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Detecting Children With Arithmetic Disabilities From Kindergarten: Evidence From a 3-Year Longitudinal Study on the Role of Preparatory Arithmetic Abilities.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 ...
Source: Journal of Learning Disabilities - November 10, 2009 Category: Disability Authors: Stock P, Desoete A, Roeyers H Tags: J Learn Disabil Source Type: journals

Second Language Learning Difficulties in Chinese Children With Dyslexia: What Are the Reading-Related Cognitive Skills That Contribute to English and Chinese Word Reading?Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 no...
Source: Journal of Learning Disabilities - November 6, 2009 Category: Disability Authors: Chung KK, Ho CS Tags: J Learn Disabil Source Type: journals

Children With and Without Learning Disabilities: A Comparison of Processes and Outcomes Following Group Counseling.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 differ...
Source: Journal of Learning Disabilities - November 4, 2009 Category: Disability Authors: Leichtentritt J, Shechtman Z Tags: J Learn Disabil Source Type: journals

Newborn Event-Related Potentials Predict Poorer Pre-Reading Skills in Children at Risk for Dyslexia.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 spe...
Source: Journal of Learning Disabilities - November 4, 2009 Category: Disability Authors: Guttorm TK, Leppänen PH, Hämäläinen JA, Eklund KM, Lyytinen HJ Tags: J Learn Disabil Source Type: journals

Recognition, Expression, and Understanding Facial Expressions of Emotion in Adolescents With Nonverbal and General Learning Disabilities.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 g...
Source: Journal of Learning Disabilities - October 19, 2009 Category: Disability Authors: Bloom E, Heath N Tags: J Learn Disabil Source Type: journals

Defining Dyslexia.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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, d...
Source: Journal of Learning Disabilities - October 14, 2009 Category: Disability Authors: Tunmer W, Greaney K Tags: J Learn Disabil Source Type: journals

Identifying Preschool Children at Risk of Later Reading Difficulties: Evaluation of Two Emergent Literacy Screening Tools.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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)
Source: Journal of Learning Disabilities - October 11, 2009 Category: Disability Authors: Wilson SB, Lonigan CJ Tags: J Learn Disabil Source Type: journals

ADHD Symptomatology and Adjustment to College in China and the United States.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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)
Source: Journal of Learning Disabilities - September 23, 2009 Category: Disability Authors: Norvilitis JM, Sun L, Zhang J Tags: J Learn Disabil Source Type: journals

Rapid Automatized Naming and Immediate Memory Functions in Chinese Mandarin-Speaking Elementary Readers.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 i...
Source: Journal of Learning Disabilities - September 20, 2009 Category: Disability Authors: Ding Y, Richman LC, Yang LY, Guo JP Tags: J Learn Disabil Source Type: journals

Working Memory, Strategy Knowledge, and Strategy Instruction in Children With Reading Disabilities.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 s...
Source: Journal of Learning Disabilities - September 10, 2009 Category: Disability Authors: Swanson HL, Kehler P, Jerman O Tags: J Learn Disabil Source Type: journals

The Role of Working Memory and Fluency Practice on Reading Comprehension of Students Who Are Dysfluent Readers.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 continuo...
Source: Journal of Learning Disabilities - September 9, 2009 Category: Disability Authors: Swanson HL, O'Connor R Tags: J Learn Disabil Source Type: journals

Investigating the Double-Deficit Hypothesis in Greek: Findings From a Longitudinal Study.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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...
Source: Journal of Learning Disabilities - August 31, 2009 Category: Disability Authors: Papadopoulos TC, Georgiou GK, Kendeou P Tags: J Learn Disabil Source Type: journals

Project DyAdd: Phonological Processing, Reading, Spelling, and Arithmetic in Adults With Dyslexia or ADHD.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 t...
Source: Journal of Learning Disabilities - August 31, 2009 Category: Disability Authors: Laasonen M, Lehtinen M, Leppämäki S, Tani P, Hokkanen L Tags: J Learn Disabil Source Type: journals

Still wanted: teachers with knowledge of language.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
PMID: 19675316 [PubMed - in process] (Source: Journal of Learning Disabilities)
Source: Journal of Learning Disabilities - August 14, 2009 Category: Disability Authors: Moats L Tags: J Learn Disabil Source Type: journals

Teacher knowledge, instructional expertise, and the development of reading proficiency.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 ques...
Source: Journal of Learning Disabilities - August 14, 2009 Category: Disability Authors: Reid Lyon G, Weiser B Tags: J Learn Disabil Source Type: journals

Tip-of-the-Tongue and Word Retrieval Deficits in Dyslexia.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 provi...
Source: Journal of Learning Disabilities - August 2, 2009 Category: Disability Authors: Hanly S, Vandenberg B Tags: J Learn Disabil Source Type: journals

Errors in multi-digit arithmetic and behavioral inattention in children with math difficulties.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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. ...
Source: Journal of Learning Disabilities - June 27, 2009 Category: Disability Authors: Raghubar K, Cirino P, Barnes M, Ewing-Cobbs L, Fletcher J, Fuchs L Tags: J Learn Disabil Source Type: journals

Working memory in children with developmental disorders.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 (DC...
Source: Journal of Learning Disabilities - June 27, 2009 Category: Disability Authors: Alloway TP, Rajendran G, Archibald LM Tags: J Learn Disabil Source Type: journals

Emergent literacy intervention for prekindergarteners at risk for reading failure.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 treatm...
Source: Journal of Learning Disabilities - June 27, 2009 Category: Disability Authors: Bailet LL, Repper KK, Piasta SB, Murphy SP Tags: J Learn Disabil Source Type: journals

Why Elementary Teachers Might Be Inadequately Prepared to Teach Reading.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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)
Source: Journal of Learning Disabilities - June 18, 2009 Category: Disability Authors: Joshi RM, Binks E, Hougen M, Dahlgren ME, Ocker-Dean E, Smith DL Tags: J Learn Disabil Source Type: journals

Professional Development in Scientifically Based Reading Instruction: Teacher Knowledge and Reading Outcomes.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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. Alt...
Source: Journal of Learning Disabilities - June 16, 2009 Category: Disability Authors: Podhajski B, Mather N, Nathan J, Sammons J Tags: J Learn Disabil Source Type: journals

Do Textbooks Used in University Reading Education Courses Conform to the Instructional Recommendations of the National Reading Panel?Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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: Jou...
Source: Journal of Learning Disabilities - June 15, 2009 Category: Disability Authors: Joshi RM, Binks E, Graham L, Ocker-Dean E, Smith DL, Boulware-Gooden R Tags: J Learn Disabil Source Type: journals

How Teachers Would Spend Their Time Teaching Language Arts: The Mismatch Between Self-Reported and Best Practices.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 ...
Source: Journal of Learning Disabilities - June 11, 2009 Category: Disability Authors: Cunningham AE, Zibulsky J, Stanovich KE, Stanovich PJ Tags: J Learn Disabil Source Type: journals

The Role of the Teacher in Identifying Learning Disabilities: A Study Using the McCarney Learning Disability Evaluation Scale (LDES).Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 s...
Source: Journal of Learning Disabilities - May 19, 2009 Category: Disability Authors: Souroulla AV, Panayiotou G, Kokkinos CM Tags: J Learn Disabil Source Type: journals

Five-Year Growth Trajectories of Kindergarten Children With Learning Difficulties in Mathematics.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 kin...
Source: Journal of Learning Disabilities - March 19, 2009 Category: Disability Authors: Morgan PL, Farkas G, Wu Q Tags: J Learn Disabil Source Type: journals

The Role of Multidimensional Attentional Abilities in Academic Skills of Children With ADHD.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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...
Source: Journal of Learning Disabilities - March 5, 2009 Category: Disability Authors: Preston AS, Heaton SC, McCann SJ, Watson WD, Selke G Tags: J Learn Disabil Source Type: journals

Proofreading Using an Assistive Software Homophone Tool: Compensatory and Remedial Effects on the Literacy Skills of Students With Reading Difficulties.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 w...
Source: Journal of Learning Disabilities - March 5, 2009 Category: Disability Authors: Lange AA, Mulhern G, Wylie J Tags: J Learn Disabil Source Type: journals

Impacts of Comprehensive Reading Instruction on Diverse Outcomes of Low- and High-Achieving Readers.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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. Com...
Source: Journal of Learning Disabilities - March 5, 2009 Category: Disability Authors: Guthrie JT, McRae A, Coddington CS, Klauda SL, Wigfield A, Barbosa P Tags: J Learn Disabil Source Type: journals

Working Memory, Short-Term Memory, and Reading Disabilities: A Selective Meta-Analysis of the Literature.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 compa...
Source: Journal of Learning Disabilities - March 2, 2009 Category: Disability Authors: Swanson HL, Zheng X, Jerman O Tags: J Learn Disabil Source Type: journals

Goal priming and the emotional experience of students with and without attention problems: an application of the emotional stroop task.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 ne...
Source: Journal of Learning Disabilities - March 1, 2009 Category: Disability Authors: Sideridis G, Vansteenkiste M, Shiakalli M, Georgiou M, Irakleous I, Tsigourla I, Fragioudaki E Tags: J Learn Disabil Source Type: journals

Retrieval of Simple Addition Facts: Complexities Involved in Addressing a Commonly Identified Mathematical Learning Difficulty.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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...
Source: Journal of Learning Disabilities - February 24, 2009 Category: Disability Authors: Hopkins S, Egeberg H Tags: J Learn Disabil Source Type: journals

Objective Criteria for Classification of Postsecondary Students as Learning Disabled: Effects on Prevalence Rates and Group Characteristics.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 t...
Source: Journal of Learning Disabilities - February 18, 2009 Category: Disability Authors: Sparks RL, Lovett BJ Tags: J Learn Disabil Source Type: journals

Enhancing the Reading Fluency and Comprehension of Children With Reading Disabilities in an Orthographically Transparent Language.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 com...
Source: Journal of Learning Disabilities - February 17, 2009 Category: Disability Authors: Snellings P, van der Leij A, de Jong PF, Blok H Tags: J Learn Disabil Source Type: journals

Confirming the Factor Structure of Attention-Deficit/Hyperactivity Disorder Symptoms in College Students Using Student and Parent Data.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 par...
Source: Journal of Learning Disabilities - February 13, 2009 Category: Disability Authors: Proctor BE, Prevatt F Tags: J Learn Disabil Source Type: journals

Analogical problem solving in children with verbal and nonverbal learning disabilities.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 signi...
Source: Journal of Learning Disabilities - December 24, 2008 Category: Disability Authors: Schiff R, Bauminger N, Toledo I Tags: J Learn Disabil Source Type: journals

Effectiveness of a test-taking strategy on achievement in essay tests for students with learning disabilities.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 ...
Source: Journal of Learning Disabilities - December 24, 2008 Category: Disability Authors: Therrien WJ, Hughes C, Kapelski C, Mokhtari K Tags: J Learn Disabil Source Type: journals

The mental health of canadians with self-reported learning disabilities.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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. Difference...
Source: Journal of Learning Disabilities - December 24, 2008 Category: Disability Authors: Wilson AM, Deri Armstrong C, Furrie A, Walcot E Tags: J Learn Disabil Source Type: journals

Technical features of curriculum-based measures for beginning writers.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 co...
Source: Journal of Learning Disabilities - December 24, 2008 Category: Disability Authors: McMaster KL, Xiaoqing Du , Pétursdóttir AL Tags: J Learn Disabil Source Type: journals

Implementation of response to intervention: a snapshot of progress.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 st...
Source: Journal of Learning Disabilities - December 24, 2008 Category: Disability Authors: Berkeley S, Bender WN, Gregg Peaster L, Saunders L Tags: J Learn Disabil Source Type: journals

Floor Effects Associated With Universal Screening and Their Impact on the Early Identification of Reading Disabilities.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 ...
Source: Journal of Learning Disabilities - December 19, 2008 Category: Disability Authors: Catts HW, Petscher Y, Schatschneider C, Bridges MS, Mendoza K Tags: J Learn Disabil Source Type: journals

Predictive Validity of the Get Ready to Read! Screener: Concurrent and Long-Term Relations With Reading-Related Skills.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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...
Source: Journal of Learning Disabilities - December 12, 2008 Category: Disability Authors: Phillips BM, Lonigan CJ, Wyatt MA Tags: J Learn Disabil Source Type: journals

Dynamic Assessment and Response to Intervention: Two Sides of One Coin.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 int...
Source: Journal of Learning Disabilities - December 10, 2008 Category: Disability Authors: Grigorenko EL Tags: J Learn Disabil Source Type: journals

Language-Minority Learners in Special Education: Rates and Predictors of Identification for Services.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 sig...
Source: Journal of Learning Disabilities - November 14, 2008 Category: Disability Authors: Samson JF, Lesaux NK Tags: J Learn Disabil Source Type: journals

Using Early Standardized Language Measures to Predict Later Language and Early Reading Outcomes in Children at High Risk for Language-Learning Impairments.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 sco...
Source: Journal of Learning Disabilities - November 14, 2008 Category: Disability Authors: Flax JF, Realpe-Bonilla T, Roesler C, Choudhury N, Benasich A Tags: J Learn Disabil Source Type: journals

Do Word-Problem Features Differentially Affect Problem Difficulty as a Function of Students' Mathematics Difficulty With and Without Reading Difficulty?Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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, p...
Source: Journal of Learning Disabilities - November 14, 2008 Category: Disability Authors: Powell SR, Fuchs LS, Fuchs D, Cirino PT, Fletcher JM Tags: J Learn Disabil Source Type: journals

Revisiting the "Simple View of Reading" in a Group of Children With Poor Reading Comprehension.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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,...
Source: Journal of Learning Disabilities - November 5, 2008 Category: Disability Authors: Georgiou GK, Das JP, Hayward D Tags: J Learn Disabil Source Type: journals

Deconstructing barriers: perceptions of students labeled with learning disabilities in higher education.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 L...
Source: Journal of Learning Disabilities - October 22, 2008 Category: Disability Authors: Denhart H Tags: J Learn Disabil Source Type: journals

Parents and youth with learning disabilities: perceptions of relationships and communication.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 fa...
Source: Journal of Learning Disabilities - October 22, 2008 Category: Disability Authors: Heiman T, Zinck LC, Heath NL Tags: J Learn Disabil Source Type: journals

Improving expressive writing skills of children rated for ADHD symptoms.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 o...
Source: Journal of Learning Disabilities - October 22, 2008 Category: Disability Authors: Re AM, Caeran M, Cornoldi C Tags: J Learn Disabil Source Type: journals

Learning disabilities and risk-taking behavior in adolescents: a comparison of those with and without comorbid attention-deficit/hyperactivity disorder.Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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...
Source: Journal of Learning Disabilities - October 22, 2008 Category: Disability Authors: McNamara J, Vervaeke SL, Willoughby T Tags: J Learn Disabil Source Type: journals