bluuebunny/crossref_metadata_2025 huggingface dataset:
Social Perception Problems in Learning Disabled Youth
Authors: Jackson Sara C. , Enright Robert D. , Murdock Jane Y.
Published: December 2008

This investigation attempted to determine whether or not the gap in social perceptual ability between learning disabled and non-learning-disabled groups would decrease with age. The Profile of Nonverbal Sensitivity and The Four Factor Tests of Social Intelligence were administered to 30 students with learning disabilities and 30 students without learning disabilities. The ages of the students were 11, 14, and 17 years. Although social perceptual ability was found to improve with age for both groups, the proportionate differences between the groups remained constant through age 17.
Emotional-Behavioral Patterns in Children with Learning Disabilities
Authors: Glosser Guila , Koppell Steven
Published: December 2008

The relationships between lateralized left and right hemisphere cognitive impairments and various emotional/behavioral characteristics were examined retrospectively in 67 learning disabled children ages 7 to 10. Children with left hemisphere impaired cognitive profiles presented with dysphoria, anxiety, and social withdrawal, while children with right hemisphere impaired cognitive profiles showed low rates of dysphoria/anxiety and increased somatic complaints. Children with nonlateralized cognitive impairments evidenced characteristics of attention deficit disorder and more pervasive emotional disturbances. These relationships between lateralized cognitive impairments and emotional/behavioral patterns in non-neurologically involved learning disabled children parallel findings of emotional disturbance in adults with lateralized hemispheric lesions.
WISC-R Types of Learning Disabilities
Authors: Holcomb William R. , Hardesty Russell A. , Adams Nichoias A. , Ponder Howard M.
Published: December 2008

WISC-R profiles of 119 children in five separate learning disabilities (LD) programs were placed in six homogeneous groups using cluster analysis. A cross-validation procedure supported the reliability of the typology. Achievement test scores also significantly differentiated all six types. LD children in two of the six types were characterized as having WISC-R profiles already identified in the literature and displayed possible reading, attention, and sequencing deficits. A third LDtype is similar to the superior IQ LD child, with motor coordination deficits in addition to severe emotional problems. Three other profiles represent children who have low IQ levels that are consistent with their below average school performance and may not represent true LD children. Based upon this typology, suggestions are made for remedial interventions.
Learning Disabilities and Giftedness
Authors: Waldron Karen A. , Saphire Diane G. , Rosenblum Sue Ann
Published: December 2008

Relationships among academic achievement, self-concept, and behavior of the learning disabled/gifted child, and abilities of parents and teachers to identify the learning problem were considered. Twenty-four learning disabled/gifted children and a control group of normally achieving, gifted students were administered a six-factor self-concept measure. Subsequently, their parents, regular classroom teachers, and teachers in an enrichment program completed a student behavior measure. Analyses indicated tendencies for experimental subjects to have lower self-concepts than controls. Correlations showed seven statistically significant relationships between self-concept and hyperactive/asocial behaviors in experimental subjects. Enrichment program teachers, who had received special education training, significantly identified experimental subjects as having learning problems. No parents identified experimental children as having learning difficulties. Conclusions are that experimental students may be masking failure through passive behaviors, and that they may be unidentified at home and school, unless adults are trained in special education.
Developing Job Maintenance Skills in Learning Disabled Youth
Authors: Roessler Richard T. , Johnson Virginia Anne
Published: December 2008

A study of Vocational Coping Training (VCT), an intervention to develop job maintenance skills, was completed with a group of learning disabled high school-age women. Ratings of role play behavior in vocational situations indicated that the experimental group (n = 12) acquired more of the job maintenance skills than did the control group (n = 10). At the end of training, the experimental group was also rated significantly higher on social competence and employability, although no change occurred on a cognitive measure of work-related thoughts. Results suggested the need for greater emphasis on modeling and role playing strategies to teach job maintenance behaviors, positive work-related cognitions, and appropriate nonverbal and paralinguistic styles.
Convergent-Discriminant Validity of the Jewish Employment and Vocational Service System
Authors: Tryjankowski Elaine M.
Published: December 2008

This study investigated the construct validity of five perceptual traits with five simulated work samples from the Jewish Employment and Vocational Service Work Sample System (JEVS). The subjects, mean CA 14.4, were thirty-six applicants with learning disabilities who attended a prevocational assessment program. Utilizing the paradigm of convergent-discriminant validity, convergent validity (p < .01) was evidenced in four of the five work samples and discriminant validity (p < .01) was demonstrated in three of the five work samples. The results indicate that simulated work samples can be used as a diagnostic instrument for assessment of perceptual abilities in a vocational setting.
Behavioral Contagion and Manageability
Authors: Safran Stephen P. , Safran Joan S.
Published: December 2008

Forty-four regular and 39 LD teachers completed the Behavior Manageability and Behavioral Contagion Scales to determine (1) whether teacher group differences in manageability and contagion were present, and (2) which specific behaviors were viewed as most contagious and least manageable. Statistical analyses indicated no significant group differences on either dependent measure. However, socially withdrawn behavior was rated concurrently as most difficult to manage and as least contagious. The more acting-out behaviors (negative aggressive, poor peer cooperation) were, as expected, viewed as most disruptive to other students (contagious). Implications for working with LD students who exhibit problem behaviors in both regular and special class settings are discussed.
Component Deficit and Academic Remediation of Learning Disabilities
Authors: Wade Joseph , Kass Corrine E.
Published: December 2008

The purpose of this study was to compare the effects of (1) remediation of hypothesized component deficits given prior to remediation of known academic deficiencies, and (2) remediation of known academic deficiencies alone. A corollary purpose was to study the immediate effect, if any, of the component deficit remediation on the criterion measure. The component deficits for the Re-Cognition Function (ages 8 through 11) were: (1) haptic discrimination, defined as difficulty in noting differences in sense of touch and muscle sensation, (2) visualization deficit, defined as difficulty in recognizing wholes from sensation of the parts, and (3) figure-ground, defined as difficulty in sifting important from unimportant stimuli. The criterion measure was the Stanford Diagnostic Reading Test (SDRT). Forms A and B. In this study, the SDRT was used in two ways: (1) as a basis for planning academic remediation, and (2) as pretest and posttest measures of academic improvement after component deficit remediation and academic deficit remediation. Two research questions were investigated: (1) How do scores on the SDRT of children having component deficit remediation plus academic deficit remediation compare with scores of children having academic deficit remediation only, and (2) Do scores on the SDRT improve immediately after component deficit remediation? Twenty-seven certified learning disability teachers carried out the remediation under the supervision of the researcher with 76 children labeled learning disabled by the school district, ages 8 through 11. The answer to question one was, the scores on the SDRT of children having component deficit remediation plus academic deficit remediation were higher than scores of the children having academic deficit remediation only, when effect size anlayses were made. The answer to the second question was yes, scores on the SDRT improve immediately after component deficit remediation on every subtest when effect size analyses were made. Effect size, a measure of treatment effectiveness, was calculated by finding the difference between the means of the experimental and control groups divided by the control group standard deviation. Effect size was then translated into notions of overlapping distributions of scores and comparable percentiles. Its descriptive nature made it appealing for this investigatory research of treatment effects.
A Review of the Current Controversial Approaches for Treating Learning Disabilities
Authors: Silver Larry B.
Published: December 2008

There are many professionals in multiple disciplines proposing treatment approaches for individuals with learning disabilities. when research has been done to support an approach, the reports and data may be published in journals normally not read by parents, educators, or other professionals. When research data are not available, the information may be in a popular book, the newspapers, lay magazines, or on television. Thus, parents may hear of ideas and suggestions before professionals. It is understandable that parents would seek out improved ways of helping their son or daughter. It is the purpose of this paper to review the significant literature in an effort to assist parents and professionals in assessing controversial approaches to treatment.
Nutritional Biochemistry and Behavioral Disabilities
Authors: Fishbein Diana , Meduski Jerzy
Published: December 2008

Recent advances in the field of nutrition have direct application to the field of learning disabilities. The nutritional sciences have been neglected by both social scientists and medical professionals because such study requires knowledge of tremendously complex biochemical interactions and effects. Our understanding of neurochemistry has increased exponentially in the past several years, and the significant relationship between diet and brain function has become widely recognized. Pertinent findings in nutrition that are of interest to scientists and practitioners dealing with human behavior include information relating dietary constituents to brain function. Excesses and/or deficiencies in certain dietary components contribute to the functioning of the central nervous system and therefore have direct effects on behavior. This paper discusses these mechanisms as they pertain to learning disabilities and antisocial behaviors, as well as nutritional modes of managing and treating such behaviors.
Cognitive Dysfunction and Psychoeducational Assessment in Individuals with Acquired Brain Injury
Authors: Obrzut John E. , Hynd George W.
Published: December 2008

Children and adolescents with learning and behavioral difficulties resulting from head injuries share some common problems with individuals with learning disabilities. A review of the literature regarding the effects of head injury in children reveals important developmental considerations in terms of both outcome and treatment. This article reviews these issues and focuses on appropriate assessment practices with individuals who have acquired brain injury and who may have many difficulties in learning that are similar to those of the learning disabled child.
Are We Preparing Adolescents with Learning Disabilities to Cope with Social Issues?
Authors: Fine Elaine
Published: December 2008

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

Poor thinking skills, social skills deficits, and a weak information base may affect adolescents with learning disabilities in their ability to make appropriate decisions regarding social issues and may make them more vulnerable to resulting negative consequences. Research on instruction in social issues will be discussed.
The Need for Policy Analysis in Evaluating the Regular Education Initiative
Authors: McKinney James D. , Hocutt Anne M.
Published: December 2008

The purpose of this paper is to present the concept of policy analysis, as distinct from policy advocacy, in light of recent proposals for the restructuring of present special and regular education practice with mildly handicapped students. The essential features of policy analysis are described in the context of recommendations made by advocates of the Regular Education Initiative. It is concluded that a comprehensive policy analysis is needed to clarify the objectives of this initiative both to understand its implications for educational policy and to assess its likely impact.
Improving Services for Problem Learners
Authors: Keogh Barbara K.
Published: December 2008

The proposed merger of special and regular education is analyzed relative to two issues: the reality of conditions of mild handicap, and the capability of the regular education system to serve all pupils effectively. It is argued that study of individual differences, one major component of a needed research agenda, must be directed at determining the nature and expression of instructionally relevant individual differences within and across conditions of problem and nonproblem learning. Similarly, study of program models must address efficacy across conditions and sites. It is concluded that conditions necessary for restructuring include a stable and coherent policy of support for research and evaluation, the study of programs as well as of individuals, and recognition of the need for multiple and competing program models.
Using a Demonstration Strategy to Teach Midschool Students with Learning Disabilities How to Compute Long Division
Authors: Rivera Diane , Smith Deborah Deutsch
Published: December 2008

The influence of a modeling technique on the acquisition of long division by eight students with learning disabilities was studied. The instructional intervention, which included demonstration, imitation, and key guide words, was found to be effective. Initial assessment scores of division problems were 0%. With the application of the intervention, students mastered (2 out of 3 days at 100) each long division skill in minimal time (ranging from 2 to 9 days).
A Comparison of Intellectually Superior Male Reading Achievers and Underachievers from A Neuropsychological Perspective
Authors: Bow James N.
Published: December 2008

Research with intellectually average underachievers indicates that reading problems are often associated with neuropsychological deficits. The present study investigated this relationship for intellectually superior (IQ ≥ 120) males. Twenty reading achievers and twenty reading underachievers, controlled for age (8 to 12), socioeconomic status (SES), medical history, and emotional problems were compared on a comprehensive battery of neuropsychological tests. The results revealed significant global ( p < .01) and specific ( p < .05) differences in favor of achievers. These findings indicate that neuropsychological deficits are associated with reading underachievement among intellectually superior male underachievers. Practical implications are discussed.
The Relationship Between Neuropsychological/Perceptual Performance and Socioeconomic Status in Children with Learning Disabilities
Authors: Morrison Delmont C. , Hinshaw Stephen P.
Published: December 2008

A battery of 10 neuropsychological/perceptual tests was administered to a sample of 57 reading disabled children, aged 6 through 11 years. These test scores were associated, at mild to moderate levels, with measures of academic achievement. Data pertaining to socioeconomic status (SES) were also obtained. Whereas SES related significantly to achievement and intelligence, it was clearly uncorrelated with performance on the neuropsychological tests. This lack of association is discussed; the potential confounding variable of a restricted range of neuropsychological performance does not apply. Results are addressed in light of the significant association between SES and neuropsychological/perceptual performance in non-learning-disabled children.
Coping Strategies of University Students with Learning Disabilities
Authors: Cowen Sara E.
Published: December 2008

The purpose of this study was to investigate coping strategies of students with learning disabilities attending a large midwestern university with no special program for such students. Twenty-five students identified as learning disabled prior to entering the university volunteered to participate in the research. They were tested to determine their present cognitive and achievement profiles. They were then interviewed to determine their coping strategies. The testing indicated that they had persistent visual and auditory processing deficits and academic skills deficits. The findings indicated that they had developed coping strategies to bypass or compensate for their processing and skill deficits.
Self-Concept and Success-Failure Attributions of Nonhandicapped Students and Students with Learning Disabilities
Authors: Cooley Eric J. , Ayres Robert R.
Published: December 2008

Self-concept and attributions made about academic successes and failures were compared in 46 students with learning disabilities and 47 normally achieving students (mean age = 12.0 years). Results from the Piers-Harris Children's Self-Concept Scale (Piers, 1984) suggested that lower overall self-concepts in the students with learning disabilities (p < .01) were primarily due to differences in self-concepts regarding intellectual and school status (p < .001). Attributions regarding internal versus external causes for successes and failures and stable (ability) versus unstable (effort) causes for failures did not differentiate the groups. Self-concept, particularly school related self-concept, was correlated with ability/effort attributions. Subjects with lower self-concepts were more likely to attribute failures to ability. Both the self-concept and attribution data have implications for academic and motivational interventions.
Similarities and Differences Between Parents' and Teachers' Observations of the Behavior of Children with Learning Problems
Authors: Rosenberg Leon A. , Harris James C. , Reifler Jane P.
Published: December 2008

Parents and teachers of 17 youngsters diagnosed as learning disabled were administered the Child Behavior Checklist. The results indicated that parents and teachers agreed with regard to externalizing-type behavior. Parents' and teachers'disagreement was greatest for younger children when reporting internalizing-type behavior.
The Roles and Functions of Coordinators of Handicapped Services in Higher Education
Authors: Michael Robert J. , Salend Spencer J. , Bennett Randi S. , Harris Arlene J.
Published: December 2008

This study examined roles and functions of coordinators of services to college students with handicaps. Sixty-one randomly selected coordinators responded to the nationwide survey. The results suggest that the roles and functions of these coordinators are quite varied and need to be defined.
Toward a Metatheory of Learning Disabilities
Authors: Swanson H. Lee
Published: December 2008

The present article provides a rationale for basic research and metatheory development in the field of learning disabilities (LD). A major assumption of the article is that basic research contributes to metatheory development, which in turn (a) allows for the development of a genuine (mature) science, (b) prevents the practice of data collection that does not contribute to an understanding of events, (c) provides an understanding of the complexity and subtlety of simple events, and (d) organizes existing research. Factors that prevent basic research and metatheory development are related to (a) the field's status as a science, (b) the role of theory in directing instructional practice, and (c) the criteria used by researchers for problem selection. At present, LD theory reflects the status of a second (conceptual) language, or at best an intuition. The poor integration of theory and practice is attributed to the field's perception of problem solvability, methodological pluralism, and consumerism. A model for validating a metatheory and some general parameters for such a metatheory are proposed.
Discourse Errors in Students with Learning Disabilities and Their Normally Achieving Peers
Authors: McCord Jill S. , Haynes William O.
Published: December 2008

Children with learning disabilities were compared to their normally achieving peers on various discourse errors measured by clinical discourse analysis (CDA) (Damico, 1980). A conversational interaction between each subject and an experimenter was audiotaped for later transcription and analysis of discourse errors. The subjects were 12 children with learning disabilities and 12 non-learning-disabled (NLD) children ranging in age from 8 to 11 years. The results of this investigation suggest no significant difference between the groups of children in the total number of discourse errors. Significant differences were observed between the learning disabled and the non-learning-disabled groups and the male and female groups when specific error types were considered. The categories of poor topic maintenance, need for repetition, and failure to provide information were the major discriminators between the subjects with learning disabilities and the non-learning-disabled subjects. The group with learning disabilities also made significantly more quantity and relation errors than the NLD group.
Use of the Kaufman Assessment Battery for Children in Predicting Achievement Among Students Referred for Special Education Services
Authors: Worthington George B. , Bening Mary Ellen
Published: December 2008

This study was designed to investigate the validity of the Kaufman Assessment Battery for Children (K-ABC) in predicting academic achievement among elementary students referred for special education services. Three groups of students (black, Hispanic, and white) were administered the K-ABC, and mean K-ABC Mental Processing Composite scores for each group and for males and females were evaluated as predictors of reading, mathematics, and written language achievement on the Woodcock-Johnson Psycho-Educational Battery. Statistical analyses confirmed the K-ABC's validity in predicting achievement for each ethnic group and for males in all areas. However, K-ABC scores were not valid predictors of written language achievement among females.
The Reductionistic Fallacy in Learning Disabilities
Authors: Poplin Mary S.
Published: December 2008

Theoretical and empirical debates and political schisms have characterized the movement of the field of learning disabilities from its early medical and psychological process model orientations through the more recent behavioral and cognitive strategy phases. These debates have elucidated, perhaps even exaggerated, the differences between these models. It is proposed here that the four models are far more similar than they are different and that the similarities are grounded in the fact that each defines, assesses, and instructs students with learning disabilities in a reductionistic manner. It is the author's contention that the reductionistic fallacy undergirds the efficacy problems that have plagued the field since its inception.
Relationship Between the K-ABC and WISC-R for Students Referred for Severe Learning Disabilities
Authors: Smith Douglas K. , Lyon Mark A. , Hunter Ellen , Boyd Ray
Published: December 2008

This study examined the relationship between performance on the K-ABC and the WISC-R for 67 students referred for evaluation as a result of serious academic or academic/behavioral problems. Of the 67 students referred, 32 were identified as having severe learning disabilities. The correlational results of the study documented strong relationships among all of the global standard scores on both instruments (r = .65 to .95). Individual performance patterns reflected a preponderance of Simultaneous > Sequential processing and Performance IQ > Verbal IQ patterns for the students with severe learning disabilities, but not for the students without severe learning disabilities. The results of t tests also confirmed Simultaneous > Sequential, Mental Processing Composite > Achievement, and Performance IQ > Verbal IQ differences for the students with severe learning disabilities.
Retention and Nonretention of At-Risk Readers in First Grade and Their Subsequent Reading Achievement
Authors: Juel Connie , Leavell Judy A.
Published: December 2008

Some of the specific reasons for the success or failure of retention in the area of reading were examined via an in-depth study of a small number of both at-risk retained students and comparably low skilled promoted children. Longitudinal data were collected as students went from first grade to either repeating first grade and through second grade, or from first through second grade. The children's development in phonemic awareness, spelling-sound knowledge, word recognition, and the ability to read words in their reading series was closely examined. In addition, the children's listening comprehension was examined, especially as it related to reading comprehension and intelligence. Findings suggested that children who finish first grade with poor word recognition skill may benefit from retention if they start the repeated year with increased phonemic awareness. But further growth in word recognition may be impaired in second grade unless spelling-sound knowledge continues to grow. Retention did not appear to facilitate listening comprehension to the extent it did word recognition, with the effect of further limiting improvement in reading comprehension.
The Cognitive and Behavioral Characteristics of Children with Learning Disabilities
Authors: Torgesen Joseph K.
Published: December 2008

Editor's Comment: In this and the following several issues of the journal, a series of articles on the cognitive and behavioral characteristics of children with learning disabilities is presented. This series of articles is the result of the first Austin Invitational Research Symposium. This symposium was made possible by a grant from the Donald D. Hammill Foundation to this journal. The trustees of the Foundation and the staff of the journal would like to thank Joseph K. Torgesen. Dr. Torgesen has pulled together some of the most outstanding researchers in the field of learning disabilities on this topic. We are sure these papers will have a direct and positive effect on the advancement of this field. -- JLW
Acquired Cerebral Trauma
Authors: Mira Mary , Colson Steven
Published: December 2008

Editor's Comment: In the October 1987 issue of the journal, we began a series of articles on acquired cerebral trauma. These articles have generated and continue to generate a good deal of discussion in the field. Drs. Mary Mira and Steven Colson from the University of Kansas Medical Center discuss several additional issues regarding the education of individuals with these types of learning disabilities.--JLW
Research Briefs
Authors: Plata Maximino , Bone Jerri
Published: December 2008

A study of the perceived importance of 23 occupations by 65 adolescents with learning disabilities and 85 adolescents without learning disabilities revealed that occupations were ranked similarly by the two groups (Rho = .76). Analysis of the groups' rank order indicated diversity of students' perceptions about the importance of various occupations.
Verbal/Visual Processing for Males Disabled in Print Acquisition
Authors: Sinatra Richard
Published: December 2008

Fourteen males disabled in print acquisition were studied over time to determine their patterns of verbal and spatial processing. Comparing results of WISC-R and WAIS scales using a Bonferroni correction for t-values, it was found that the Similarities subtest scores significantly increased while the Vocabulary subtest scores and Acquired Knowledge category significantly decreased. Hemispheric specialization was suggested as a possible cause for differences in verbal and nonverbal processing.
Phonological Processing, Language Comprehension, and Reading Ability
Authors: Mann Virginia A. , Cowin Elizabeth , Schoenheimer Joyce
Published: December 2008

Previous research has indicated a relationship between reading ability and the integrity of certain phonological processing skills — skills that operate on the sound structure of language. This study shows how the deficient phonological processing skills of poor beginning readers can impair their comprehension of spoken phrases and sentences that are disambiguated by prosodic cues (i.e., pitch, stress, and pause). Following a brief summary of the available research literature, two new experiments are reported to illustrate that poor readers do not interpret certain sentences as accurately as good readers do, because they are less able to hold phonological material temporarily in working memory. Further insight into the basis of these differences between good and poor readers is provided by two additional pieces of evidence: The differences between good and poor readers are analogous to those between older and younger children readers, and the performance of poor readers tends to resemble that of younger children reading at their same level (i.e., reading-ability-matched controls). Apparently, good and poor readers tend to differ in the rate at which they develop phonological processing skills.
Teaching Adolescents with Learning Disabilities to Generate and Use Task-Specific Strategies
Authors: Ellis Edwin S. , Deshler Donald D. , Schumaker Jean B.
Published: December 2008

The effects of an intervention designed to enhance students' roles as control agents for strategic functioning were investigated. The goal was to increase the ability of students labeled learning disabled to generate new strategies or adapt existing task-specific strategies for meeting varying demands of the regular classroom. Measures were taken in three areas: (a) metacognitive knowledge related to generating or adapting strategies, (b) ability to generate problem-solving strategies for novel problems, and (c) the effects of the intervention on students' regular classroom grades and teachers' perceptions of the students' self-reliance and work quality. A multiple baseline across subjects design was used. The intervention resulted in dramatic increases in the subjects' verbal expression of metacognitive knowledge and ability to generate task-specific strategies. Students' regular class grades increased; for those students who did not spontaneously generalize use of the strategy to problems encountered in these classes, providing instruction to target specific classes resulted in improved grades. Teacher perceptions of students' self-reliance and work quality did not change, probably because baseline measures were already high in both areas. Implications for instruction and future research are discussed.
Writing Disorders and Their Relationship to Reading-Writing Methods
Authors: Jiménez Juan E. , Rumeau Maria A.
Published: December 2008

This study was designed to investigate some writing disorders shown by children who have been taught by different methods of reading and writing. Methods differ in that some emphasize the processes of decoding bottom-up (e.g., syllabic and phonic method) while others stress top-down processes, that is, they put greater emphasis on meaning (e.g., global-natural method). A longitudinal study using a sample of 260 school children was performed. The children were of both sexes from public and private schools and from different socioeconomic backgrounds. It was found that the pupils who learn by a global-natural method make errors that relate more to reproductive aspects of information. In contrast, the pupils who learned by the phonic and syllabic methods made more errors of meaning.
Word Processing
Authors: Outhred Lynne
Published: December 2008

This paper describes the effects of using a word processor on the creative writing of a small group of children with learning disabilities. Each week the children wrote one word-processed and one handwritten story. The effects of using a word processor seemed to be influenced by the particular problems the children were experiencing with written work. For the children with severe spelling problems, using a word processor seemed to result in fewer spelling errors, while for the children who were still predominantly concerned with the mechanics of the writing task, using a word processor seemed to result in longer stories.
The Development of Spelling Knowledge and Its Role in Reading Acquisition and Reading Disability
Authors: Ehri Linnea C.
Published: December 2008

In contrast to the hypothesis that dyslexics possess phonological deficits that are neurological in origin, I suggest that the source of the deficit is primarily experiential-that dyslexics exhibit phonological deficits because they have not learned to read and spell in a way that develops their spelling knowledge so that it penetrates and comes to symbolize their phonological knowledge. Evidence from normal reading and spelling development as well as from comparisons of dyslexic and nondyslexic readers is offered to support this thesis.
Study Skills and the Education of Students With Learning Disabilities
Authors: Hoover John J.
Published: December 2008

This article discusses an area of education for students with learning disabilities that is often neglected. The topic of study skills education, although not new to education in general, has only recently been emphasized in the literature for students with handicaps. An overview of the study skill proficiency (or lack of it) of students with learning disabilities is provided, followed by the presentation of 15 student study skill strategies designed to assist students in their use of various study skills. These strategies may be employed appropriately and effectively with many students with learning disabilities provided that individual needs and abilities are considered. The article concludes with a discussion about the implementation of a study skills program, including guidelines to follow in this process.
A Survey of Postsecondary Programs for Students With Learning Disabilities
Authors: Beirne-Smith Mary , Deck Mary D.
Published: December 2008

Four-year colleges and universities identified as offering special programs for post-secondary students with learning disabilities were surveyed to determine the types of services provided. Results related to students served, assessment and referral procedures used, academic and nonacademic services offered, and procedures employed for staff training are discussed in this article.
Social Competence and Problem Behavior of Adolescent Girls With Learning Disabilities
Authors: Ritter David R.
Published: December 2008

Estimates of social competence and problem behavior were obtained using the Child Behavior Checklist (Achenbach & Edelbrock, 1983) for a sample of 51 adolescent girls with learning disabilities. Results identified poor social competence and elevated problem behaviors, in comparison to a normative group of nonhandicapped adolescents. Implications for both diagnosis and research are addressed.
Statement-Pie
Authors: Wallace Ginger W. , Bott Deborah A.
Published: December 2008

This study investigated the effects of teaching a metacognitive text structure strategy upon the paragraph writing skills of eighth-grade students with learning disabilities. The technique, called Statement-Pie (Hanau, 1974), teaches students to understand the relationship of supporting details to a main idea. Four students were taught to use an outline as a paragraph planning guide, which they then used to convert information into written expository paragraphs. All subjects reached instructional outcome criterion on the writing of comparison/contrast and sequence paragraphs. One week after reaching mastery in the special education classroom, students generalized their paragraph writing skills to other teachers and to different classrooms. The results of this investigation indicate that when provided with direct, intensive instruction in a text structure strategy, adolescents with learning disabilities can improve their skills in paragraph writing.
The Relationship Between Learning Disability and Delinquency
Authors: Brier Norman
Published: December 2008

Data are presented on the prevalence of learning disabilities among populations of delinquents. Current hypotheses proposed to explain the relatively high prevalence rate are examined in the context of the research literature pertaining to the psychosocial characteristics of youngsters with learning disabilities and the research literature pertaining to delinquency. A multifactorial explanation is offered, according to which the probability of a youngster with a learning disability becoming delinquent is seen as a consequence of the interaction between specific elements of learning disabilities and specific psychosocial correlates of delinquency.
Effects of Goal Structures and Performance Contingencies on the Math Performance of Adolescents with Learning Disabilities
Authors: Fuchs Lynn S. , Bahr Christine M. , Rieth Herbert J.
Published: December 2008

This study assessed the effects of assigned versus self-selected goals and contingent versus noncontingent gameplay conditions, delivered during computer-assisted math computation drill-and-practice sessions. Participants were 20 high school pupils with learning disabilities who had active Individualized Education Plan (IEP) goals that targeted the improvement of computational skills. Students were assigned randomly to goal conditions and, within goal conditions, to contingency groups. Math computation performance was measured pre-, mid-, and posttreatment. Analyses of variance indicated that students who selected their goals performed better than pupils with assigned goals. No differences existed between the contingency groups. Implications for practice are discussed.
Relationship Between Social Perception and Peer Status in Children with Learning Disabilities
Authors: Stiliadis Kathryn , Wiener Judith
Published: December 2008

This study was undertaken to examine the social perceptual skill deficit theory in explaining the low peer acceptance of children with learning disabilities. The quality of tests measuring social perception was also examined. Thirty 9- to 12-year-old children with learning disabilities and a matched control group were given two measures of social perception: a laboratory task and a behavior rating scale. The behavior rating scale was completed by the children's teachers. In addition, the Peer Acceptance Scale (Bruininks, Rynders, & Gross, 1974) was administered to assess peer status. Results showed that the children with learning disabilities differed significantly from their nondisabled peers on each of the three measures—the children with learning disabilities obtained lower social perception and peer acceptance scores. However, the relationships between sociometric status and social perception varied as a function of task. A small but significant correlation was found between the behavior rating scale and peer status. The laboratory task was not correlated with either the behavior rating scale or peer status. Results are discussed in terms of the psychometric properties of laboratory versus naturalistic measures of social perception and the importance of establishing the external validity of social skill measures by correlating them with outcome measures such as peer status.
Holism and Empiricism as Complementary Paradigms
Authors: Kronick Doreen
Published: December 2008

One of our editorial policies is to provide a forum for discussion on various key issues in our field. This is important because there are many different vantage points to some issues. The Forum section of the journal allows individuals to reflect on these matters from their own viewpoints. Doreen Kronick of Toronto, Ontario, reflects upon a series of articles on the paradigms of holism and empiricism that appeared in this journal (see Poplin, August/September 1988, and Heshusius, August/September 1989).—JIM.
Being Successful with Dyslexia
Authors: Wambsgans David T.
Published: December 2008

Several readers of this journal have expressed appreciation for our occasionally publishing articles by individuals with learning disabilities. In the following, David Wambsgans, an adult with learning disabilities, offers an autobiographical account of his educational, social, and vocational experiences. The article has not been edited and appears as he wrote it for publication.—JLW
Teachers Do Make a Difference
Authors: Brobeck Joyce K.
Published: December 2008

While this journal has primarily a research-oriented focus, the staff has a policy to occasionally publish personal accounts about or by individuals with learning disabilities. One of the purposes for publishing these accounts is to gently remind readers, researchers, and our staff that the special population discussed within these pages often encounters problems that are not covered in most research-oriented articles.—JLW
Empirical Testing of a Cognitive Model to Account for Neuropsychological Functioning Underlying Arithmetic Problem Solving
Authors: Batchelor Ervin S. , Gray Jeffrey W. , Dean Raymond S.
Published: December 2008

The efficacy of a cognitive-based arithmetic problem-solving model (Dinnel, Glover, & Halpain, in press; Dinnel, Glover, & Ronning, 1984) was tested using 989 students with learning disabilities. Comprehensive neuropsychological test battery information was used to predict composite arithmetic test performance as a means of examining the utility of this model. Results of this study offer support for Dinnel et al.'s (Dinnel, Glover, & Halpain, in press; Dinnel, Glover, & Ronning, 1984) model in accounting for arithmetic performance under continuous visual stimulus conditions. However, these data indicate a more complex neuropsychological underpinning to arithmetic performance in both visual and aural stimulus conditions. The neuropsychological aspects of arithmetic problem solving were discussed in relationship to this cognitive-based model.
Gender Differences in Intelligence, Language, Visual-Motor Abilities, and Academic Achievement in Students with Learning Disabilities
Authors: Vogel Susan A.
Published: December 2008

A substantial body of research confirms higher verbal ability in normally achieving females and higher visual-spatial and mathematical abilities in normally achieving males. However, the specific nature of these differences varies by age, specific measure, magnitude, and variability within the groups. Re-analysis of earlier research showed that, although differences in visual-spatial ability were larger than verbal ability differences, gender differences did not account for more than 1% to 5% of the group variance. In the population with learning disabilities (LD), research must be interpreted cautiously because LD samples were drawn mainly from the system-identified population and may reflect selection bias. Findings indicate that system-identified females with LD are lower in IQ, have more severe academic achievement deficits in some aspects of reading and math, and are somewhat better in visual-motor abilities, spelling, and written language mechanics than males with LD. In mathematics, however, it is difficult to document consistent differences in computational skills in the elementary school ages. More consistent findings, however, indicate superiority in mathematical reasoning in males with LD. A limited number of studies on research-identified samples indicate that findings from studies of school-identified LD samples must be interpreted cautiously because females with LD identified in the schools may not be representative of females with LD in general.
Concerns of Families of Children with Learning Disabilities
Authors: Waggoner Karen , Wilgosh Lorraine
Published: December 2008

The purpose of this report is to share the experiences and concerns of a group of parents of children with learning disabilities. Parents of eight different families were interviewed in depth, and seven themes emerged from the interviews. Parents discussed their involvement in their child's education, and their positive and negative experiences with school personnel as well as with seeking other sources of support. They expressed concerns about the social isolation and future well-being of their children with learning disabilities. They indicated many emotional strains from parenting children with learning disabilities, and that there are both positive and negative effects on the families. Implications for further research and practice are discussed.
Spelling Rule Usage Among Students with Learning Disabilities and Normally Achieving Students
Authors: Bailet Laura Lyons
Published: December 2008

Spelling performance of students with learning disabilities (LD) was compared with that of same-age normally achieving subjects and younger normally achieving subjects, Subjects with learning disabilities were divided into two groups: poor readers/ poor spellers and good readers/poor spellers. A spelling battery was administered that included one task of phoneme-grapheme correspondence rule usage and four tasks of suffix rule usage. The groups with learning disabilities performed significantly below the same-age normally achieving group on all tasks. No significant differences among the two groups with learning disabilities and their achievement-level peers emerged in primary analyses. However, secondary analyses revealed differences in mastery of the past tense spelling rule ed, and in some subskills related to the spelling of words with suffixes. The cognitive-linguistic significance of these results is discussed.
Sustained and Selective Attention in Children with Learning Disabilities
Authors: Richards Gail P. , Samuels S. Jay , Turnure James E. , Ysseldyke James E.
Published: December 2008

Sustained and selective attention of 30 fourth-, fifth-, and sixth-grade students with learning disabilities (LD) and 20 controls were compared. A continuous performance test (CPT) yielded no differences for students with LD and controls, suggesting similar ability for both groups in sustaining attention and inhibiting impulsive responding. Subjects with LD made more errors than controls on a selective attention task when letter distractors were adjacent to the target letter but not when they were distant, and more correct responses than controls when facilitating letters were adjacent to the target, suggesting that students with LD are less able to narrow the focus of their attention. Longer response times by students with LD indicate that they have slower information-processing skills than controls. Regrouping students according to teacher ratings for attention deficit-hyperactivity disorder (ADHD) yielded the customary impulsive response set on the CPT and more errors on the selective attention task, but no differences on response times for students with ADHD. LD students with ADHD made more errors than LD students without ADHD when letter distractors were adjacent to the target letter.