classrooms. Insights into the ways these teachers think about students in these inclusive secondary school contexts were obtained through triangulating data from semistructured interviews, stimulated recall of in-flight thinking, and researcher field notes. Exploration of teachers' in-flight thinking (i.e., the thinking of teachers as they engaged in classroom teaching) revealed a knowledge of individual students that was not related to categorical notions of learning difficulties. This research has implications for the practice of teaching in inclusive settings as well as for teacher preparation. Specifically, it suggests that attention to student differenc... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538810 Sat, 01 Sep 2007 04:00:00 +0100 1538810 http://www.medworm.com/index.php?rid=1538809&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%3D17915498%26dopt%3DAbstract This article reports on the experiences of students with LD who are encouraged to enter the academy by Australian university policies and government legislation but, once there, find that the promise of equal opportunity is often not kept. This article provides some insights into how university lecturers' normative expectations and practices can affect students' everyday experiences. Interviews with students with LD showed that they do not often receive support services, their "stories" are not believed, and they often feel that they do not "belong". PMID: 17915498 [PubMed - indexed for MEDLINE] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538809 Sat, 01 Sep 2007 04:00:00 +0100 1538809 http://www.medworm.com/index.php?rid=1538808&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%3D17915499%26dopt%3DAbstract Authors: Hayward D, Das JP, Janzen T Forty-five Grade 3 students from a reservation school in Western Canada were divided into two remedial groups and a no-risk control group. One remedial group was given a classroom-administered cognitive enhancement program (COGENT) throughout the school year. The second group received COGENT for the first half of the year followed by a pull-out cognitive-based reading enhancement program (PREP). Children were assessed across phonological awareness, rapid naming, reading, and cognitive ability at the beginning of the year, mid-term, and at the end of the school year. MANOVA results showed a significant interaction for reading measures, with students receiving classroom intervention over the school year making the greatest gains. Results are discussed... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538808 Sat, 01 Sep 2007 04:00:00 +0100 1538808 http://www.medworm.com/index.php?rid=1538807&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%3D17915500%26dopt%3DAbstract Authors: Murphy MM, Mazzocco MM, Hanich LB, Early MC Researchers of mathematics learning disability (MLD) commonly use cutoff scores to determine which participants have MLD. Some researchers apply more restrictive cutoffs than others (e.g., performance below the 10th vs. below the 35th percentile). Different cutoffs may lead to groups of children that differ in their profile of math and related skills, including reading, visual-spatial, and working memory skills. The present study assesses the characteristics of children with MLD based on varying MLD definitions of math performance either below the 10th percentile (n = 22) or between the 11th and 25th percentile (n = 42) on the Test of Early Math Ability, second edition (TEMA-2). Initial starting levels and growth rates for math and r... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538807 Sat, 01 Sep 2007 04:00:00 +0100 1538807 http://www.medworm.com/index.php?rid=1538821&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%3D17713129%26dopt%3DAbstract In this study, we aimed to ascertain whether it is possible to create reading contexts that eliminate the impact of word recognition on reading comprehension and permit pupils with reading disabilities (RD) to attain a level of comprehension similar to that of their peers without RD. Specifically, the study compared a traditional reading situation with one of reading with aids (joint reading). In both situations, pupils' comprehension level was assessed by means of a summary and a series of inferential questions, and we controlled the effect on comprehension of word recognition, previous knowledge, rhetorical competence, and working memory. The results showed that the aids provided during reading do not eliminate the effect of word recognition, but they do permit readers with RD to attain ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538821 Sun, 01 Jul 2007 04:00:00 +0100 1538821 http://www.medworm.com/index.php?rid=1538820&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%3D17713130%26dopt%3DAbstract Authors: Gregg N, Coleman C, Davis M, Chalk JC The majority of high-stakes tests from elementary school through postsecondary education include the timed impromptu essay as a measure of writing performance. For adolescents with writing disorders, this type of evaluation often presents a significant barrier. The purpose of the current study was twofold. First, we investigated the influence of handwritten, typed, and typed/edited formats of an expository essay on the quality scores received by students with (n = 65) and without (n = 65) dyslexia. Second, we examined the contribution of spelling, handwriting, fluency, and vocabulary complexity to the quality scores that students with and without dyslexia received on the same writing task. Analyses indicated that vocabulary complexity, ver... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538820 Sun, 01 Jul 2007 04:00:00 +0100 1538820 http://www.medworm.com/index.php?rid=1538819&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%3D17713131%26dopt%3DAbstract Authors: Escribano CL The double-deficit hypothesis acknowledges both phonological processing deficits and serial naming speed deficits as two dimensions associated with reading disabilities. The purpose of this study was to examine these two dimensions of reading as they were related to the reading skills of 29 Spanish average readers and poor readers (mean age 9 years 7 months) who met the criteria for either single phonological deficit (PD), double deficit (DD), or no deficit. DD children were the slowest readers and had the weakest orthography processing skills. No significant differences were found between PD and DD groups on word and pseudoword reading. Word reading and reading comprehension skills were average or above average in the three studied groups. As in previous studies ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538819 Sun, 01 Jul 2007 04:00:00 +0100 1538819 http://www.medworm.com/index.php?rid=1538818&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%3D17713132%26dopt%3DAbstract Authors: Simmons DC, Kame'enui EJ, Harn B, Coyne MD, Stoolmiller M, Santoro LE, Smith SB, Beck CT, Kaufman NK A randomized experimental design with three levels of intervention was used to compare the effects of beginning reading interventions on early phonemic, decoding, and spelling outcomes of 96 kindergartners identified as at risk for reading difficulty. The three instructional interventions varied systematically along two dimensions--time and design of instruction specificity--and consisted of (a) 30 min with high design specificity (30/H), (b) 15 min with high design specificity plus 15 min of non-code-based instruction (15/H+15), and (c) a commercial comparison condition that reflected 30 min of moderate design specificity instruction (30/M). With the exception of the second 15... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538818 Sun, 01 Jul 2007 04:00:00 +0100 1538818 http://www.medworm.com/index.php?rid=1538817&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%3D17713133%26dopt%3DAbstract In this study, we required two teenagers with NLD and two control group teenagers to touch the thumb of each hand firmly and accurately to the fingertips of the same hand, in an order specified by verbal or tactile instruction. Brain activity patterns (measured using functional magnetic resonance imaging) suggest that unlike control participants, the NLD participants used internalized speech to facilitate the novel task only when instructions were verbal. NLD participants also showed activity in a more widely distributed network of neural structures. These findings provide preliminary evidence for remediation strategies that encourage internal speech. PMID: 17713133 [PubMed - indexed for MEDLINE] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538817 Sun, 01 Jul 2007 04:00:00 +0100 1538817 http://www.medworm.com/index.php?rid=1538816&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%3D17713134%26dopt%3DAbstract Authors: Sena JD, Lowe PA, Lee SW In the present study, the relationship between students with and without learning disabilities (LD) and different aspects of test anxiety was examined on a new multidimensional measure of test anxiety. A sample of 774 elementary and secondary school students--195 students with LD and 579 students not identified with LD--completed the Test Anxiety Inventory for Children and Adolescents (TAICA), a new multidimensional measure of test anxiety for elementary and secondary school students in Grades 4 through 12. Examination of the factor structure of the TAICA scores across LD status to determine whether accurate test score interpretation was possible revealed that the majority of the coefficient of congruence values between each pair of six corresponding f... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538816 Sun, 01 Jul 2007 04:00:00 +0100 1538816 http://www.medworm.com/index.php?rid=1538828&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%3D17518212%26dopt%3DAbstract This study attempted to determine whether children with the combined subtype of attention-deficit/hyperactivity disorder (ADHD) have impairments in cognitive functioning and motor skills. The specific effect of the comorbidity of learning disabilities (LD) was also investigated. A battery of cognitive tests was administered to 26 children with a clinical diagnosis of ADHD-combined subtype (ADHD/C), to 24 children with ADHD/C with a comorbid diagnosis of LD (ADHD/C+LD), and to 102 participants without disabilities, all between ages 7 and 10. The testing battery consisted of tasks assessing memory, visuospatial and verbal abilities, and fine motor skills. In general, the test results of children with ADHD/C were poorer than those of the control group but better than the results of children w... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538828 Tue, 01 May 2007 04:00:00 +0100 1538828 http://www.medworm.com/index.php?rid=1538827&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%3D17518213%26dopt%3DAbstract Authors: Tressoldi PE, Vio C, Iozzino R The purpose of this study was to examine the efficacy of a method to improve reading fluency in children with dyslexia. The method, which we named "subsyllabic," was aimed at automatizing the recognition of syllables within words in connected texts, presented by ad hoc software. Two versions of this method--one self-paced and the other one with automatic syllable identification-were compared to a method based on phonemic awareness, assisted reading, and other psycholinguistic exercises. The efficacy of the two versions of the subsyllabic method was further studied by repeating the first version twice and the second version three times using an AB design, with each phase lasting approximately 3 months. This part of the study provided not only foll... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538827 Tue, 01 May 2007 04:00:00 +0100 1538827 http://www.medworm.com/index.php?rid=1538826&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%3D17518214%26dopt%3DAbstract This article summarizes the findings of research studies designed to improve the comprehension of expository text for students with learning disabilities. Twenty-nine studies were located that met the inclusion criteria. Interventions gleaned from the review were categorized as content enhancement (i.e., advance and graphic organizers, visual displays, mnemonic illustrations, and computer-assisted instruction) or cognitive strategy instruction (i.e., text structure, main idea identification, summarization, questioning, cognitive mapping, reciprocal teaching). Treatment outcomes are discussed in relation to the various instructional approaches, student characteristics (e.g., grade, IQ), instructional features (e.g., materials, treatment length), methodological features, strategy maintenance... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538826 Tue, 01 May 2007 04:00:00 +0100 1538826 http://www.medworm.com/index.php?rid=1538825&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%3D17518215%26dopt%3DAbstract This study is part of a broader project aimed at developing cognitive and neurocognitive profiles of adolescent and young adult readers whose educational and occupational prospects are constrained by their limited literacy skills. We explore the relationships among reading-related abilities in participants ages 16 to 24 years spanning a wide range of reading ability. Two specific questions are addressed: (a) Does the simple view of reading capture all nonrandom variation in reading comprehension? (b) Does orally assessed vocabulary knowledge account for variance in reading comprehension, as predicted by the lexical quality hypothesis? A comprehensive battery of cognitive and educational tests was employed to assess phonological awareness, decoding, verbal working memory, listening comprehe... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538825 Tue, 01 May 2007 04:00:00 +0100 1538825 http://www.medworm.com/index.php?rid=1538824&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%3D17518216%26dopt%3DAbstract Authors: Re AM, Pedron M, Cornoldi C Three groups of children of different ages who were considered by their teachers as showing symptoms of attention-deficit/hyperactivity disorder (ADHD) and matched controls were tested in a series of expressive writing tasks, derived from a standardized writing test. In the first study, 24 sixth- and seventh-grade children with ADHD symptoms wrote a description of an image. The ADHD group's expressive writing was worse than that of the control group and associated with a higher number of errors, mainly concerning accents and geminates. The second study showed the generality of the effect by testing younger groups of children with ADHD symptoms and controls with another description task where a verbal description was substituted for the picture stimu... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538824 Tue, 01 May 2007 04:00:00 +0100 1538824 http://www.medworm.com/index.php?rid=1538823&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%3D17518217%26dopt%3DAbstract Authors: Ferrari M, Palladino P A group of seventh- and eighth-grade Italian students with low achievement (LA) in learning English as a foreign language (FL) was selected and compared to a group with high achievement (HA) in FL learning. The two groups were matched for age and nonverbal intelligence. Two experiments were conducted to examine the participants' verbal and nonverbal learning skills, such as native language reading accuracy, speed and comprehension, calculation, and attention and self-regulation. Both experiments showed that the LA group seemed at risk for reading comprehension difficulties, but its reading speed and accuracy were within the average range according to Italian norms. The results also excluded the possibility that FL learning difficulties of LA participants... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538823 Tue, 01 May 2007 04:00:00 +0100 1538823 http://www.medworm.com/index.php?rid=1538822&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%3D17518218%26dopt%3DAbstract Authors: Solan HA, Shelley-Tremblay JF, Hansen PC, Larson S The authors examined the relationships between reading comprehension, visual attention, and magnocellular processing in 42 Grade 7 students. The goal was to quantify the sensitivity of visual attention and magnocellular visual processing as concomitants of poor reading comprehension in the absence of either vision therapy or cognitive intervention. Nineteen good readers (M = grade equivalent of 11.2) and 23 poor readers (M = grade equivalent of 3.5) were identified. Participants were tested for visual attention skills (Cognitive Assessment System: CAS) and magnocellular integrity (Coherent Motion Threshold: CM). Individual and combined correlations of dependent variables with reading were significant at the 0.01 level. When co... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538822 Tue, 01 May 2007 04:00:00 +0100 1538822 http://www.medworm.com/index.php?rid=1538837&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%3D17380985%26dopt%3DAbstract Authors: Harniss MK, Caros J, Gersten R We used randomized controlled trials to compare the impact of the designs of 2 United States history textbooks on the content acquisition and behavior of 8th-grade students identified for special education services or identified as low achieving. We also investigated whether teachers differed in their use of instructional activities and questioning strategies based on the type of text used. Our findings suggest that students learned more history content, were more actively engaged, and answered more questions correctly when using the experimental textbook. Teachers used different activities depending on which textbook they used, but did not differ in types of questions asked. PMID: 17380985 [PubMed - indexed for MEDLINE] (Source: Journal of L... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538837 Thu, 01 Mar 2007 05:00:00 +0100 1538837 http://www.medworm.com/index.php?rid=1538836&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%3D17380986%26dopt%3DAbstract This study evaluated the effectiveness of a comprehension program integrated with social studies instruction designed for at-risk second graders. The program included instruction in cause-effect text structure, emphasizing clue words, generic questions, graphic organizers, and the close analysis of specially constructed cause-effect target paragraphs. This program was compared (a) to a content-only program that focused only on social studies and did not include text structure instruction and (b) to a no-instruction control. Fifteen classroom teachers, randomly assigned to treatment, provided the instruction. The program improved the comprehension of instructional cause-effect texts, and there were transfer effects on some comprehension measures. The performance of the 2 instructed groups d... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538836 Thu, 01 Mar 2007 05:00:00 +0100 1538836 http://www.medworm.com/index.php?rid=1538835&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%3D17380987%26dopt%3DAbstract This article describes Content Enhancement Routines (CERs) to illustrate instructional planning, teaching, and assessing for higher order thinking with examples from an American history unit. Research on the individual components of Content Enhancement Routines will be illustrated with data from 1 of the routines. The potential use of integrated sets of materials and procedures across grade levels and content areas will be discussed. PMID: 17380987 [PubMed - indexed for MEDLINE] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538835 Thu, 01 Mar 2007 05:00:00 +0100 1538835 http://www.medworm.com/index.php?rid=1538834&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%3D17380988%26dopt%3DAbstract Authors: De La Paz S, Morales P, Winston PM We review domain-specific teaching approaches for students with learning disabilities in social studies, then present De La Paz's 2005 historical reasoning strategy so that readers understand the rationale for and have information on each stage of instruction. Next, we highlight the role of self-regulation for the reasoning process. We then turn to describing the role of each teacher (Morales as the social studies educator and Winston as the special educator), first as they collaborate with De La Paz and each other, then as Morales works alone, 1 year later. Implications are given for changes in teaching. The topic of women's suffrage is used throughout the article to highlight the teaching approach and to present student work. PMID: 1738... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538834 Thu, 01 Mar 2007 05:00:00 +0100 1538834 http://www.medworm.com/index.php?rid=1538833&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%3D17380989%26dopt%3DAbstract Authors: Ferretti RP, MacArthur CA, Okolo CM Fifth-grade students with learning disabilities (LD) and their typically achieving (TA) peers participated in an 8-week investigation about 19th-century U.S. westward migration. During their investigations, the students analyzed primary and secondary sources to understand the experiences of these emigrants and Native peoples. The analysis of source material was preceded by teacher-led discussions about the possibility of bias in evidence that affects the trustworthiness of historical documentation. Quantitative analyses showed that these investigations were associated with gains in students' knowledge about the period of westward expansion and a better understanding of historical content and historical inquiry; however, these gains were not ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538833 Thu, 01 Mar 2007 05:00:00 +0100 1538833 http://www.medworm.com/index.php?rid=1538832&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%3D17380990%26dopt%3DAbstract In this study, we examined the nature of whole-class discussion and teachers' instruction during discussion about historical topics in one inclusive, middle-grade classroom. We videotaped and analyzed 4 lessons to determine the nature of discussion sequences, rates of participation, and instructional challenges encountered by the teacher and students. We triangulated our analysis of observational data with teacher interviews. The results showed high rates of student participation, with no differences between students with and without disabilities. The teacher initiated and controlled the discussion, and nearly all student responses were from teacher to student rather than from student to student. The teacher encountered three challenges in developing students' understanding, and we identif... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538832 Thu, 01 Mar 2007 05:00:00 +0100 1538832 http://www.medworm.com/index.php?rid=1538831&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%3D17380991%26dopt%3DAbstract This article features an elementary teacher who has worked with the authors for the past 10 years in research on building a classroom community and using cultural universals as the centerpiece for elementary social studies for all children. Cultural universals are basic human needs and social experiences found in all societies, past and present, and include food, shelter, clothing, transportation, communication, family living, money, childhood, government, and so on. Actions related to cultural universals are experienced by all children regardless of their cultures, socioeconomic backgrounds, achievement levels, or special needs, so teachers can connect to these experiences as bases for developing historical, geographic, political, economic, sociological, psychological, or anthropological ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538831 Thu, 01 Mar 2007 05:00:00 +0100 1538831 http://www.medworm.com/index.php?rid=1538830&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%3D17380992%26dopt%3DAbstract In this study, we examine the nature and quality of students' comprehension of history. Specifically, we explore whether cognitive-psychological theories developed to capture the comprehension of narrative text can be used to capture the comprehension of history. Participants were 36 students with learning disabilities who had taken part in an earlier study designed to investigate the effects of an interactive instructional intervention in history. The results of the original study supported the effectiveness of the intervention in terms of amount recalled. The results of the present study reveal that historical understanding can be characterized as the construction of meaning through the creation of a causal network of events. The study of history within a causal network framework has imp... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538830 Thu, 01 Mar 2007 05:00:00 +0100 1538830 http://www.medworm.com/index.php?rid=1538829&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%3D17380993%26dopt%3DAbstract Authors: Dimino JA PMID: 17380993 [PubMed - indexed for MEDLINE] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538829 Thu, 01 Mar 2007 05:00:00 +0100 1538829 http://www.medworm.com/index.php?rid=1538843&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%3D17274544%26dopt%3DAbstract Authors: Ostad SA, Sorensen PM The present study examines private speech and strategy-use patterns for solving simple number fact problems in addition. The progressive differentiation by grade between children's levels of private speech internalization--including silence--was investigated and related to children's developmental patterns for subcategories of strategy-use internalization. Comparisons were made between 67 children with math difficulties (MD) and 67 children without MD from Grade 2 to Grade 7 in primary schools. Two separate laboratory investigations were performed for each child to examine private speech and strategy-use internalization. Analysis was based on private speech category differences, strategy-use differences, and differences in the occurrence of private speech... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538843 Mon, 01 Jan 2007 05:00:00 +0100 1538843 http://www.medworm.com/index.php?rid=1538842&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%3D17274545%26dopt%3DAbstract In this study, we examined the characteristics of reading disability (RD) in the seventh grade of the Greek educational system and the corresponding diagnostic practice. We presented a clinically administered assessment battery, composed of typically employed tasks, and a fully automated, computer-based assessment battery that evaluates some of the same constructs. In all, 261 children ages 12 to 14 were tested. The results of the traditional assessment indicated that RD concerns primarily slow reading and secondarily poor reading and spelling accuracy. This pattern was matched in the domains most attended to in expert student evaluation. Automatic (computer-based) screening for RD in the target age range matched expert judgment in validity and reliability in the absence of a full clinical... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538842 Mon, 01 Jan 2007 05:00:00 +0100 1538842 http://www.medworm.com/index.php?rid=1538841&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%3D17274546%26dopt%3DAbstract Authors: Simos PG, Fletcher JM, Sarkari S, Billingsley-Marshall R, Denton CA, Papanicolaou AC Fifteen children ages 7 to 9 years who had persistent reading difficulties despite adequate instruction were provided with intensive tutorial interventions. The interventions targeted deficient phonological processing and decoding skills for 8 weeks (2 hours per day) followed by an 8-week, 1-hour-per-day intervention that focused on the development of reading fluency skills. Spatiotemporal brain activation profiles were obtained at baseline and after each 8-week intervention program using magnetoencephalography during the performance of an oral sight-word reading task. Changes in brain activity were found in the posterior part of the middle temporal gyrus (Brodmann's Area [BA] 21: increased de... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538841 Mon, 01 Jan 2007 05:00:00 +0100 1538841 http://www.medworm.com/index.php?rid=1538840&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%3D17274547%26dopt%3DAbstract This article presents results from two interrelated studies. The first study conducted a meta-analysis of the published literature since 1990 to determine the magnitude of achievement problems associated with attention-deficit/hyperactivity disorder (ADHD). Effect sizes were significantly different between participants with and without ADHD (sample weighted r = .32, sample weighted d = . 71; p = .001). Effects were also examined according to the moderators of age, gender, achievement domain (reading, math, spelling), measurement method (standardized tests vs. grades, parent/teacher ratings, etc.), sample type (clinical vs. nonclinical), and system used to identify ADHD (DSM-III-R vs. DSM-IV). Significant differences emerged from the moderator comparisons. The second study, using averaged e... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538840 Mon, 01 Jan 2007 05:00:00 +0100 1538840 http://www.medworm.com/index.php?rid=1538839&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%3D17274548%26dopt%3DAbstract This study examined whether high- and low-IQ poor readers differed in patterns of reading performance. Ten-year-old poor readers with IQ scores of 110 and higher showed difficulty in taking a phonological approach to reading, failing to show an advantage in reading high-frequency regular versus irregular words and showing impaired nonword reading accuracy for their reading age. However, poor readers with IQ scores of 90 and below showed a more phonological approach to reading, with better reading of regular than irregular words of both high and low frequency, and with nonword reading skills slower than, but as accurate as, those of reading-age controls. We concluded that the high-IQ poor readers experienced difficulty in taking a phonological approach to reading, whereas the low-IQ poor re... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538839 Mon, 01 Jan 2007 05:00:00 +0100 1538839 http://www.medworm.com/index.php?rid=1538838&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%3D17274549%26dopt%3DAbstract Authors: Ortiz R, Jiménez JE, García Miranda E, Guzmán Rosquete R, Hernández-Valle I, Rodrigo M, Estévez A, Díaz A, Hernández Expósito S The aims of this study were (a) to determine whether Spanish children with reading disabilities (RD) show a speech perception deficit and (b) to explore the locus and nature of this perceptive deficit. A group of 29 children with RD, 41 chronological age-matched controls, and 27 reading ability-matched younger controls were tested on tasks of speech perception. The effect of linguistic unit (word vs. syllable) and type of phonetic contrast (voicing, place and manner of articulation) were analyzed in terms of the number of errors and the response time. The results revealed a speech perception deficit in Spanish c... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538838 Mon, 01 Jan 2007 05:00:00 +0100 1538838 http://www.medworm.com/index.php?rid=1538850&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%3D17165616%26dopt%3DAbstract Authors: van Bon WH, Bouwmans M, Broeders IN The relative frequency of poor readers in Dutch general elementary education (GEE) and special elementary education (SEE) and the characteristics of their reading performance were investigated using a lexical decision procedure. According to the same norms that identified 9% of students as poor readers in GEE, no less than 73% of the students in SEE were classified as poor readers. On average, the GEE poor readers were better readers than those in SEE, but the findings do not point to substantial differences in reading processes between the two reader groups. Hypotheses about the nature of the referral process that may cause this surprisingly strong relation between poor reading ability and SEE placement are advanced. PMID: 17165616 [Pub... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538850 Wed, 01 Nov 2006 05:00:00 +0100 1538850 http://www.medworm.com/index.php?rid=1538849&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%3D17165617%26dopt%3DAbstract Authors: van Garderen D The purpose of this study was to investigate students' use of visual imagery and its relationship to spatial visualization ability while solving mathematical word problems. Students with learning disabilities (LD), average achievers, and gifted students in sixth grade (N = 66) participated in this study. Students were assessed on measures of mathematical problem solving, visual imagery representation, and spatial visualization ability. The results indicated that gifted students performed better on both spatial visualization measures than students with LD and average-achieving students. Use of visual images was positively correlated with higher mathematical word-problem-solving performance. Furthermore, the use of schematic imagery was significantly and positivel... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538849 Wed, 01 Nov 2006 05:00:00 +0100 1538849 http://www.medworm.com/index.php?rid=1538848&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%3D17165618%26dopt%3DAbstract Authors: Daniel SS, Walsh AK, Goldston DB, Arnold EM, Reboussin BA, Wood FB The purpose of this study was to examine the risk of suicidal ideation and suicide attempts and school dropout among youth with poor reading in comparison to youth with typical reading (n = 188) recruited from public schools at the age of 15. In a prospective naturalistic study, youth and parents participated in repeated research assessments to obtain information about suicide ideation and attempts, psychiatric and sociodemographic variables, and school dropout. Youth with poor reading ability were more likely to experience suicidal ideation or attempts and more likely to drop out of school than youth with typical reading, even after controlling for sociodemographic and psychiatric variables. Suicidality and sc... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538848 Wed, 01 Nov 2006 05:00:00 +0100 1538848 http://www.medworm.com/index.php?rid=1538847&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%3D17165619%26dopt%3DAbstract Authors: Lovett BJ, Lewandowski LJ More than 20 years ago, psychologists first described gifted students with learning disabilities (LD). In the past decade, several sets of identification criteria have been proposed for this population. Many of the suggested assessment practices are unsupported by research in psychoeducational assessment, and some have been directly contradicted by recent research. We argue that an uncritical acceptance of the concept of concomitant giftedness and LD has led to unsound identification procedures and to interventions that are not targeted properly. Specific recommendations for future research and implications for current clinical practice are discussed. PMID: 17165619 [PubMed - indexed for MEDLINE] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538847 Wed, 01 Nov 2006 05:00:00 +0100 1538847 http://www.medworm.com/index.php?rid=1538846&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%3D17165620%26dopt%3DAbstract Authors: Wanzek J, Vaughn S, Wexler J, Swanson EA, Edmonds M, Kim AH Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and reading interventions to students with LD and measured spelling outcomes. Findings revealed that spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple practice opportunities and immediate corrective feedback after the word was misspelled. Furthermore, evidence from spelling interventions that employed assistive technology aimed at spelli... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538846 Wed, 01 Nov 2006 05:00:00 +0100 1538846 http://www.medworm.com/index.php?rid=1538845&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%3D17165621%26dopt%3DAbstract Authors: Sparks RL Recently, talk of a new type of learning disability (LD)--a foreign language learning disability, or FLLD--has made its way into the LD and foreign language (FL) literature. However, no empirical evidence has been published to support the concept of a "disability" for FL learning by those professionals who use the term. In this article, the author takes the position that there is not a distinct "disability" that can be called an FLLD. He reviews several years of research evidence indicating that any proposal for such a distinct entity is problematic. To support his position, he reviews problems with the current definition and diagnostic criteria for LD. He then cites the many difficulties inherent in the development and use of (a) a logically consistent, easily opera... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538845 Wed, 01 Nov 2006 05:00:00 +0100 1538845 http://www.medworm.com/index.php?rid=1538844&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%3D17165622%26dopt%3DAbstract This study focused on the predictive value of risk factors, cognitive factors, and teachers' judgments in a sample of 462 kindergartners for their early reading skills and reading failure at the beginning of Grade 1. With respect to risk factors, enrollment in speech-language therapy, history of dyslexia or speech-language problems in the family, and the role of gender were considered. None of these risk factors were significantly related to reading performance. Cognitive factors in this study included letter knowledge, rapid naming ability, and nonword repetition skills. Of these skills, letter knowledge seemed to have the highest correlation with reading. Kindergarten teachers' judgments, including a task assignment scale and teachers' predictions, demonstrated a significant relationship... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538844 Wed, 01 Nov 2006 05:00:00 +0100 1538844 http://www.medworm.com/index.php?rid=1538857&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%3D17004671%26dopt%3DAbstract Authors: Klingner J, Artiles AJ PMID: 17004671 [PubMed - indexed for MEDLINE] (Source: Journal of Learning Disabilities) Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538857 Fri, 01 Sep 2006 04:00:00 +0100 1538857 http://www.medworm.com/index.php?rid=1538856&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%3D17004672%26dopt%3DAbstract Authors: Linan-Thompson S, Vaughn S, Prater K, Cirino PT The response to intervention (RTI) of English language learners identified as at risk for reading difficulties in the fall of first grade was examined at the end of first grade and at the end of second grade. Students at risk for reading problems were randomly assigned to intervention or control groups. Intervention students received supplemental reading intervention daily for 50 minutes in small groups from October to April. Students in the comparison condition received the school's existing instructional program for struggling readers. Criteria were established to determine adequate RTI at the end of first grade and at the end of second grade. The results indicated that more students who participated in the first-grade interven... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538856 Fri, 01 Sep 2006 04:00:00 +0100 1538856 http://www.medworm.com/index.php?rid=1538855&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%3D17004673%26dopt%3DAbstract Authors: Savage RS, Frederickson N The difficulties experienced by below-average readers in phonological decoding tasks are well documented. Recent research has suggested that additional deficits in perceptual-motor fluency, handedness, and memory may also exist among below-average readers. To evaluate these claims, average and below-average readers and spellers were compared on a range of phonological processing, verbal short-term and working memory, rapid naming, handedness, and perceptual-motor fluency tasks. Average and below-average readers were sampled in a comparable manner and were also comparable on age, gender, nonverbal ability, socioeconomic status, and ethnicity. Below-average readers and spellers performed lower than average readers and spellers on rhyme detection, pseudo... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538855 Fri, 01 Sep 2006 04:00:00 +0100 1538855 http://www.medworm.com/index.php?rid=1538854&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%3D17004674%26dopt%3DAbstract Authors: Al Otaiba S, Fuchs D The primary purpose of this study was to identify student characteristics that reliably predict responsiveness and nonresponsiveness to generally effective early literacy interventions. Participants were 104 children, including 7 with special needs and Individualized Education Programs (IEPs), who were tested in kindergarten and first grade. Responsiveness/nonresponsiveness status was determined after 2 years during which children participated in best practice instruction (a) in kindergarten and first grade, (b) in kindergarten only, (c) in first grade only, or (d) in neither year. This facilitated the study of three groups. Always responsive students met responsiveness criteria in both years. Sometimes responsive students met the criteria in only one year... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538854 Fri, 01 Sep 2006 04:00:00 +0100 1538854 http://www.medworm.com/index.php?rid=1538853&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%3D17004675%26dopt%3DAbstract This study compared the social-emotional implications of academic achievement for students with and without learning disabilities (LD) and identified predictors of effort investment. Students with LD showed lower levels of achievement, effort investment, academic self-efficacy, sense of coherence, positive mood, and hope, and higher levels of loneliness and negative mood. When compared to peers without LD (n = 447) at four different academic achievement levels, students with LD showed higher achievement than the low-average group, but their social-emotional profiles were similar to the low and low-average groups. Hierarchical multiple regression analysis showed that achievement, academic self-efficacy, negative mood, and hope predicted effort investment for students with LD. These results ... Journal of Learning Disabilities journals http://www.medworm.com/rss/comments.php?id=1538853 Fri, 01 Sep 2006 04:00:00 +0100 1538853