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 'Learning Disabilities Research and Practice' source. Sun, 21 Mar 2010 17:38:45 +0100 http://www.medworm.com/index.php?rid=3251141&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00300.x The purpose of this study was twofold: (1) to evaluate the clinical utility of a verbal working memory measure, specifically, a nonword repetition task, with a sample of Spanish-English bilingual children and (2) to determine the extent to which individual differences in relative language skills and language use had an effect on the clinical differentiation of these children by the measures. A total of 144 Latino children (95 children with typical language development and 49 children with language impairment) were tested using nonword lists developed for each language. The results show that the clinical accuracy of nonword repetition tasks varies depending on the language(s) tested. Test performance appeared related to individual differences in language use and exposure. The findings do no... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3251141 Sun, 07 Feb 2010 00:00:00 +0100 3251141 http://www.medworm.com/index.php?rid=3251140&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00299.x The impact of memory and anxiety on math performance was analyzed in a sample of 115 college undergraduates, all of whom had a diagnosed learning disability. The direct effects of memory and anxiety on math performance were first examined, followed by an examination of whether anxiety moderates the relationship between memory and math. Both memory and anxiety were found to directly affect math performance. Additionally, anxiety served as a moderator of the relationship between memory and math for most, but not all, measures of math achievement. The moderating effect of anxiety was stronger for long-term retrieval than for short-term memory. The relationships between memory, anxiety, and math were not significantly different for males and females. These findings suggest that, when working w... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3251140 Sun, 07 Feb 2010 00:00:00 +0100 3251140 http://www.medworm.com/index.php?rid=3251139&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00298.x This longitudinal study investigated the academic and cognitive characteristics of persistent mathematics difficulty (MD-p) from first to fourth grade. Ninety-nine children were retrospectively categorized into one of three groups: MD-p, transient mathematics difficulty (MD-t), or typically developing. MD-p was defined as persistently low mathematics achievement ([le]25th percentile) in at least 2 years from first to fourth grade. The results indicated that the MD-p group was more likely than other groups to have deficits in calculation, practical problem solving, number facts, and reading. In terms of cognitive characteristics, MD-p was specifically characterized by deficits in math concepts and phonological decoding, though there was some evidence for the involvement of working memory, p... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3251139 Sun, 07 Feb 2010 00:00:00 +0100 3251139 http://www.medworm.com/index.php?rid=3251138&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00297.x Risk taking may be regarded as a normative behavior in adolescence. Risk-taking behaviors may include alcohol, smoking, drug use, delinquency, and acts of aggression. 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. The purpose of this study was to compare the risk-taking behavior of adolescents with learning disabilities (N = 307) and without learning disabilities (N = 307) over time. Specifically, this study investigated changes over time in adolescents' substance use, engagement in major and minor delinquency, acts of aggression, and gambling activities. Results indicated that, compared to their non[ndash]learning disabled peers, adolescents with learni... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3251138 Sun, 07 Feb 2010 00:00:00 +0100 3251138 http://www.medworm.com/index.php?rid=3251137&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00296.x This experimental study was conducted to examine the efficacy of repeated reading and wide reading practice interventions for high school students with severe reading disabilities. Effects on comprehension, fluency, and word reading were evaluated. Participants were 96 students with reading disabilities in grades 9[ndash]12. Students were paired within classes and pairs were randomly assigned to one of three groups: repeated reading (N = 33), wide reading (N = 34), or typical instruction (N = 29). Intervention was provided daily for approximately 15[ndash]20 minutes for 10 weeks. Results indicated no overall statistically significant differences for any condition, with effect sizes ranging from [minus].31 to .27. Findings do not support either approach for severely impaired readers at the ... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3251137 Sun, 07 Feb 2010 00:00:00 +0100 3251137 http://www.medworm.com/index.php?rid=3251136&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00302.x (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3251136 Mon, 01 Feb 2010 00:00:00 +0100 3251136 http://www.medworm.com/index.php?rid=2958764&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00294.x Given growing numbers of college students with attention deficit/hyperactivity disorder (ADHD) and/or learning disabilities (LD), it is important to understand why these students choose ADD ("executive function") coaching to enhance their academic success when more traditional forms of campus support already offer this help. Fifty-four undergraduates with ADHD and/or LD participated in a study of their experiences with coaching. To better understand students' perspectives on the manner in which coaching helped them minimize executive function challenges while addressing academic goals, a purposive sample of seven of these students participated in two interviews. All seven described highly self-determined approaches to goal attainment that they associated with coaching. These students also ... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2958764 Tue, 03 Nov 2009 00:00:00 +0100 2958764 http://www.medworm.com/index.php?rid=2958763&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00293.x The passage of No Child Left Behind and the Individuals with Disabilities Education Act has strengthened the conditions for instructional accountability for all learners. The standards-based approach promulgated by curriculum and state assessments is central to the accountability of conditions in today's schools; however, national and state data continue to document a performance gap between students with learning disabilities (LD) and their nondisabled peers. Building on 5 years of experience in developing and testing the Blending Assessment with Instruction Program in mathematics, we present three basic principles that are essential to ensuring that students with LD achieve curriculum standards: (1) instruction must be aligned with curriculum standards, (2) teachers' content knowledge is... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2958763 Tue, 03 Nov 2009 00:00:00 +0100 2958763 http://www.medworm.com/index.php?rid=2958762&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00292.x This study describes response to intervention (RTI) screening and progress-monitoring instruments and procedures in 41 local school settings. For screening the schools most often used published reading assessments or commercial products; a three-times-per-year screening schedule was most prevalent. For progress monitoring schools most often relied on published reading assessments; a weekly progress monitoring schedule was most prevalent. The variability between local school practices is discussed with regard to efficiency, equity, and viability of RTI. (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2958762 Tue, 03 Nov 2009 00:00:00 +0100 2958762 http://www.medworm.com/index.php?rid=2958761&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00291.x In this study, the accuracy of several Dynamic Indicators of Basic Early Literacy Skills (DIBELS) subtests in predicting which students were at risk for reading failure in first grade was examined in a sample of 12,055 students in Florida. Findings indicate that the DIBELS Nonsense Word Fluency, Initial Sound Fluency, and Phoneme Segmentation Fluency measures show poor diagnostic utility in predicting end of Grade 1 reading performance. DIBELS Oral Reading Fluency in fall of Grade 1 had higher classification accuracy than other DIBELS measures, but when compared to the classification accuracy obtained by assuming that no student had a disability, suggests the need to reevaluate the use of classification accuracy as a way to evaluate screening measures without discussion of base rates. Addi... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2958761 Tue, 03 Nov 2009 00:00:00 +0100 2958761 http://www.medworm.com/index.php?rid=2958760&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00290.x Problems in processing information can affect psychosocial functioning. Psychotherapy can be used to address psychosocial problems; however, the same information-processing problems that contribute to disabilities, such as learning disabilities (LD) or attention deficit/hyperactivity disorder (ADHD), particularly deficits in auditory processing and attention, may also interfere with the process of psychotherapy. Using a Web-based survey, data dealing with perceptions of the effectiveness of psychotherapy were obtained from 52 adult patients with LD and/or ADHD and 87 adults who did not have any diagnosed cognitive difficulties. While all respondents reported psychotherapy was helpful, those with LD were less likely than others to seek therapy again and reported a greater need for more acco... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2958760 Sun, 01 Nov 2009 00:00:00 +0100 2958760 http://www.medworm.com/index.php?rid=2663890&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00289.x Three students with severe reading disabilities participated in a 3-year intervention provided by trained tutors from first grade through third grade (175[ndash]231 hours). All three students demonstrated very low response to initial levels of intervention and were provided adjusted intensive intervention in an attempt to remedy their low response to instruction. Findings revealed that two of the three students realized limited growth and did not accelerate progress toward reducing the gap between their performance and the expected grade level performance. One student accelerated growth considerably during third grade and made accelerated progress toward grade level expectations. Information on intervention implementation and student progress as well as implications for practice and furthe... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2663890 Sun, 02 Aug 2009 23:00:00 +0100 2663890 http://www.medworm.com/index.php?rid=2663889&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00288.x This article poses and examines several fundamental philosophical questions related to the delivery of core academic subject matter to students with LD. (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2663889 Sun, 02 Aug 2009 23:00:00 +0100 2663889 http://www.medworm.com/index.php?rid=2663888&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00287.x The validity and reliability of curriculum-based measures in reading as indicators of performance and progress for secondary-school students were examined. Thirty-five grade 8 students completed reading aloud and maze-selection measures weekly for 10 weeks. Criterion measures were the state standards test in reading and the Woodcock[ndash]Johnson III Test of Achievement. Different time frames for each measure were compared. Most alternate-form reliability coefficients were above .80. Criterion-related validity coefficients ranged from .77 to .89. No differences related to time were found. Only maze selection reflected significant growth, with an average increase of 1.29 correct choices per week. Maze growth was related to the reading performance level and to change on the Woodcock[ndash]Jo... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2663888 Sun, 02 Aug 2009 23:00:00 +0100 2663888 http://www.medworm.com/index.php?rid=2663887&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00286.x Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high s... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2663887 Sun, 02 Aug 2009 23:00:00 +0100 2663887 http://www.medworm.com/index.php?rid=2663886&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00295.x (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2663886 Fri, 31 Jul 2009 23:00:00 +0100 2663886 http://www.medworm.com/index.php?rid=2509747&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00285.x (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2509747 Thu, 30 Apr 2009 23:00:00 +0100 2509747 http://www.medworm.com/index.php?rid=2509752&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00284.x This article follows the development of three literacy programs that were designed by researchers at Michigan State University to support struggling readers and writers. The literacy interventions focus on strategy instruction in both writing and reading, and they culminate in the development of an integrated reading-writing program to support the acquisition of read-to-learn and write-to-learn strategies in the content areas. The common thread that unifies the programs is an emphasis on text structure instruction with the provision of instructional scaffolds to support students' participation in a literacy discourse and strategies in advance of independent performance. (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2509752 Tue, 21 Apr 2009 23:00:00 +0100 2509752 http://www.medworm.com/index.php?rid=2509751&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00283.x In this article, I discuss research on the use of technology to support the writing of students with learning disabilities. Struggling writers can benefit from a wide range of computer applications for writing. Word processing, spelling checkers, word prediction, and speech recognition offer support for transcription and revision. Word processing also opens up opportunities for more meaningful publication of writing. Outlining programs and concept mapping software can help with planning. New forms of writing, including Internet chat, blogs, multimedia, and wikis, have not been studied extensively, but they may offer both opportunities and challenges to struggling writers. In addition to describing the research, I try to articulate some general themes and principles that I hope will be help... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2509751 Tue, 21 Apr 2009 23:00:00 +0100 2509751 http://www.medworm.com/index.php?rid=2509750&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00282.x This article chronicles the evolution of a programmatic line of research on strategic writing instruction for adolescents with learning disabilities (LD) conducted by staff and affiliates of the University of Kansas Center for Research on Learning. The goal associated with this research is that students with LD learn the writing skills that they need to succeed in high school and beyond and that their skills are comparable to the skills of their peers. Individual studies have shown that adolescents with LD can master a given writing strategy and can apply that strategy to novel prompts and in general education classes. Moreover, they can learn simple writing strategies from computerized programs. They can also maintain use of a writing strategy over time. When students learn several writin... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2509750 Tue, 21 Apr 2009 23:00:00 +0100 2509750 http://www.medworm.com/index.php?rid=2509749&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00281.x An overview of research topics and findings from an interdisciplinary, programmatic line of research on writing over the past 25 years is presented. The cross-sectional assessment studies (grades 1 to 9) showed which measures uniquely explained variance in handwriting, spelling, and composing and thus validated their use in assessment. These and the longitudinal studies (grades 1 to 5 and 3 to 7) contributed to knowledge of the cognitive processes of writing, within a working memory architecture that orchestrates multiple component processes in time to achieve specific writing goals, especially the translation of ideas into words, syntax, and text, and transcription (handwriting and spelling) by pen and by keyboard. Combined brain imaging and behavioral studies of writing have provided con... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2509749 Tue, 21 Apr 2009 23:00:00 +0100 2509749 http://www.medworm.com/index.php?rid=2509748&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.01277.x In this invited article, we present an ongoing research program in the area of writing. Although this program has focused on students with learning disabilities (LD) and other struggling writers, it has also concentrated more broadly on issues involving writing development and general writing instruction. One purpose of this review was to share our basic findings in each of these areas, as they have important implications for teaching writing to students with LD. Another purpose was to illustrate how an ongoing research program develops and grows over time. To make this process more concrete, we employed several different literacy devices, including drawing an analogy between the development of our research program and the development of the story line for Star Trek II: The Wrath of Khan. ... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2509748 Tue, 21 Apr 2009 23:00:00 +0100 2509748