bluuebunny/crossref_metadata_2025 huggingface dataset:
Learning to Solve a Problem
Authors: Wansart William L.
Published: December 2008

Ten subjects with learning disabilities and 10 normally achieving subjects, aged 10-5 to 12-5 years, were videotaped while attempting to solve the Tower of Hanoi problem (see Karat, 1982; Piaget, 1976; Simon, 1975). A microanalysis of their problem-solving activities provided a descriptive taxonomy used to analyze what, in fact, individual subjects did when constructing a solution strategy, and to categorize and compare changes in strategy. The results indicated that as a group the normally achieving subjects reached more sophisticated levels of strategy use (p< .05). However, if the focus of the comparison is on an analysis of how learning proceeded in individuals, then the subjects with learning disabilities appear to be similar to the normally achieving subjects. There was no evidence in these subjects of the popular conception that individuals with learning disabilities are inactive, passive, or maladaptive in their attempts to learn to solve a problem.
Reading Vowels in Kannada Script
Authors: Purushothama G.
Published: December 2008

Editor's Comment: The staff of the Journal of Learning Disabilities receives a number of research reports that we and the consulting editors believe would be of interest to some of the readers. Because of space constraints it is not possible to publish all of these manuscripts. Consequently, we ask some authors to provide us with a brief discussion of their study and findings to publish as a Research Brief. Readers who wish a copy of the entire report should write directly to the author(s). The following article, by G. Purushothama from the All India Institute of Speech and Hearing, describes the reading of vowels in Kannada script by poor readers.---JLW

Among speakers of English, a greater number of vowels are misread by poor readers than are consonants. This is thought to be due to the complex way that vowels are represented in the alphabetic script. In Kannada, which has a phonetically regular script, children learn to read using a clear set of rules with respect to vowels and consonants. The purpose of this study was to determine the nature of misreadings of vowels by two groups, good readers and poor readers of Kannada. The poor readers misread a large number of items in two lists of syllables and words. Both groups misread vowels in equal proportion to their total number of misreadings. The results are discussed.
Mainstreaming Modification Preferences of Parents of Elementary-Age Children with Learning Disabilities
Authors: Myles Brenda Smith , Simpson Richard L.
Published: December 2008

One hundred twenty-nine parents of children with learning disabilities responded to a questionnaire designed to solicit information on the types of modifications deemed most facilitative of parents' acceptance of full-time mainstreaming. Responses indicated that parents' participation in the mainstreaming process was an important factor in successful integration of children with learning disabilities. Parents' preferences for mainstreaming modifications differed from their current options, and they were supportive of full-time mainstreaming for their children, contingent upon implementation of their mainstreaming-related recommendations. Results are discussed relative to mainstreaming and proposed educational reforms.
Using Informed Strategies for Learning to Enhance the Reading and Thinking Skills of Children with Learning Disabilities
Authors: Rottman Theresa R. , Cross David R.
Published: December 2008

The purpose of this study was to improve the reading performance of children with learning disabilities using a classroom-based metacognitive reading program. The participants were third- and fourth-level 8- and 9-year-olds (13 boys and 5 girls) at a school for children with learning disabilities. A cross-sectional time series design was used. During pre- and posttesting participants were assessed on two measures of strategy awareness and a measure of perceived self-competence. During the instructional phase the metacognitive reading program was introduced. Participants were assessed on measures of reading performance throughout the study. In general, the findings were positive: Students increased in performance and awareness of strategies from pre- to posttesting. In addition, participants were placed in subgroups based on pretesting assessments. The subgroups differed on their improvements over time. This study provides preliminary evidence that a metacognitive reading program can be used with children with learning disabilities to improve their awareness about reading and their comprehension skills.
Add Students With and Without Dyslexia Differ in Sensitivity to Rhyme and Alliteration
Authors: Ackerman Peggy T. , Dykman Roscoe A. , Gardner Michelle Y.
Published: December 2008

Children with attention deficit disorder (ADD) and dyslexia (n = 82) made significantly more errors than normally reading children with ADD (n = 83) on a simple auditory test of phonological sensitivity to rhyme and alliteration (Bradley, 1984). A subgroup of children with dyslexia who were sensitive to rhyme and alliteration had higher scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R) Spatial factor than a dyslexic subgroup who were phonologically insensitive. In multiple regression analyses, age-corrected phonological sensitivity scores contributed significantly to the prediction of both reading and spelling Wide Range Achievement Test (WRAT) scores, this beyond the contribution of WISC-R variables. Of interest for dyslexia subtyping theories, Spatial factor scores had a subtractive effect in these regression analyses.
Some Observations on the Use of the Woodcock-Johnson Tests of Cognitive Ability in Adults with Head Injury
Authors: Tupper David E.
Published: December 2008

Current research specifies the varied cognitive and psychoeducational deficits in the adult with head injury, and the clinical assessment of this population is widespread, though often only traditional intellectual measures are used. This article provides descriptive data in the first reported study using the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) (Woodcock & Johnson, 1977) in an outpatient sample of 39 adults with closed head injury. The study also addressed (a) the relationships between the various cognitive clusters of the WJTCA and a measure of injury severity (coma duration) and (b) the relationships between the WJTCA and several Halstead-Reitan neuropsychological measures. Correlational analyses indicated significant relationships between coma duration and performance on the Perceptual Speed and Memory clusters of the WJTCA. No relationships were found between the Halstead Category test and any of the WJTCA cognitive clusters, though the Trail Making test correlated significantly with many of the WJTCA clusters. Time since injury did not correlate with any of the WJTCA test results. Other findings are presented, and the advantages and disadvantages of this set of cognitive tests in relation to other psychoeducational and cognitive measures are reviewed.
Special Education Supervisors' Perceptions of Secondary LD Programs: A Comparison with LD Teachers' Views
Authors: Houck Cherry K. , Engelhard Judy B. , Geller Carol H.
Published: December 2008

Perceptions of secondary LD program supervisors were identified and compared with views of secondary LD teachers regarding the presence of specific program features, field-related issues, and suggestions for program improvement. Responses indicated that the supervisors were more positive and, in many cases, held significantly different views than LD teachers.
Policy Issues for Learning Disability Computer Integration
Authors: Galloway Jerry P.
Published: December 2008

With the current expansion and development of educational computing in public and private schools across the country, policy issues for computer integration can be extremely important for educators. In the present article, research on a 3-year computer integration program at a private school for students with learning disabilities is used to illustrate integration issues. Problems and limitations in the computer program, ranging from lack of direction, support, and leadership from the administration to the lack of funds for maintenance or development, are identified and discussed. Policies and implications for the future of educational computing for students with learning disabilities as well as for private schools are examined.
Self-Concept and IQ as Predictors of Remedial Success in Children with Learning Disabilities
Authors: Kershner John R.
Published: December 2008

Twenty-five children with learning disabilities (LD) in the auditory-linguistic realm participated in the present study over two academic years. The purpose of the experiment was to test whether IQ and self-concept were significant predictors of learning ability. IQ was found to have no relationship to the children's learning ability, whereas self-concept predicted patterns of successful achievement in spelling, arithmetic, and written language, but not in visual word recognition. The results were interpreted as support for the “specificity” presumption in LD, but also as support for the importance of self-concept as possibly a primary cause of academic under-achievement. The paper develops a remedial model of LD that accounts both for the interplay of self-concept and cognition in learning and for the fundamental implications of the specificity principle.
Motor-Perceptual Function in Children with Developmental Reading Disorders
Authors: Chiarenza Giuseppe Augusto
Published: December 2008

The aim of this paper is to compare the motor performances and the movement-related macropotentials of 8 male children aged 10 years with developmental reading disorders with those of 9 nondisabled male children of the same age. The task employed consisted of initiating the sweep of an oscilloscope with a self-paced movement and terminating it within 50 ± 10 msec. The children with reading disorders were slower, less accurate, and achieved a smaller number of target performances. Their brain macropotentials associated with motor programming, processing of sensory information, and evaluation of the results were altered in amplitude and latency. In the children with reading disorders, the systems involved in planning strategies and processing of sensory information are inadequate and those involved in the correction of errors are less efficient. Therefore, reading disorders could express defective integration and dysfunction of numerous processes occurring at different levels and times.
Family Characteristics of Children with Dyslexia
Authors: Melekian Badrig A.
Published: December 2008

Few studies have been devoted to the family characteristics of children with dystexia. The findings from the studies available are often contradictory with regard to father's socioeconomic status, parents' age, sibship size, and birth order, Mother's socioeconomic status has attracted little attention. The present study was based on a retrospective review of 249 children with severe dyslexia. The major findings were the low occupational status and educational level of parents and the predominance of high-ranking children in large sibships. However, parental age was not found to be an important risk factor. These findings are discussed in the light of previous results. Matrimonial status seemed unimportant. There was objective agreement upon the predominance of large sibships and high ordinal birth positions, although their significance remains poorly understood. No convincing support was found for the aging hypothesis. Mother's low socioeconomic and educational status may be an aggravating factor. Key words: Dyslexia, Family Characteristics, Sibling Relation, Birth Order, Socioeconomic Factors.
A Conceptual Overview of the Regression Discrepancy Model for Evaluating Severe Discrepancy Between IQ and Achievement Scores
Authors: Evans Larry D.
Published: December 2008

A conceptual overview of the Regression Discrepancy Model (RDM) for determining severe discrepancy between IQ and achievement scores is presented in order to enhance understanding of the model without the use of the complex mathematical equations that constitute the model. The six specific goals of the RDM are identified, and figures illustrate the manner in which the model accomplishes each goal. Figures are also provided from a RDM computer output showing the basic outcomes of the model. Advantages and disadvantages of the RDM are discussed to further promote understanding of the model.
Competencies of Postsecondary Education Personnel Serving Students with Learning Disabilities
Authors: Norlander Kay A. , Shaw Stan F. , McGuire Joan M.
Published: December 2008

This paper presents the results of a survey designed to identify the needed competencies of both administrative and direct service personnel in directing and implementing postsecondary support programs for students with learning disabilities. Data were collected from a national sample of 299 practitioners. In addition to information about respondent characteristics, results include ratings for all items on the survey. Competency areas perceived as most desired by learning specialists were assessment skills, cognitive interventions, and instructional skills, while administrative personnel rated management/leadership skills as most desired. Implications for professional development activities are addressed. The need for strengthening linkages between secondary and postsecondary personnel to foster effective transition planning for students with learning disabilities is also explored.
Metaphoric Competence in Children with Learning Disabilities
Authors: Lee Rene Friemoth , Kamhi Alan G.
Published: December 2008

Metaphoric competence was examined in two groups of children with learning disabilities and one group of nondisabled peers ranging in age from 9-0 to 11-0 years. There were five girls and seven boys in each group. One group of students with learning disabilities had a history of spoken language impairment and the other group did not. Subjects were administered three verbal metaphor tasks (comprehension, preference, and completion) and a visual metaphor task, the Metaphor Triads Task (MTT). The three verbal metaphor tasks were administered in three contexts: (a) sentence, (b) story, and (c) story plus visual (pictorial) support. The group with a history of language impairment consistently performed more poorly on the metaphor tasks than the group without a history of language impairment, who, in turn, performed more poorly than the nondisabled children on all but the MTT. Context variations had no effect on children's performance. Theoretical and clinical implications will be discussed.
Learning Disability, Inferential Skills, and Postfailure Reflectivity
Authors: Shafrir Uri , Siegel Linda S. , Chee Min-Na
Published: December 2008

Children with learning disabilities (LD) were compared with normally achieving children (NA) on two aspects of problem solving: inferential skills and response to errors in an academic content-free task. We tested 33 normally achieving children and 69 children with LD, aged 7 years 10 months to 16 years 4 months, on the PAR (PAttern Recognition) task, a computer-based, self-paced learning sequence. The children with LD were subtyped in two different ways: first, as children with only an arithmetic disability (AD), or with both arithmetic and word-recognition disabilities (AD/WRD); and second, as children with LD and attention deficit disorder (ADD), or LD without ADD. Results showed that on inferential skills, children with LD (without subtyping), children with AD/WRD, and children with LD with and without ADD scored significantly lower on the PAR task than children in the NA group. Also, an interaction was found between the NA and LD (without subtyping) groups and age, whereby children with LD improved their scores on PAR with age significantly more than normally achieving children. On attention to errors, children with both arithmetic and word-recognition disabilities scored significantly lower than children with only arithmetic disability or NA. It appears that the meta cognitive skill of monitoring errors may be a major source of difficulty in problem solving for children with both arithmetic and word-recognition disabilities.
Hypertext Computer Study Guides and the Social Studies Achievement of Students with Learning Disabilities, Remedial Students, and Regular Education Students
Authors: Higgins Kyle , Boone Randall
Published: December 2008

Editor's Comment: The purpose of the Interventions section of the journal is to provide professional practitioners with overviews of successful interventions that can be replicated with individuals with learning disabilities. These interventions can be either physiological or psychoeducational and can occur in school settings, clinics, hospitals, homes, communities, or employment sites. The discussion of these interventions generally includes (a) the theory or rationale of the interventions, (b) previous research findings, (c) characteristics of the individuals receiving the interventions, (d) the intervention that was applied, and (e) the criteria used to evaluate its success. In the following article, Drs. Kyle Higgins and Randall Boone of the University of Washington chronicle the use of hypertext computer study guides with a variety of students, including those with learning disabilities. The results indicated that such an approach is an effective instructional medium. In addition, retention of information appears to be improved. Such an approach would likely be helpful when employed with other students with learning disabilities.

Hypertext is a relatively new term for today's teachers, who work hard to stay abreast of the quickly changing field of computer technology in education. Hypertext as an educational tool is very different from traditional computer-assisted instructional software, offering the reader immediate access through its computer format to supplemental information. Two related studies were conducted to design and field-test hypertext computer study guides. In Study 1, 40 students (10 with learning disabilities, 15 remedial, and 15 regular education) worked in three different treatment groups (lecture, lecture/computer study guide, and computer study guide). Study 2 involved the five lowest achieving students (two with learning disabilities and three remedial) from Study I in an A-B-A design. Results indicated that (a) the computer study guide treatment was as effective as lecture, (b) the lecture/computer study guide treatment was as effective as lecture, (c) posttest scores were higher for the computer study guide group, and (d) retention test scores were higher for the computer study guide group.
The Effects of Blending and Spelling Training on the Decoding Skills of Young Poor Readers
Authors: DiVeta Susan Kay , Speece Deborah L.
Published: December 2008

Editor's Comment: The staff of the Journal of Learning Disabilities receives a number of research reports that we and the consulting editors believe would be of interest to some of the readers. Because of space constraints it is not possible to publish all of these manuscripts. Consequently, we ask some authors to provide us with a brief discussion of their study and findings to publish as a Research Brief. Readers who wish a copy of the entire report should write directly to the author(s).---JLW

Blending and spelling training were compared in this experiment to determine which intervention would improve the decoding skills of two first-grade boys with learning disabilities who were in the phonetic cue stage of reading. Additionally, the two boys received pre- and posttest administrations of a phonemic segmentation task. Although neither intervention proved superior, the children met the learning criterion for both interventions and demonstrated both maintenance and generalization of their skills. They also improved their phonemic skills, even though independent training in this area was not provided. It appeared that the equivalence of the interventions may have been due to the intensive instructional setting and use of systematic error analysis procedures.
The Effects of Irlen Colored Lenses on Students' Specific Reading Skills and Their Perception of Ability
Authors: Robinson Gregory L.W. , Conway Robert N.F.
Published: December 2008

Recent evidence suggests that a specific visual-perceptual dysfunction not normally assessed by eye examination should be considered as a significant cause of reading problems. The use of tinted nonoptical (Irlen) lenses to minimize this dysfunction has been hypothesized to result in significant improvement in reading and other visual-processing skills. The present study involved 44 subjects with reading disabilities (33 males, 11 females), aged between 9 years 1 month and 15 years 11 months, who had been provided with Irlen lenses. Assessment of subjects' perception of their own ability (Student's Perception of Ability Scale) 6 and 12 months after the fitting of Irlen lenses indicated a significant improvement in attitude to school and to basic academic skills. Subjects also demonstrated significant improvements in reading comprehension and reading accuracy, but not in rate of reading, when assessed using the Neale Analysis of Reading Ability at 3-, 6-, and 12-month intervals after lens fitting. Differences in the pattern of improvement are discussed in light of previous findings.
Reading Disabilities and the Effects of Colored Filters
Authors: O'Connor Peter D. , Sofo Frank , Kendall Laurie , Olsen Gerry
Published: December 2008

The efficacy of a controversial treatment, using colored filters to remediate reading disabilities, was measured empirically, with colored overlays placed over reading material on white paper. Irlen's (1983) method is to prescribe specific tinted filters as lenses that she claims filter specific light frequencies and remove a range of perceptual disorders that adversely affect reading and related learning performance. Irlen calls this condition "scotopic sensitivity" and claims it is a significant factor in a high percentage of people with learning disabilities. Ninety-two children with significant reading disabilities were classified as either scotopic or nonscotopic using the Irlen Differential Perceptual Schedule, and were randomly assigned to one of six treatment groups using colored or clear overlays. Reading performance (rate, accuracy, and comprehension) as measured by the Neale Analysis of Reading Ability (Neale, 1987) and the Formal Reading Inventory (Wiederholt, 1986) improved significantly when the scotopic children read with the preferred colored overlay filter compared to clear or different-colored overlay filters. Nonscotopic children showed no change.
Self-Perceptions of First- and Second-Grade Children with Learning Disabilities
Authors: Priel Beatrice , Leshem Tamar
Published: December 2008

The present study addressed the question of the effects of developmental positive bias and repeated experiences of failure on the self-perception of mainstreamed first- and second-grade Israeli children with learning disabilities. The self-perceptions of 44 children with learning disabilities and their 36 nondisabled classmates were assessed. In addition, teachers' evaluations and objective measures of cognitive performance and social acceptance were gathered. The children with learning disabilities were found to have a greater positive bias and lower self-perception in the cognitive competence domain than their normally achieving peers. Self-perceptions of peer acceptance among children with learning disabilities are similar to their normally achieving peers' self-perceptions, in spite of their significantly lower sociometric ratings and teacher evaluations in the social domain. These findings are analyzed in the context of the globality-specificity dimension of self-perceptions at the age level studied. The obtained pattern of self-perceptions is discussed in the light of the interrelationships between cognitive deficit and experiential factors among mainstreamed first- and second-grade children.
Language Abilities and Progress in a Direct Instruction Reading Program for Students with Learning Disabilities
Authors: Kuder S. Jay
Published: December 2008

Direct instruction reading programs have been found to be a successful way to teach reading to many, but not all, students with learning disabilities. This study investigated whether reading improvement for students with learning disabilities receiving reading instruction through a direct instruction reading program might be related to their language abilities. The reading progress of 26 students (19 male, 7 female), 7 to 10 years old, was measured over 2 years. In addition, phonological and syntactic abilities were assessed. The results indicated that phonological ability was related to progress in word attack skills and that syntactic ability was related to improvement in comprehension skills. These results have implications for the reading instruction of students with learning disabilities.
Interpretation of Emotion From Facial Expressions in Children With and Without Learning Disabilities
Authors: Holder Harriett B. , Kirkpatrick Sue W.
Published: December 2008

The accuracy and time required for children with and without learning disabilities to interpret emotions when restricted to information from facial expressions, and the accuracy of those interpretations, were investigated. Ninety-six children participated; an equal number of males and females were included in both learning categories and age levels. Accuracy and response time on a modified version of Pictures of Facial Affect were recorded for the emotions of fear, sadness, surprise, anger, happiness, and disgust, as well as for the entire task. Three-way ANOVAs revealed children with learning disabilities to (a) be less accurate interpreters of emotion and (b) spend more time identifying specific emotions. Both age and sex influenced response time: Younger subjects required more time to interpret the emotions of fear and anger; males spent more time interpreting happiness. Younger females with learning disabilities displayed difficulty in interpretation, and older children with learning disabilities (particularly males) were rapid, but often inaccurate, interpreters of emotion.
The Application of Sameness Analysis to Spelling
Authors: Dixon Robert C.
Published: December 2008

Three curricular approaches to spelling instruction are discussed: (1) whole word, (2) phonemic, and (3) morphemic. Sameness analysis is used to indicate the theoretical potential of each approach for helping students with learning disabilities to achieve generalization in their spelling. The influence of generalization upon retention and transfer is also discussed. In light of weak empirical evidence to support these approaches, it is recommended that promising instructional programs be piloted prior to adoption. Some cautious practical recommendations are offered for analytically evaluating spelling programs under consideration for piloting.
Correlates of Postsecondary Employment Outcomes for Young Adults with Learning Disabilities
Authors: Fourqurean John M. , Meisgeier Charles , Swank Paul R. , Williams Robert E.
Published: December 2008

The purpose of this study is twofold: (a) to examine the efficiency of a set of selected variables for predicting postsecondary employment success for young adults classified as learning disabled in high school and (b) to provide a portrayal of employment adjustment in the first years after exiting high school. Data on both employment stability and job status were gathered through telephone interviews. Of the 284 students with learning disabilities who exited the four participating high schools between 1986 and 1989, contact was made with 175 (62%). This sample was composed of 75% males, who ranged in age from 18 to 23 years. Statistical tests reveal that students (a) with high math ability, (b) who were employed during high school, and (c) whose parents actively participated in their education were more likely to experience employment success after high school. Overall, 86% of the sample was employed either full- or part-time, with the majority in entry-level, unskilled jobs. In terms of postsecondary education, 26% completed at least one semester of college or technical school, though at the time of follow-up only 13% were enrolled in school.
A Change in Legal Status: An Overlooked Dimension in the Transition to Higher Education
Authors: Scott Sally S.
Published: December 2008

The transition from high school to college entails a change in legal status for individuals with learning disabilities. As students leave high school and the dominion of P.L. 94-142, they enter a setting structured by Section 504 of the Rehabilitation Act of 1973. How does this change in legal status affect student rights and responsibilities? Do students with learning disabilities need specific skills to facilitate their legal transition into higher education? Is current transition programming addressing this need? To investigate these questions, basic provisions of P.L. 94-142 and Section 504 were reviewed. Implications of the change in legal status were discussed, and existing transition programs were examined. Guidelines are proposed for incorporating legal transition skills in future transition programming.
Identifying Native Language Difficulties Among Foreign Language Learners in College: A "Foreign" Language Learning Disability?
Authors: Ganschow Leonore , Sparks Richard L. , Javorsky James , Pohlman Jane , Bishop-Marbury Andrea
Published: December 2008

The present study compared successful and unsuccessful college foreign language learners on measures of intelligence, foreign language aptitude, native oral and written language, and math. Unsuccessful students had received petitions to waive the foreign language requirement. No significant differences between groups were found on intelligence and reading comprehension. Significant differences were found on the Modern Language Aptitude Test, on tests of written and oral language in the syntactic and phonological domains, and on math calculation. Authors suggest that students with foreign language learning difficulties may have underlying native language problems manifested especially in the areas of syntax and phonology. Suggestions for diagnosing a foreign language disability are made.
A Trial of Piracetam in Two Subgroups of Students with Dyslexia Enrolled in Summer Tutoring
Authors: Ackerman Peggy T. , Dykman Roscoe A. , Holloway Carol , Paal Nicholas P. , Gocio Michelle Y.
Published: December 2008

Sixty children with dyslexia (41 boys, 19 girls; ages 9 to 13) were enrolled in a 10-week summer tutoring program that emphasized word-building skills. They were randomly and blindly assigned to receive either placebo or piracetam, a purportedly memory-enhancing drug that has been reported to facilitate reading skill acquisition. The children were subtyped as "dysphonetic" or "phonetic" on the basis of scores from tests of phonological sensitivity and phoneme-grapheme correspondence skills. Of the 53 children who completed the program, 37 were classified as dysphonetic and 16 as phonetic. The phonetic group improved significantly more in word-recognition ability than the dysphonetic group. Overall, the children on medication did not improve more than the nonmedicated ones in any aspect of reading. The phonetic subgroup on piracetam gained more in word recognition than any subgroup but did not improve significantly more than the phonetic subgroup on placebo. Results are discussed in relation to findings from previous studies of piracetam in children with dyslexia.
Individual Differences in the Self-image of Adolescents with Learning Disabilities: The Roles of Severity, Time of Diagnosis, and Parental Perceptions
Authors: Raviv Dorit , Stone C. Addison
Published: December 2008

The self-images of 49 adolescents with learning disabilities (Grades 9 through 12, mean age=15.9) and 49 normally achieving peers (Grades 9 through 12, mean age=16.0) were compared using the Offer Self-Image Questionnaire (OSIQ). The group with LD scored significantly lower than the comparison group on 4 of the 10 OSIQ scales. Later diagnosed adolescents with LD scored significantly higher than early-diagnosed adolescents on two of the scales. Severity of the learning disability was not found to be related to self-image scores. In a second study, parental perceptions of the self-images of 28 of the 49 students with LD were studied by administering the Offer Parent-Adolescent Questionnaire (OPAQ) and an informal questionnaire to their parents. On 6 of the 10 OPAQ scales, parents perceived their children as having a lower self-image than the adolescents themselves reported. Significant but moderate relationships were found between parents'perceptions and adolescent self-image scores. Results of the two studies are interpreted in terms of a multidimensional conception of self-image that considers factors inherent to the individual as well as interpersonal and institutional factors.
Electrophysiological Correlates of Dyslexic Subtypes
Authors: Flynn Jane M. , Deering William , Goldstein Michael , Rahbar Mohammad Hossein
Published: December 2008

The construct validity of Boder's typology of dyslexia was investigated using quantified EEG. Thirty-nine children, ranging in age from 7-0 to 10-11, were recorded during a contextual reading task and at rest. During reading, children with dyslexia were expected to show increased theta and beta amplitude compared to nondisabled readers. These differences were expected in regions of presumed strength for each subtype as a sign of overengagement in task. Children with phonological deficits (dysphonetic dyslexia) were expected to adopt visuospatial processing strategies (right occipital-parietal activation), those with orthographic deficits (dyseidetic dyslexia) to emphasize phonetic strategies (left temporal-parietal activation). Results supported beta frequency differences in anticipated regions by subtype during the reading task. However, the direction of difference hypothesis was not supported. Decreased amplitudes in both groups with dyslexia compared to normally achieving readers suggest reconceptualization of the theoretical base for the Boder subtyping system.
The Perspectives of Mothers Whose Children Are in Special Day Classes for Learning Disabilities
Authors: Stephenson Joe
Published: December 2008

This article presents information about the attitudes and beliefs of mothers concerning their children in learning disabilities classes. Four mothers were interviewed over a 1-year period. Their comments about services provided by educational and mental health professionals indicated high levels of frustration and dissatisfaction. Parental expectations and perspectives differed from those of educators. Participants and educators were found to view learning disabilities differently.
Students' Expectations About Peer Pressure to Engage in Misconduct
Authors: Pearl Ruth , Bryan Tanis
Published: December 2008

Previous research suggests that students with learning disabilities may differ from other students in their expectations of how peers are likely to propose engaging in misconduct. This study followed up on these findings using a methodology that did not require the participants to produce their responses verbally. Participants were 14 students with learning disabilities (53 male, 21 female) and 85 students without disabilities (40 male, 45 female) from high schools in three types of communities (urban, primarily black; urban, primarily Hispanic; suburban, primarily white). The students were presented with a series of pairs of statements that might be made by a teenager trying to entice a peer into misconduct and were asked to indicate which statement in each pair was the more persuasive. The results partially replicated the earlier research. The methodological and social implications of these results are discussed.
Academic Achievement Following Childhood Brain Disease
Authors: Taylor H. Gerry , Schatschneider Christopher
Published: December 2008

The present study examined three hypotheses regarding the consequences of early brain damage for academic achievement: First, early brain insults will have a negative impact on achievement, even in children with normal intelligence. Second, underachievement in these children will be at least partially independent of IQ (i.e., not fully accounted for by a lowering of IQ within the average range). Third, normally intelligent children with histories of brain insult will also manifest selective cognitive dysfunctions. To test these hypotheses, we compared two groups of children who had recovered from Haemophilus influenzae type b meningitis. The “complicated” group consisted of children who, as a consequence of having sustained neurologic complications during their illness, were more likely to have had brain insults. Children in the “uncomplicated” group did not have complications with their illness and were regarded as having escaped significant central nervous system (CNS) pathology. Only children with normal hearing and a prorated Full Scale IQ of at least 80 (WISC-R) were considered. Group differences on the Wide Range Achievement Test-Revised were consistent with the first two hypotheses. Although the two groups had similar Verbal IQs, the complicated group also had a lower mean Performance IQ and performed less well on perceptually demanding neuropsychological tasks. Findings suggest that learning disabilities may have selective, brain-related cognitive antecedents; but they challenge the practice of using IQ criteria for clinical diagnosis.
Learning, School Performance, and Children with Asthma
Authors: Celano Marianne P. , Geller Robert J.
Published: December 2008

Children with asthma may be at risk for decreased school functioning due to acute exacerbations, increased absenteeism, iatrogenic effects of their asthma medication, and the stress associated with a chronic illness. The purpose of this article is to critically review extant research pertaining to the school functioning of children with asthma, including studies of school attendance, school performance, the effects of asthma medications on learning and behavior, and the role of psychological variables in the development of functional impairments. There is not sufficient evidence to suggest that children with asthma are at significantly higher risk for poor school performance than children without asthma. Factors that may contribute to poor school performance among children with asthma include iatrogenic effects of oral steroids, poor medical management of the disease, and psychological problems. Recommendations for improving the school functioning of children with asthma are discussed.
The Social Misperception Syndrome in Children with Learning Disabilities
Authors: Spafford Carol Sullivan , Grosser George S.
Published: December 2008

Family shortcomings or other intrinsic psychological deficits are frequently viewed as contributing factors to the social misperceptiveness frequently seen in children with learning disabilities. This article attempts to synthesize research defining the social problems of some children with learning disabilities. Particularly emphasized is the role of communication skills deficits. Breakthroughs in neurophysiology negate, to a large extent, traditional emphases on family dysfunction, school failure, or personality disturbances as primary causes of the social problems of some children with LD. Advances in vision and language research allow departure from the social paradigm of the “misperceptive syndrome” to consider constitutionally based hypotheses of neural dysfunction. Neural aberrations are viewed as triggering deficient language processing, which in turn may lead to unsatisfactory social interactions. Several correlates and characteristics of family, school, and environmental systems are discussed in the context of their impact on personality development and on changes in the life adjustments of both children and adults with learning disabilities.
Objectivity and Emancipation in Learning Disabilities
Authors: Warner Michael M.
Published: December 2008

The present article provides a critique of holism (as developed in the writings of Heshusius, Iano, and Poplin) from the point of view of critical realism, primarily as the latter standpoint is explicated in the writing of the British philosopher of science Roy Bhaskar. Whereas the holists have been largely correct in their criticisms of the positivism and scientism that have characterized theory and practice in the learning disabilities field, it is argued that they run the risk of promoting a subjectivist standpoint with its own set of limitations.
Open Systems as Seen on the Street and From the Fourteenth Floor
Authors: Isaacson Stephen L.
Published: December 2008

Science is a great many things but in the end they all return to this: Science is the acceptance of what works and the rejection of what does not. That needs more courage than we might think.

Jacob Bronowski

(Quoted in Miller, 1971, p. 73)
Chemical Dependency in Students With and Without Learning Disabilities
Authors: Karacostas Demetra D. , Fisher Gary L.
Published: December 2008

To determine if students with learning disabilities (LD) demonstrate a higher frequency of chemical dependency than students without learning disabilities (NLD), a total of 191 adolescents with LD (101 males and 90 females) were given the Substance Abuse Subtle Screening Inventory (SASSI). The sample consisted of 88 students with LD and 103 NLD students between the ages of 12 and 18. The SASSI is an objectively scored self-report inventory that accurately classifies adolescents as chemically dependent (CD) or not chemically dependent (NCD). A significantly higher proportion of students with LD than NLD students were classified as CD. Of the 30 students who were classified as CD, 70% were students with LD. A discriminant analysis indicated that the presence or absence of a learning disability was a better predictor of classification as CD or NCD than gender, ethnicity, age, socioeconomic status, or family composition. The implications for evaluation and educational planning for students with learning disabilities are discussed.
Cognitive Abilities of Children at 7 and 12 Years of Age in the Colorado Adoption Project
Authors: Wadsworth Sally J. , DeFries J. C. , Fulker David W.
Published: December 2008

To test the hypothesis that adopted children are at an elevated risk for learning disabilities, the achievement and WISC-R test scores of a nonclinical sample of adopted and nonadopted (control) children were compared at 7 years of age (n = 108 adopted males, 91 adopted females, 116 control males, 100 control females) and 12 years of age (n = 69 adopted males, 61 adopted females, 56 control males, 44 control females). Although the average Verbal IQ of the adopted children was significantly lower than that of the nonadopted children at both ages, these differences accounted for only about 2% to 4% of the variance. When scores on the individual subtests of the WISC-R were compared, the group difference was significant only for Similarities at age 7, and for Comprehension at age 12. Moreover, with regard to the achievement tests, the proportion of adopted children who scored more than 1.5 standard deviations below expected, based on IQ, was not significantly greater than that of controls. Also, the proportions of adopted and control children placed in special education classes were not significantly different. Thus, the results of this study provide little or no evidence for an increased risk of learning disabilities in “easily placed” adopted children.
Inducing Adaptive Coping Self-Statements in Children with Learning Disabilities Through Self-Instruction Training
Authors: Kamann Michael P. , Wong Bernice Y. L.
Published: December 2008

This study investigated the efficacy of a coping strategy in reducing math anxiety in children with learning disabilities (LD). The coping strategy was based on cognitive behavior modification (CBM). Twenty children from Grades 4 to 7 participated in the study. Half of them were children with LD and the remaining were normally achieving children. The dependent measures were self-talk data and performance data on math (fraction) problems. Pretest data indicated that normally achieving childen produced substantially more positive self-talk than children with learning disabilities. Subsequent to training in the use of the CBM-based coping strategy, children with LD produced a comparable amount of positive self-talk at posttest as found in normally achieving children. Moreover, there was a moderate, positive correlation between increased positive self-talk and math performance among the children with LD. The results clearly indicated that the children with LD had learned to cope with their math anxiety via a CBM-based strategy. More generally, the results of the study suggest that CBM strategies can be effectively applied to the affective domain. This broader implication and the limitations of the study are discussed.
A Longitudinal Study on Dysgraphic Handwriting in Primary School
Authors: Hamstra-Bletz Lisa , Blöte Anke W.
Published: December 2008

In an epidemiological study, the scripts of 121 Dutch primary-school children were evaluated annually, starting in Grade 2. The children were followed for 5 years. An evaluation scale for children's handwriting (the BHK scale) was used for rating the scripts on 13 characteristics and for measuring the speed of writing. Principal component analysis of the LONG matrix (in which the data collected on the five occasions are arranged beneath each other) yielded three clusters of items: (a) fine-motor ability, (b) structural performance, and (c) stylistic preference. It was found that the children with dysgraphic handwriting (10% scoring highest on the BHK quality items) had lower fine-motor ability and, in the higher grades, showed less preference for a personal style. Their structural performance also was poorer than that of the other writers. Children with and without dysgraphic handwriting did not differ in writing speed. Some implications of the study for handwriting instruction are discussed.
Historical Roots of the Field of Learning Disabilities
Authors: Opp Günther
Published: December 2008

The field of learning disabilities is often thought of as having come into being in the early 1960s. In reality, there is a long history of scientific investigation into psycho-anatomic functions. This article highlights the scientific contributions of some major nineteenth-century German researchers, their astounding attempts at describing neuropsychologic dysfunction, and their struggle to conceptionalize and cerebrally localize the clinical syndromes they had observed. After Pierre Paul Broca's discovery of “motor aphasia,” Carl Wernicke described the clinical syndrome of “sensory aphasia” and its cerebral localization in 1871. Wernicke's investigation was at the onset of rapidly accumulating insights into the complexities of neuropsychologic functions as they were investigated by researchers such as Ludwig Lichtheim, Hugo Karl Liepmann, B. Berlin, Hubert Grashey, and J. K. Goldscheider. The long-term influence of this research on the development of the field of learning disabilities is discussed.
Note-Taking Skills of University Students With and Without Learning Disabilities
Authors: Hughes Charles A. , Suritsky Sharon K.
Published: December 2008

The notes of 30 university students with learning disabilities (LD) and 30 nondisabled university students were compared on the number of cued and noncued information units recorded and the number and type of abbreviations used. Results showed that the university students with LD performed significantly lower on all variables. Implications for practitioners are provided and future research discussed.