bluuebunny/crossref_metadata_2025 huggingface dataset:
The Problems of Definition and Differentiation and the Need for a Classification Schema
Authors: Adelman Howard S. , Taylor Linda , Adelman Howard , Taylor Linda
Published: December 2008

From both a theoretical and practical perspective, the majority of respondents to the future survey recognized the as yet unmet need to develop valid procedures for differential diagnosis and subtyping of learning disabilities. The foundation for developing such procedures was seen as requiring agreement about the definition of LD and appropriate ways to operationalize the definition.

There was, however, a major split among the respondents regarding how LD should be defined. Some wanted to keep the definition tied to learning problems stemming from central nervous system dysfunctions; others wanted to ignore cause and broaden the field by defining as LD any learning problem that is not readily understood. These contrasting views about definition were then reflected in the controversy among respondents about operational criteria, e.g., the appropriateness and feasibility of identifying LD based on a severe discrepancy between aptitude and achievement. Another concern was raised in connection with the matter of identifying LD subtypes, i.e., some respondents viewed such efforts as confounded by the lack of satisfactory procedures for differentiating LD from learning problems caused by other factors.

In general, then, the survey responses underscore the controversy and widespread frustration over definition and differentiation and suggest that the LD field's future integrity is very much dependent on successfully dealing with these problems. It is time, we think, for the field to take a step back from narrow debates over definition and deal with the fundamental problem of developing a comprehensive classification scheme, i.e., one in which LD is differentiated from other categories of learning problems and subtypes are conceived within each category.

The following paper on definition and subtypes focuses briefly on the nature of the definition and differentiation problems, the importance of placing and keeping LD in perspective vis à vis other learning problems, and ideas related to future development of a LD classification schema. (We should note that, in the course of recent events, the preparation of this paper for the series fell to us.)
The Role of Cognitive Strategy Training in Improving the Academic Performance of Learning Disabled Children
Authors: Ryan Ellen Bouchard , Short Elizabeth J. , Weed Keri A.
Published: December 2008

In this Topical Review, an updated and condensed version of a chapter in Psychological and Educational Perspectives on Learning Disabilities, edited by J. K. Torgesen and B. Y. L. Wong, the authors provide an overview and discussion of the use of self-instructional training with LD children. The review is timely, because cognitive behavior modification techniques are being widely advocated as a means to help LD children become more independent and effective learners. In addition to reviewing strategy-based interventions in reading and math, the authors also present a brief discussion of several reasons why children with learning disabilities often perform ineffectively on complex tasks. The article concludes with a discussion of directions that research in this area should take in the future.—JKT
A Comparison of Differences Between Students Labeled Learning Disabled and Low Achieving on Measures of Classroom Performance
Authors: Shinn Mark R. , Ysseldyke James E. , Deno Stanley L. , Tindal Gerald A.
Published: December 2008

Editor's Comments: Much has been written about the identification of the learning disabled. The two following articles found that identified learning disabled populations are indeed different from other types of school populations on specific variables. However, the authors differ on some critical points. Readers' comments are welcome.—JLW

Classroom performance measures of reading, spelling, and written expression developed at the University of Minnesota Institute for Research on Learning Disabilities were administered weekly over a 5-week period to 71 fifth-grade students. Although 34 of these students had been identified as LD by their schools and 37 were low achievers who had not been identified as LD, no meaningful differences had been found between their performances on several commonly used norm-referenced devices. Examination of the students' weekly performance on the classroom performance measures revealed both significant and practical differences in performance on the measures of reading, spelling, and spelling accuracy on a written expression task; no differences were found in their rates of improvement over the 5-week period. Students did not differ significantly in other methods of evaluating their writing. In general, the findings support the hypothesis that teachers' referral decisions are based on what they observe students doing in the classroom and that the subsequent administration of norm-referenced tests may reflect an inefficient confirmatory process. The implications of the findings for classification of students as LD and current practice are discussed.
Overstatements of Self-evaluations by Students with Psychoeducational Problems
Authors: Alvarez Vivian , Adelman Howard S.
Published: December 2008

As part of an investigation of the relationship between self-efficacy, self-concept, and expectancy of success, 19 students with learning and behavior problems were administered several self-evaluation measures. Unfortunately, the experimental procedures failed to counter a previously noted tendency of such students toward overly positive self-evaluative statements. Because of the persistence of this phenomenon, the originally planned study was aborted and efforts were initiated to explore the overstatement tendency as a self-protective coping strategy. The results support previous findings indicating that the students' positive self-evaluations represent a selective tendency and are not due to an inability to make accurate self-evaluative judgments. The findings also support an interpretation of such overstatements as a form of self-protective behavior; in this context, however, a new concept, “protective avoidance,” is offered as a broader construct for understanding selective overstatements and related behavior.
Using Computer Guided Practice to Increase Decoding Fluency in Learning Disabled Children: A Study Using the Hint and Hunt I Program
Authors: Jones Kathryn M. , Torgesen Joseph K. , sexton Molly A.
Published: December 2008

A new computer program designed to increase decoding fluency in reading was evaluated with a sample of 20 school-identified learning disabled children. After 10 weeks of practicing for 15 minutes a day five days a week, children in the experimental group showed substantial improvements not only on words directly practiced by the program, but also on generalization words that were never practiced during the training. Improvements in speed and accuracy occurred for both context free word reading and oral reading of connected text. The potential of computer-aided practice as a means to improve the general reading skills of learning disabled children is discussed.
Lead Levels and Child Development
Authors: Ernhart Claire B. , Needleman Herbert L.
Published: December 2008

In the December 1974 issue of this journal, J. Perino and C.B. Ernhart reported that moderate levels of lead exposure in 80 preschool, urban, black children were related to cognitive impairment. In October of 1985, C.B. Ernhart, B. Landa, and A.W. Wolf pre-sented a re-analysis of the data reported in the 1974 article. These researchers revised the position originally taken by Perino and Ernhart and concluded, based on their re-analysis, that if there was an effect of lead levels on cognitive development, it was minimal.

In the June/July 1986 issue of this journal, H.L. Needleman presented an argument against the methodology used in the re-analysis of the data by C.B. Ernhart and her colleagues. He felt that it was inappropriate to conclude, based on such a data analysis, that the relationship of lead level and cognitive development was of little consequence in the sample of children. C.B. Ernhart, in a response to his argument in the June/July 1986 issue, continued to support the re-analysis and findings.

Correspondence regarding the data analysis has continued, and I asked five mem-bers of the JLD Board of Consulting Editors to review the articles, data, and correspon-dence on this matter. After careful study, we all agreed that because of the importance of the topic, space should again be devoted to it. In the following Commentary, Ernhart and Needleman present statements on their respective positions; I will conclude with a brief editorial statement.—JLW
Rodin, Patton, Edison, Wilson, Einstein
Authors: Adelman Kimberly A. , Adelman Howard S.
Published: December 2008

The practice of diagnosing, posthumously, historical figures is highlighted and dis-cussed. Specifically, the emphasis is on (a) underscoring the unsatisfactory nature of the evidence offered for those diagnosed as learning disabled or dyslexic and (b) presenting other explanations for the problems noted.
Effects of Varying Performance Sets and Outcome on the Expectations, Attributions, and Persistence of Boys with Learning Disabilities
Authors: Friedman Dianne E. , Medway Frederic J.
Published: December 2008

Forty-eight learning disabled fourth-and fifth-grade boys were matched with 48 non-learning-disabled boys, given a task described as school related or not, and told that they had either succeeded or failed. Expectations and attributions were measured on the task and persistence was assessed on a subsequent task. Results did not consistently indicate learned helpless behaviors among the LD sample. Although LD boys tended to attribute outcomes to external forces, they did not evidence lower performance expectations or show greater expectancy shifts following outcome information compared to non-LD boys. Further, LD boys showed greater persistence than non-LD boys. Providing subjects with a performance set as to whether the task was school related or not made little difference. The findings are interpreted within Atkinson's (1964) model of achievement motivation and implications of the model for learning disabilities are drawn.
Effects of a Self-Instructional Procedure on Handwriting
Authors: Blandford Barbara J. , Lloyd John Wills
Published: December 2008

A card showing seven self-instructional questions designed to prompt students to think about important aspects of handwriting was provided to two learning disabled elementary school boys according to a multiple baseline design. Assessments of the boys' handwriting performance, including letter formation, letter proximity to the line, letter height, and word spacing were made daily in their resource room. The assessment data showed that (a) the boys' handwriting improved markedly when the card was introduced, (b) the improvements persisted over time while the card was still available to them, and (c) the effects were maintained even after the card was no longer available. Data from the regular classroom for one of the boys showed that his handwriting also improved in that setting.
The Effect of Early Reading Failure on Acquisition of Knowledge Among Students with Learning Disabilities
Authors: Snider Vicki E. , Tarver Sara G.
Published: December 2008

Children with learning disabilities who are handicapped in reading cannot decode the printed word quickly and easily. As a result, word recognition processes drain attentional capacity that might otherwise be allocated to comprehension processes. Comprehension is complicated further by a secondary effect of the basic decoding problem—failure to acquire the information and vocabulary that is normally gained through reading experiences. Because of a limited knowledge base, the learning disabled (LD) student may be unable to demonstrate the higher level thinking abilities involved in reading comprehension despite normal intelligence. In this paper, the ramifications of early reading failure are considered within Chall's (1983) five-stage model of reading development.
Neuropathology of Acquired Cerebral Trauma
Authors: Bigler Erin D.
Published: December 2008

The neuropathology of traumatic brain injury is reviewed. First, various definitional statements of what constitutes brain injury are reviewed, which include the degree to which level of consciousness is altered, the degree of post-traumatic amnesia, and the presence of physiological, radiological, or physical exam findings. The understanding of the neuropathological @fects of brain injuly has been greatly advanced by neuroimaging techniques, and these are reviewed in the context of illuminating structural aberrations of the central nervous system that may accompany traumatic brain injury. It is argued that by knowing the underlying structural abnormalities, a better appreciation of the resultant narropsychological impairment may be achieved. The main neuropathological features that result in trauma-related brain damage are reviewed. These include damage that occurs as a result of the skull-brain interface, cerebral edema, ischemia and hypoxia, and hemorrhage, which are reviewed along with the neuropathological basis for diyuse axonal injury. Due to the technical nature of this material, a glossary is provided at the end of the article.
Consultation in Special Education (Part II)
Authors: Idol Lorna , West J. Frederick
Published: December 2008

This is the second article of a two-part series on school consultation from an interdisciplinary perspective as it applies to training and practice in special education. Effective teaching, and in particular, effective consultation, is viewed as being an artful science requiring skills in both the art of facilitating human communications/interactions, and the science of applying an underlying body of knowledge to the teaching/learning process and to problem solving. In the first section, a competency-based perspective is taken for the training of consultants, with a resulting set of criteria for assessing the quality of model programs (both preservice and inservice) for training special education consultants to apply both the art and the science of consultation. Included are recommendations for development of future training programs from an interdisciplinary perspective. In the second section, the current state of the practice of special education consultation is analyzed using the same five criteria established in Part I of this series: (a) the underlying theory for the consultation relationship, (b) the underlying knowledge base for problem solving, (c) the goals of the program, (d) the stages/steps of the consultative process, and (e) the responsibilities of both consultants andconsultees Included are recommendations for the future practice of special education consultation, emphasizing use of a framework (Seven Levels of Intensity of Intervention) for making instructional/curricular and program placement decisions for students who may be appropriately served through consultation.
A Dual-Task Investigation of Language-Spatial Lateralization
Authors: Stellern John , Collins James , Bayne Mina
Published: December 2008

This study investigated the language-spatial lateralization of 76 right-handed regular education students by means of the dual-task model and psychoeducational techniques. As a total group, the subjects had normal left hemisphere language and right hemisphere spatial lateralization (L-R). However, further analysis revealed lateralization subgroups, with the “good” students having normal L-R lateralization but the “poor” students having nonnormal L-L, R-R, or R-L lateralization. Also, correlation results indicated that as academic achievement scores went down, behavior problems went up, as did nonnormal brain organization. The authors postulate a causal relationship between the nonnormal brain organization and poor academic achievement. The authors suggest that the poor students of this study meet the Public Law 94-142 definition of learning disabilities, and conclude that a substantial number of non-handicapped slow learners may in fact be learning disabled and eligible for special education help.
Adaptive Behavior of Children with Learning Disabilities
Authors: Leigh Jim
Published: December 2008

This study compared the adaptive behavior of 114 learning disabled (LD) subjects with that of large, nationally representative normative samples of normal intelligence and mentally retarded children and youth. The adaptive behavior mean scores of the LD sample were found to be lower than mean scores obtained by the normal intelligence group, and higher than mean scores obtained by the mentally retarded group. In addition, mean scores in all five areas of adaptive behavior measured in the study were lower for secondary level LD subjects than for elementary level LD subjects. The author discusses possible interpretations of these results, and provides implications and recommendations for diagnosticians and teachers.
Neuropsychiatry Evaluation and Treatment of Children with Head Injury
Authors: McGuire Tona L. , Sylvester Carrie E.
Published: December 2008

As the survival rate of children and adolescents who have experienced head injuries has improved, attention has turned to outcome, including cognitive, social, and psychiatric problems. This article focuses on the evaluation and management of neuropsychiatric sequelae of severe head injuries occurring in childhood and adolescence. Medical management and psychotherapeutic interventions are discussed in the contexts of hospitalization and long-term follow-up at home and in the community.
Does a Production Deficiency Hypothesis Account for Vocabulary Learning Among Adolescents with Learning Disabilities?
Authors: Griswold Peter C. , Gelzheiser Lynn M. , Shepherd Margaret Jo
Published: December 2008

To test a production deficiency view of learning disabilities, students identified as learning disabled or normally achieving were compared on a vocabulary learning task. Subjects studied a list of words and definitions and then took a sentence completion vocabulary test. Subjects were not told how to study. The learning disabled group learned fewer words than the normally achieving group, as indicated by vocabulary learning test scores. The two groups did not differ in the observable learning strategies used during the study period; the most frequently observed strategy was rehearsal with self-testing. For all subjects, strategy use did not account for vocabulary learning score. Scores on standardized reading vocabulary and comprehension tests predicted vocabulary learning test score for the total group. The implications of these findings relative to a production deficiency view of learning disabilities are discussed.
Knowledge, Perception, and Performance of Assertive Behavior in Children with Learning Disabilities
Authors: Wojnilower Daniel A. , Gross Alan M.
Published: December 2008

The relationships among knowledge, perception, and performance of assertive behavior in children with learning disabilities were examined. Thirty-two boys were administered a self-report assertiveness inventory to assess social knowledge. Social performance was measured via an unobtrusive role-play test. The youngsters' teachers also rated the youths' social skill level. Subjects rated videotapes of peers displaying assertive and unassertive behavior. This served as a measure of social perception of assertiveness. Lastly, sociometrics were collected. Data analyses revealed no significant interrelationship among the three components of social competence. Teacher ratings of subject assertive behavior were positively and significantly related to likeability as rated by sociometrics, but the relationship between subject response to the unobtrusive role-play test and likeability was nonsignificant. Despite these equivocal findings, assertive behavior was more highly valued than nonassertive behavior. Cognitive ability was also found to be a positive predictor of social perception. Implications of these findings are discussed.
Narrative Abilities of Children with Learning Disabilities and Nondisabled Children
Authors: Ripich Danielle N. , Griffith Penny L.
Published: December 2008

The purpose of the present study was to compare narrative abilities of learning disabled and nondisabled students across four story difficulty levels and across three vocabulary age groups. Independent variables to be studied included story events correct, story structures, propositions, and cohesive devices. Results indicated that the students with learning disabilities were generally able to reconstruct stories as well as nondisabled students. However, significant differences were shown between groups within each level of analysis. Developmental differences in performance were evident on all measures and the use of line drawings appeared to have a negative influence on recall for all subjects. The self-generated story students were told to produce to accompany line drawings appeared less well constructed than the retold stories, except for the Internal Response category. Specific patterns were demonstrated in the retold and self-generated narratives assessment of children with learning disabilities and nondisabled children. Narrative abilities appear to offer useful information regarding language skills beyond the sentence level.
Feedback Effects on Oral Reading Errors of Children with Learning Disabilities
Authors: Perkins Victoria L.
Published: December 2008

Males with learning disabilities in Grades 1 through 4 were pretested to determine subjects who were in the acquisition stage of decoding. Forty-eight boys were randomly assigned to four feedback treatment conditions and orally read consonant-vowel-consonant (CVC) nonsense words. Four feedback treatments were manipulated as the independent variable: (a) general, (b) corrective/modeling, (c) corrective/sound-it-out, and (d) no feedback. A one-way analysis of variance revealed a significant difference between types of feedback. Planned orthogonal comparisons demonstrated significant differences for (a) any type of feedback compared to no feedback, (b) corrective feedback (modeling and sound-it-out) compared to general feedback, and (c) modeling compared to sound-it-out on the immediate task measure. Additional discussion suggests implications for instructional practices and critical variables to consider in feedback research.
Children With Learning Disabilities
Authors: Oliva Audrey Hill , Greca Annette M. La
Published: December 2008

Research has found that children with learning disabilities are at a greater risk for developing interpersonalproblems than nondisabled children. Thepresent study tested the hypothesis that learning disabled (LO) boys differfrom nondisabled (NLD) boys in terms of the strategies and goals that they independently formulate in interpersonal situations. LD children were hypothesized to be similar to younger NLD children who formulate lessfnendly strategies and less sophisticated goals than older children. Boys (8 to 9years and 11 to 13 years) with and without learning disabilities were interviewed regarding their strate@es andgoals in four hypothetical situations. Each situation was presented in an open-ended and in a multiple-choice format. Analysis of open-ended responses revealed that LD boys'goals were signcantly less sophisticated than those produced by NLD children. However, analysis of the multiple-choice responses revealed that when given a set of strategies and goals to chooseji-om, LD boys chose strategies that were just asfnendly andgoals that were just as sophisticated as those of the NLD boys. These results are discussed in terms of the role that socialgoals may play in the peer status problems of children with learning disabilities.
Attention Disorders in Brain Injury Rehabilitation
Authors: Wood R. LI.
Published: December 2008

Disorders of attention have been recognized as a major legacy of all forms of brain injury since the beginning of this century. Until recently, disorders of attention have been overshadowed by disorders of memory as the major focus of research and cognitive rehabilitation. Neuropsychologists are now beginning to recognize the significance of attentional mechanisms in the mediation of many forms of learning and behavior. The present article attempts to provide a definition of attention that has relevance for rehabilitation therapists and others working in the field of brain injury rehabilitation. A review of those clinical studies that have attempted to improve the attentional capacity and information processing skills of brain injured patients suggests that although behavioral aspects of attention are amenable to change and improvement, cognitive or information processing changes are not so easily achieved.
Resource Teacher Perceptions of the Prevalence of Social Dysfunction Among Students with Learning Disabilities
Authors: Baum Dale D. , Duffelmeyer Fred , Geelan Mary
Published: December 2008

The purpose of this survey was to determine the prevalence of social dysfunction among students with learning disabilities as perceived by resource teachers. The results indicate that up to 38% of this student population was in need of social skills intervention but that relatively few were actually receiving the needed interventions.
Differential Diagnosis of Learning Disability versus Emotional Disturbance Using the WISC-R
Authors: Lufi Dubi , Cohen Arie
Published: December 2008

The purpose of the present study was to assess the utility of different factor structures of the WISC-R in differentiating students with learning disability (LD) from children with emotional disturbance (ED). Based on several comparisons the results indicated that only the modified Kaufman's (1975) factor structure differentiated the two groups.
Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader
Authors: Stanovich Keith E.
Published: December 2008

A coherent conception of dyslexia has been difficult to arrive at because research findings have continually created logical paradoxes for the psychometric definition of reading disability. This paper develops the phonological-core variable-difference model. This model of the cognitive characteristics of dyslexic children is one of the few that does not create psychometric paradoxes of the type that have plagued the learning disabilities field. The model provides a way to conceptualize the differences between dyslexic and garden-variety poor readers. The model highlights the importance of viewing the concept of dyslexia as the outcome of the application of an arbitrary criterion in a continuous distribution, thus avoiding the connotations of discreteness that have continually undermined our understanding of reading disability.
A Comparison of WAIS-R Profiles of Nondisabled College Freshmen and College Students with Learning Disabilities
Authors: Salvia John , Gajar Anna , Gajria Meenakshi , Salvia Shawn
Published: December 2008

Wechsler Adult Intelligence Scale-Revised (WAIS-R) profiles of two groups of students at Penn State were examined. One group of students had been classified as learning disabled on criteria other than their performance on the WAIS-R; the second group of students were randomly selected from incoming freshmen. The two groups were compared on several intellectual characteristics: absolute Verbal IQ-Performance IQ (VIQ-PIQ) differences, range and variability of subtests, Bannatyne's scheme for recategorizing the Wechsler Intelligence Scale for Children (WISC), and ACID cluster (Arithmetic, Coding, Information, and Digit Span). No significant differences were found between college students classified as learning disabled and randomly selected college freshmen on VIQ-PIQ differences. However, when compared to the random sample of freshmen, college students classified as learning disabled had more variable subtest performances. College students who were learning disabled did not demonstrate the characteristic hierarchy of clusters on Bannatyne's reorganization of the WAIS-R; the hierarchies were the same in both groups. Finally, the nondisabled freshmen sample had significantly higher means than the sample of students with learning disabilities on the ACID cluster. Although significant mean differences were observed, substantial overlap between the two groups was noted. Thus, the performances of students in the two groups were largely indistinguishable. Implications for the diagnosis of learning disabilities in college populations are discussed.
Self-Efficacy and Cognitive Achievement
Authors: Schunk Dale H.
Published: December 2008

This article presents a self-efficacy model of achievement that comprises entry characteristics, self-efficacy for learning, task engagement variables, and efficacy cues. Students' sense of self-efficacy for learning is influenced as they work on tasks by cues that signal how well they are learning. Research is summarized on the effects of social and instructional variables on self-efficacy and achievement behaviors. Empirical evidence supports the idea that self-efficacy predicts student motivation and learning. Future research directions are provided, along with educational implications for students with learning problems.
Effects of Curriculum-Based Measurement on Teachers' Instructional Planning
Authors: Fuchs Lynn S. , Fuchs Douglas , Stecker Pamela M.
Published: December 2008

This study assessed the effects of curriculum-based measurement (CBM) on teachers' instructional planning. Subjects were 30 teachers, assigned randomly to a computer-assisted CBM group, a noncomputer CBM group, and a contrast group. In the CBM groups, teachers specified 15-week reading goals, established CBM systems to measure student progress toward goals at least twice weekly, and systematically evaluated those data bases to determine when instructional modifications were necessary. Contrast teachers monitored student progress toward Individualized Education Program (IEP) goals as they wished and were encouraged to develop instructional programs as necessary. At the end of a 12- to 15-week implementation period, teachers completed a questionnaire with reference to one randomly selected pupil. Analyses of variance indicated no difference between the CBM groups. However, compared to the contrast group, CBM teachers (a) used more specific, acceptable goals; (b) were less optimistic about goal attainment; (c) cited more objective and frequent data sources for determining the adequacy of student progress and for deciding whether program modifications were necessary; and (d) modified student programs more frequently. Questionnaire responses were correlated with verifiable data sources, and results generally supported the usefulness of the self-report information. Implications for special education research and practice are discussed.
Adult Support and the Exploratory Behavior of Children with Learning Disabilities
Authors: Martin Carol E. , Henderson Bruce B.
Published: December 2008

Low- and moderate-exploratory children with learning disabilities engaged in exploratory behavior independently and with an adult who communicated support in one of two nonintrusive ways. Consistent with a developmental motivation perspective, low- and moderate-exploratory children showed higher levels of exploration under both kinds of supportive conditions.
Distribution of Relative Attention Deficits on the WISC-R by Age, Sex, Social Class, and Region
Authors: Clampit M. K. , Silver Stephen J.
Published: December 2008

We examined the demographic distribution of 102 subjects with attention deficits in the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974) standardization sample. Neither age nor occupational status was significant; males were overrepresented (3:1); and the West was overrepresented by 50%, largely due to the relatively high proportion of females in the West who appeared within the attention deficit sample (41% in West vs. 19% in the rest of the nation). Replication is encouraged.
Frequency of Adoption of Children and Adolescents with Learning Disabilities
Authors: Silver Larry B.
Published: December 2008

Students from three different facilities who were diagnosed as learning disabled were studied to determine the frequency of adoption with this population as compared to the national norm. The frequency of adoption was found to be 4.5 times higher than the norm, that is, 17.3% versus 3.9%. The possible reasons for this high incidence are discussed.
Improving the Reading Comprehension of Children with Dysphonetic and Dyseidetic Dyslexia Using Story Grammar
Authors: Newby Robert F. , Caldwell JoAnne , Recht Donna R.
Published: December 2008

Five 8- to 10-year-old children with dysphonetic and dyseidetic dyslexia were given instruction in reading comprehension using a story grammar strategy in which story instruction was differentially designed to match the simultaneous or sequential mental processing strengths of each dyslexia subtype. A multiple baseline, single subject experimental design and statistical analyses indicated that the experimental treatments yielded statistically and clinically significant improvements in the proportion of qualitatively important story elements recalled by the subjects, when compared to baseline traditional remedial instruction. The results suggested that students with dyslexia can increase their reading comprehension with training in metacognitive strategies. The question of whether the results were attributable to the subtype-matched methods per se or to strategy training in general, as well as a number of methodological issues, is being explored in subsequent research.
Conformity to Peer Pressure by Students with Learning Disabilities
Authors: Bryan Tanis , Pearl Ruth , Fallon Patrick
Published: December 2008

This study assessed the reported responses of junior high school students with learning disabilities and normally achieving classmates to peer pressure to conform in prosocial and antisocial activities. The results replicate those of an earlier study in finding that students with learning disabilities indicated more willingness than their classmates to conform to peer pressure to engage in antisocial actions.
Reading Comprehension in Adolescents with Learning Disabilities
Authors: Abrahamsen Eileen P. , Shelton Kathleen C
Published: December 2008

Ninety-two adolescents with learning disabilities were randomly assigned to four groups to determine the effects of semantic and syntactic complexity on the reading comprehension of content area prose. One group served as a control and read a social studies passage without change. The three treatment groups read passages with syntactic and/or semantic modifications. Comprehension was significantly better for those groups reading passages with combined semantic and syntactic modifications and syntactic modifications alone, when compared to the control group. Semantic modifications alone did not significantly improve comprehension.
An Examination of the Homework Practices of Teachers of Students with Learning Disabilities
Authors: Salend Spencer J. , Schliff Janet
Published: December 2008

This study examined the homework practices of 88 teachers of students with learning disabilities. While the findings indicated that the respondents were using several quality homework practices, some problems were noted. Suggestions for improving the homework procedures of teachers of students with learning disabilities are presented.
The Effectiveness of Graphic Organizers for Three Classifications of Secondary Students in Content Area Classes
Authors: Horton Steven V. , Lovitt Thomas C. , Bergerud Donna
Published: December 2008

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 first article, Steven V. Horton, Thomas C. Lovitt, and Donna Bergerud of the University of Washington describe the effectiveness of graphic organizers. In the second article, Bernadette Kelly, Russell Gersten, and Douglas Carnine of the University of Oregon describe the importance of curriculum design in teaching fractions. It would appear that careful attention to the use of graphic organizers and a well-designed curriculum can be beneficial in helping students with learning disabilities learn in content area classes and in mathematics, respectively.—JLW

Previous research concerning the graphic or visual display of information with academically handicapped students has not addressed the instructional conditions that exist in mainstream settings. This article investigates the effectiveness of graphic organizers for three classifications of secondary students enrolled in content area classes: students with learning disabilities, remedial students, and students in regular education. The results of three separate experiments indicated that graphic organizers, whether teacher-directed, student-directed with text references, or student-directed with clues, produced significantly higher performance than self-study for each group of students. Several practical issues involving the use of graphic organizers with heterogeneous groups of secondary students are discussed.
Effectiveness of the DISTAR Reading Program for Children with Learning Disabilities
Authors: Kuder S. Jay
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

The reading achievement of students with learning disabilities who received reading instruction through the DISTAR program was compared to that of similar students using basal reader materials. The overall reading scores of the groups were not significantly different following 1 and 2 years of instruction, although students in the DISTAR program had somewhat better word attack skills.
Responses to Coles and Heshusius
Authors: Lyle Sidney A. , Chase George , Dickman G. Emerson
Published: December 2008

Editor's Comment: The following three letters were received concerning articles that recently were published in this journal. The first letter is in response to the series of articles on Dr. Gerald S. Coles's book The Learning Mystique (May 1989); the second two letters respond to Dr. Lous Heshusius's article, entitled “The Newtonian Mechanistic Paradigm, Special Education, and Contours of Alternatives: An Overview” (August/September 1989).---JLW
The Effectiveness of Two Methods for Teaching a Constraint-Seeking Questioning Strategy to Students with Learning Disabilities
Authors: Simmonds Effie P.M.
Published: December 2008

This study investigated the relative effectiveness of two methods of teaching an efficient questioning strategy to students with learning disabilities. The methods compared were fa) cognitive modeling alone in the use of constraint-seeking questions, and (b) cognitive modeling and verbalization in the use of constraint-seeking questions, involving explicit and consistent instruction and feedback. Sixty subjects with learning disabilities were assigned randomly to one of these two conditions (n = 30 in each group). A pretreatment and posttreatment design was employed, with the criterion variable being number of questions required to obtain the correct answers to two 20 questions games. Results indicated that both groups showed significant reductions from pretreatment to posttreatment in the number of questions required. The two methods of instruction did not differ significantly in effectiveness.
A Report of Cognitive, Academic, and Linguistic Profiles for College Students With and Without Learning Disabilities
Authors: Morris Mary , Leuenberger Janice
Published: December 2008

A comparison of cognitive, academic, and linguistic profiles for 74 college students with learning disabilities and 37 college students without learning disabilities resulted in significant differences in achievement for reading, writing, listening, and speaking. No significant differences were found for gender or the presence of a Verbal-Performance split in cognitive ability. Instruments for measuring academic and linguistic skills were similar in their ability to classify students with and without learning disabilities. These findings support the importance of using measures of multidimensional attributes, including language, for making decisions concerning the criteria for learning disabilities.
Visual Discrimination of Letter-Like Forms and Its Relationship to Achievement over Time in Children with Learning Disabilities
Authors: Feagans Lynne V. , Merriwether Ann
Published: December 2008

The purpose of this study was to better understand whether visual discrimination abilities are related to reading intelligence and other achievement areas in children with learning disabilities and normally achieving children. Children with visual discrimination problems were identified using the Gibson letter-like visual discrimination task. This task was given to a large sample of children with learning disabilities as well as a sample of normally achieving children. All children were followed throughout elementary school. Results indicated that children with learning disabilities who had visual discrimination problems at 6 or 7 years of age performed more poorly in reading and general achievement over the elementary school years in comparison to the other children with learning disabilities and compared to normally achieving children. Discussion centers around the importance of this skill for reading.
An Analysis of WISC-R Factors for Gifted Students with Learning Disabilities
Authors: Waldron Karen A. , Saphire Diane G.
Published: December 2008

Intellectual patterns of gifted students with learning disabilities were studied to determine cognitive factors characterizing these children. Twenty-four gifted children with learning disabilities (LD) and a control group of nondisabled gifted children were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974). While differences between the two groups on individual subtests were examined, a comparison of broader factors was emphasized in discovering cognitive patterns that might suggest effective intervention. Experimental and control performances were compared on 14 factor scores, using cognitive classification systems of Bannatyne (1971), Kaufman (1975), Rapaport, Gill, and Schafer (1946), and Wechsler (1974). Gifted students with LD were more reliant on verbal conceptualization and reasoning than the control students. They also demonstrated deficiencies in short-term auditory memory and sound discrimination. The gifted group with LD exhibited the Organic Brain Syndrome factor (Wechsler, 1974) to a significantly greater extent than did the control group.
Teacher Perceptions of Differences Among Elementary Students With and Without Learning Disabilities in Referred Samples
Authors: Oakland Thomas , Shermis Mark D. , Coleman Maggie
Published: December 2008

Current referral and identification procedures for students with learning disabilities (LD) have been criticized on conceptual and procedural dimensions, including difficulties in operationalizing the definition and in making eligibility decisions that are data based. Recognizing these difficulties, the Texas Education Agency appointed a task force to examine various issues associated with the identification, assessment, and programming of students with LD. Task force members recognized the need to identify classroom behaviors that differentiate students with LD from their non disabled peers. Two scales of 83 items each were devised and piloted in 70 school districts. Five significant factors or subscales were identified through discriminant factor analyses. Two subscales and 18 individual items discriminate students later classified as LD and those referred but not subsequently classified as LD. Results are discussed, with implications for further investigation of behaviors that distinguish students with and without LD.
The Relative Value of Reading Ability and IQ as Predictors of Teacher-Reported Behavior Problems
Authors: Stanton Warren R. , Feehan Michael , McGee Rob , Silva Phil A.
Published: December 2008

Measures of early family adversity, pre-school-age IQ, school-age IQ, and reading ability were obtained from 779 Dunedin children. The data were used to examine the role of reading ability in the relationship between intellectual performance and teacher-reported behavior problems. Results of regression analyses showed that family adversity and pre-school-age IQ predicted problem behavior during the first year at school. However, reading scores accounted for a larger proportion of the variance in the later behavior problem scores than did school-age IQ scores, and when reading ability was entered in the regression equation before IQ, then reading but not IQ significantly predicted change in problem behavior during the primary school years. The results indicated that the association between IQ scores and problem behavior was mediated by reading ability and that a measure of school-age IQ has limited usefulness for models of primary school-age problem behavior.
Persisting Problems of Adults with Learning Disabilities
Authors: Gerber Paul J. , Schnieders Christine A. , Paradise Louis V. , Reiff Henry B. , Ginsberg Rick J. , Popp Patricia A.
Published: December 2008

The issue of persistence of learning disabilities into the adult years was investigated. The study examined the self-reported comparisons of problems resulting from learning disabilities during school-age years (retrospectively) and in adult years. The responses of 133 adults categorized as highly successful and moderately successful in employment showed that both groups deteriorated markedly in the areas of functioning typically included in diagnostic and remediation efforts. This established a case for persistence and highlights an important issue for those who are directly or indirectly concerned about adults with learning disabilities.
Teacher Competency Testing
Authors: Ramsey Roberta S. , Algozzine Bob , Smith Marcia
Published: December 2008

In 1964, North Carolina became the first state to enact a testing program for initial certification of teachers. Today, almost all states and the District of Columbia are actively planning or implementing teacher testing programs; six are administering tests in the specific area of learning disabilities. The objectives and content areas of knowledge included in competency testing programs within this specialized area of teacher competence were analyzed, and comparisons were completed across knowledge areas and among states. In general, much similarity exists in what teachers of students with learning disabilities in different states are expected to know. This information represents a strong foundation for planning, implementing, and evaluating training programs for all teachers.