bluuebunny/crossref_metadata_2025 huggingface dataset:
Neuropsychological Profiles of Children with Learning Disabilities and Children with Documented Brain Damage
Authors: Arffa Sharon , Fitzhugh-Bell Kathleen , Black F. William
Published: December 2008

This study sought to identify clusters or subtypes of children with learning disabilities (LD) and documented brain damage (BD) on the basis of a comprehensive neuropsychological battery. Sixty subjects, 24 with LD and 36 with BD, participated in the study. The standard scores for several measures from the Intermediate Battery of the Halstead-Reitan Neuropsychological Battery and other select measures were submitted to Q-Technique factor analysis for the entire sample. Five clusters were determined. No one cluster was composed exclusively of LD or BD subjects, with the proportions of LD and BD varying considerably from one cluster to the next. There were some qualitative differences between the clusters, while quantitative differences also figured prominently.
Student Error Patterns as a Function of Curriculum Design
Authors: Kelly Bernadette , Gersten Russell , Carnine Douglas
Published: December 2008

This study evaluated the relative effectiveness of a curriculum that incorporated three empirically derived principles of curriculum design with a basal approach in teaching basic fractions concepts to students with learning disabilities and other low performing students in high school remedial math classes. The components of effective mathematics instruction articulated by Good and Grouws (1979) were implemented in both conditions. Thus, the curriculum design variables were isolated by keeping all other aspects of instruction constant. Results indicated that, although both programs were reasonably successful in teaching the material, the curriculum program utilizing sophisticated principles of curriculum design was significantly more effective. Mean scores on a curriculum-referenced test were 96.5% for that group and 82.3% for the basal group. Secondary analyses of item clusters revealed that areas of weakness in the performance of the basal group could be directly linked to hypothesized flaws in its curriculum design.
On Defining Learning Disabilities:
Authors: Hammill Donald D.
Published: December 2008

This article reviews the efforts made since 1962 to define learning disabilities, provides readers with a clear picture of the current status of such definitions, and recommends that a consensus form around the definition proposed by the NJCLD.
Temporal Processing in Dyslexia
Authors: Shapiro Kimron L. , Ogden Nancy , Lind-Blad Faine
Published: December 2008

The temporal processing capabilities of 15 children with dyslexia versus 15 age-matched and 15 reading-matched controls in a word identification task were examined. The hypothesis underlying the present experiment was that word recognition would be inferior in children with dyslexia, relative to controls, when the task demanded the temporal integration (sequencing) of two-syllable words. Such a hypothesis must predict that one-syllable word recognition does not distinguish between these two populations and that these effects cannot be accounted for in terms of eye movement differences. To test this hypothesis, one- and two-syllable words displayed for 100, 300, and 3,000 msec were required to be identified. The results yielded evidence of decreased accuracy of word identification by the children with dyslexia in the two-syllable, 300-msec condition, as predicted. A second experiment was unable to uncover any differences in eye movement behaviors that could account for the effects observed in the first experiment. The results are discussed in terms of potential sequential processing deficits in individuals with dyslexia.
A Follow-up Study of Recent Special Education Graduates of Learning Disabilities Programs
Authors: Haring Kathryn A. , Lovett David L. , Smith Deborah D.
Published: December 2008

This study investigated the postschool vocational and community adjustment of recent special education graduates from a southwestern metropolitan school district, Sixty-four students with learning disabilities (LD) who had attended self-contained classes at 12 high schools were randomly selected. A questionnaire, administered either via the telephone or in person, was the source of data. Thirty-eight of the LD sample were in competitive employment. In general, the LD students received very few community services. For the most part, they received no agency support after graduation. Most of the LD subjects lived with parents or other relatives and most had a driver's license and car. Implications for postsecondary services and future research are discussed.
A Word Identification Strategy for Adolescents with Learning Disabilities
Authors: Lenz B. Keith , Hughes Charles A.
Published: December 2008

Editor's Comment: The purpose of the Interventions section of the journal is to provide professional practitioners with overviews of successful interventions that can be replicated with individuals with learning disabilities. These interventions can be either physiological or psychoeducational and can occur in school settings, clinics, hospitals, homes, communities, or employment sites. The discussion of these interventions generally includes (a) the theory or rationale of the interventions, (b) previous research findings, (c) characteristics of the individuals receiving the interventions, (d) the intervention that was applied, and (e) the criteria used to evaluate its success. The following article by Drs. B. Keith Lenz of the Institute for Research in Learning Disabilities, the University of Kansas, and Charles A. Hughes of the Department of Special Education at Penn State University describes a word identification strategy for use with adolescents with learning disabilities. By using this strategy, 12 students who ranged in age from 13 to 15 years reduced the number of oral reading errors they made. Reading comprehension also increased for most of these students. As a result, this intervention may be effective for other students with learning disabilities when reduction of oral reading errors is the goal in the instruction.---JLW

Students with learning disabilities frequently experience difficulty on reading tasks. This difficulty is heightened for adolescents with learning disabilities who are responsible for reading and understanding materials written at several grade levels above their reading ability. Word identification becomes an increasingly important skill for these students, especially when confronted with unfamiliar, polysyllabic words. The present study investigated the effects of training 12 adolescents with learning disabilities in a word identification strategy, DISSECT. The results indicated that the strategy was effective in reducing reading errors for all subjects. However, it was found that increases in word identification differentially affected reading comprehension and indicate the need for separate and/or simultaneous attention to comprehension processes.
Self-Perceptions, Motivation, and Adjustment in Children with Learning Disabilities
Authors: Grolnick Wendy S. , Ryan Richard M.
Published: December 2008

This study examined the self-perceptions, motivational orientations, and classroom adjustment of children with learning disabilities (LD), matched-IQ non-LD, randomly selected non-LD, and low achieving children. Elementary-age children (N= 148; 37 from each group) completed domain-specific measures of their self-concepts, perceptions of control, and motivation. Teachers rated children on motivational and competence indices and classroom behavioral adjustment. Comparisons among groups indicated that children with LD were lower in perceived cognitive competence and academic self-regulation relative to the nondisabled control groups, but were comparable to the low achieving children. Children with LD were most likely to perceive academic outcomes as controlled by powerful others. No group differences were found for general self-perceptions of control or competence. Teacher ratings of children with LD were more discrepant from those of comparison groups than were self-ratings of children with LD. The results suggest the need for matched-IQ and low achieving control groups in research on children with LD. The origin and role of both environmental inputs and self-perceptions in the adjustment of students with LD are discussed.
Faculty Willingness to Accommodate Students with Learning Disabilities
Authors: Nelson J. Ron , Dodd John M. , Smith Deborah J.
Published: December 2008

One hundred seven faculty members at a northwestern college responded to a questionnaire devised to assess faculty willingness to provide students with learning disabilities instructional, assignment, examination, and special assistance accommodations. Faculty responses to the questionnaire were analyzed to determine if differences existed among faculty in the colleges of Education, Business, and Arts and Sciences. Results indicate that, in general, faculty were willing to provide students with learning disabilities accommodations, but that differences exist among the three academic divisions as to faculty willingness to provide students accommodations. The implications of these results for colleges and universities and future research are discussed.
Story Grammar and Comprehension and Production of Narrative Prose by Students with Learning Disabilities
Authors: Montague Marjorie , Maddux Cleborne D. , Dereshiwsky Mary I.
Published: December 2008

This study investigated both quantitative and qualitative differences between subjects with and without learning disabilities (LD) across three grade levels on two tasks requiring active processing of story grammar. There was no evidence, for either task, of developmental differences in relation to either story comprehension or production. However, there were significant differences between students with LD and normally achieving students in the amount as well as the type of information included in the retellings and written stories. The results provide support for the hypothesis that students with LD have acquired a rudimentary but not fully developed schema for narrative prose.
School District Compliance with Regulations for Resource and Special Class Programs
Authors: Taylor Lorraine S.
Published: December 2008

This article reports the results of a survey of special education teachers in New York State regarding state regulations for resource and special class programs. Three hundred and fifty-seven special education teachers in 31 randomly selected school districts responded to a questionnaire. Results indicated that the majority of districts were in compliance with the regulations the survey addressed; however, 13% to 31% of the teachers' responses indicated noncompliance with specific regulations in some school districts. Other problems in special education programs were also identified in the survey.
Phonological Awareness Tasks as Predictors of Decoding Ability
Authors: Lenchner Orna , Gerber Michael M. , Routh Donald K.
Published: December 2008

The performance of 38 male third- and fourth-grade reading disabled/poor decoders and above-average readers/good decoders was compared on a series of six measures of phonological awareness, including tasks that required the ability to segment, blend, and manipulate phonemes. Performance on these tasks was also correlated with phonetic decoding of pseudo words. Significant but varying intercorrelations were obtained among tasks in both groups. For the poor decoders, deletion was the most highly correlated with the other tasks. However, all good decoders performed at ceiling level on this task. For the poor decoders, deletion was significantly correlated with phonetic decoding (r=.74 and r =. 78 for timed and untimed decoding measures, respectively). While all good decoders had good phonological awareness, not all those with good phonological awareness were good decoders. The results suggest that tasks that require blending and manipulation of phonemes, in addition to segmentation, may predict decoding ability best.
First Impressions Formed of Boys with Learning Disabilities and Attention Deficit Disorder
Authors: Bickett Laura , Milich Richard
Published: December 2008

The present study examined the first impressions that are formed of boys with either learning disabilities (LD), attention deficit disorder (ADD), or both disorders, in an effort to understand better why they are so often unpopular with and rejected by their peers. The intent of the study was to remedy methodological problems of previous first-impression studies to determine whether devaluation of boys with either LD or ADD after a brief exposure is a reliable and valid finding. To this end, physical attractiveness data were gathered, children were employed as judges, subgroups of stimulus children were formed, and situational demands were varied. Results indicated that the boys with either LD or ADD were devalued relative to controls on a variety of dependent variables, including popularity. Both situational demands, as well as judgments of physical attractiveness, appeared to play a role in accounting for these differences.
Cognitive Correlates of Social Perception in Students with Learning Disabilities
Authors: Reiff Henry B. , Gerber Paul J.
Published: December 2008

In investigating possible explanations for social skills deficits in students with learning disabilities, researchers have examined social perception —the interpretation of behavior in order to understand the thoughts and feelings of others. This study specifically examined cognitive correlates of social perception in individuals with learning disabilities. Thirty-two students with learning disabilities in elementary grades were measured on three sub tests (Comprehension, Picture Arrangement, and Digit Span) of the Wechsler Intelligence Scale for Children-Revised and on the Profile of Nonverbal Sensitivity. Both Picture Arrangement and Comprehension seemed to have an inherent relation to social perceptual functioning. Implications of these results are discussed.
Demographic Characteristics and Mean Profiles of Learning Disability Index Subsets of the Standardization Sample of the Wechsler Intelligence Scale for Children-Revised
Authors: Clampit Michael K. , Silver Stephen J.
Published: December 2008

The Learning Disability Index (LDI) was validated by an examination of the mean profiles and demographic characteristics of high and low LDI subsets of the standardization sample of the Wechsler Intelligence Scale for Children-Revised. The LDIcontinuum, however, was found to measure Third Factor strengths/weaknesses as much as verbal-performance discrepancies.
WAIS-R Scores as Predictors of Employment Success and Failure Among Adults with Learning Disabilities
Authors: Faas Larry A. , D'Alonzo Bruno J.
Published: December 2008

The transition of adults with learning disabilities to successful employment is contingent upon numerous factors. Eighty-six adults (55 males and 31 females), 18 to 59 years old (mean age 26.7 years), with learning disabilities were evaluated clinically using the Wechsler Adult Intelligence Scale-Revised (WAIS-R) (Wechsler, 1981) to determine the value of WAIS-R IQs and subtest scores in predicting successful employment. Significant relationships were identified between subjects' WAIS-R IQs and scaled scores and job success. Conclusions and recommendations were reported.
Counting Rate, Naming Rate, Phonological Sensitivity, and Memory Span: Major Factors in Dyslexia
Authors: Ackerman Peggy T. , Dykman Roscoe A. , Gardner Michelle Y.
Published: December 2008

Children with severe dyslexia were slower in counting from memory and naming alternating digits and letters than those with milder reading impairment. The children most disabled also had poorer phonological sensitivity, shorter digit spans, and lower Verbal IQs, but these variables accounted for no additional variance in prediction of scores on the Wide Range Achievement Test-Revised (R = 0.89).
Variables Related to the Decision of Young Adults with Learning Disabilities to Participate in Postsecondary Education
Authors: Miller Robert J. , Snider Bill , Rzonca Chet
Published: December 2008

This article examines the relationship between specific factors and the decision to participate in postsecondary education by young adults with learning disabilities. Data concerning 539 subjects with learning disabilities were included in this study. T test and chi square indicated that involvement in extracurricular activities while in high school, use of community resources, intelligence quotient, and reading and mathematics grade equivalent scores were important factors that differentiated between subjects choosing to participate or not to participate in postsecondary education during the year after high school. Implications and recommendations for secondary school curriculum are discussed.
Factors Influencing the Identification of Black and White Students with Learning Disabilities
Authors: McLeskey James , Waldron Nancy L. , Wornhoff Steven A.
Published: December 2008

This study examined the differential influence of an IQ cutoff and standard score or regression-based method for determining a severe discrepancy as eligibility criteria for the identification of black and white students with learning disabilities. Subjects were 218 white and 132 black students referred for possible learning disability services. The results of the study demonstrated that the use of a standard score method for determining a severe discrepancy and the use of an IQ cutoff above the range for mental retardation resulted in the disproportionate underrepresentation of black students meeting eligibility criteria. In contrast, when a regression-based method to determine a severe discrepancy was used, along with the absence of an IQ cutoff, no differences were discerned between the two groups. The implications of these findings for current practice are discussed.
Coming to Terms with the “Otherwise Qualified” Student with a Learning Disability
Authors: Scott Sally S.
Published: December 2008

Section 504 of the Rehabilitation Act of 1973 ensures all “otherwise qualified” individuals with handicaps the right to higher eduction. Federal regulations implementing the broad principles of Section 504 address only obliquely the interpretation of the construct “otherwise qualified.” The determination of the qualified individual with a handicap in higher education entails unique consideration when applied to students with learning disabilities. In a setting traditionally based on academic merit and competition, the student with a learning disability requires accommodation of the learning process. Postsecondary institutions are faced with the task of determining the qualified student while maintaining academic standards. To clarify this process, existing tenets of the construct “otherwise qualified” were examined. Issues in implementing the law with students with learning disabilities were discussed, and current practice in addressing the issues was evaluated in light of legal principles. Guidelines were proposed for implementing the construct “otherwise qualified” with students with learning disabilities in higher education.
Hemisphere-Specific Treatment of Dyslexia Subtypes: A Field Experiment
Authors: Bakker Dirk J. , Bouma Anke , Gardien Carey J.
Published: December 2008

Evidence is discussed to show that so-called L- and P-type dyslexia result from deviations in the development of hemispheric subservience in learning to read. Investigations into the validity of the L/P classification are reviewed, as are laboratory experiments on the effects of so-called hemisphere-specific stimulation (HSS). In the present field experiment, 28 L-dyslexic children (mean chronological and reading age 10.6 and 7.5 years, respectively) received HSS of the right hemisphere by the presentation of words to the fingers of the left hand, and 26 P-dyslexic children (mean chronological and reading age 9.4 and 7.2 years, respectively) received HSS of the left hemisphere by the presentation of words to the fingers of the right hand. Control L and P subjects were treated according to the discretion of the remedial teacher. The results underscore the findings of previous laboratory experiments in that (a) HSS-treated L-dyslexics, relative to controls, tended to show larger improvement of accuracy in text reading; and (b) HSS-treated P-dyslexics, relative to controls, showed larger improvement of fluency in word reading.
The Effects of Direct Feedback and Practice on Metaphor Performance in Children with Learning Disabilities
Authors: Baechle Cathy L. , John Lian Ming-Gon
Published: December 2008

Children with learning disabilities may have a problem in interpreting metaphor and need specific guidance and practice. This study found that direct feedback and practice could significantly increase metaphor performance of these children. Further descriptive analyses indicated that grade and reading levels of the subjects correlated with their metaphor performance.
A Self-Advocacy Plan for High School Students with Learning Disabilities
Authors: Phillips Patricia
Published: December 2008

This qualitative study examined immediate perceived effects of a self-advocacy plan for students with learning disabilities (LD) in a 4-year comprehensive high school. The study's design was based on information-processing theory and qualitative research techniques, such as participant/observation and interviews. Subjects were 15 ninth- and tenth-grade students with LD, their parents, and their resource teachers. Participants responded to standardized open-ended interview questions upon complating the first step of the Self-Advocacy Plan. The study suggests that the Self-Advocacy Plan is an effective program increasing students' awareness of the vocational and academic services they qualify for, clarifying their perceptions of their roles as learners and individuals with LD, increasing their understanding of LD as a condition that has certain general characteristics, and developing their awareness of career and educational opportunities. The study provides suggestions for future self-advocacy research and for special educators who wish to design programs for students with LD incorporating the concepts of psychosocial development of the individual, information-processing theory, and self-advocacy.
The Self-Perception of a Learning Disability and Its Relationship to Academic Self-Concept and Self-Esteem
Authors: Heyman Wendy B.
Published: December 2008

Eighty-seven children with learning disabilities, aged 9 through 11 years 11 months, completed measures of self-esteem, academic self-concept, and self-perception of their learning disability. The Self-Perception of Learning Disability (SPLD) instrument measures the extent to which children with learning disabilities perceive their disability as (a) delimited rather than global, (b) modifiable rather than permanently limiting, and (c) not stigmatizing. It was hypothesized that self-perception of one's learning disability would be related positively to both academic self-concept and self-esteem, and that each of these relationships would remain significant when controlling for sex, ethnicity, age, reading and math achievement, self-contained versus mainstreamed classroom setting, and age at diagnosis. Correlations and multiple regression analyses confirmed these hypotheses. Results were discussed in terms of helping children to develop less negative self-perceptions of their disabilities.
A Descriptive Study of Adults with Suspected Learning Disabilities
Authors: Malcolm Christine B. , Polatajko Helene J. , Simons Joan
Published: December 2008

This article documents a descriptive study of 80 adults considered to have learning disabilities. The study was initiated by the Language and Learning Disabled Adults Task Force in London, Ontario, for the purpose of developing a profile of the self perceived characteristics and needs of the adult population with learning disabilities in Southwestern Ontario. The study also served as a vehicle for implementation of the Intake Questionnaire, an instrument with potential as a screening device for service agencies working with adults with learning disabilities. A self-referred and agency-referred sample of 80 adults completed the Intake Questionnaire. Data were collected in the areas of demography, education, employment, health, and psychosocial characteristics, aspirations, and cooperation with further testing. Results describe people with ongoing specific problems in education, employment, and psychosocial functioning who aspire to learn more about themselves and their learning disabilities.
Referencing
Authors: Gregg Noël , Hoy Cheri
Published: December 2008

The purpose of this study was to explore whether college normally achieving writers (n=35), writers with learning disabilities (n=35), and underprepared writers (n=35) demonstrated any differences in their ability to utilize the semantic roles and syntactic rules needed to apply cohesive referencing in written text. Cohesive referencing (the ability to assign roles to the speaker and addressee in written communication) is a critical aspect of written language. In addition, the study explored the relation between referential cohesion and the quality and coherence of a written text.
Training Phonemic Segmentation Ability with a Phonemic Discrimination Intervention in Second- and Third-Grade Children with Reading Disabilities
Authors: Hurford David P.
Published: December 2008

The present study examined the possibility that phonemic discrimination training could improve the phonemic segmentation ability of children with reading disabilities. Half of the 32 children with reading disabilities (14 male and 4 female second graders and 10 male and 4 female third graders, with mean ages of 99.2 and 109.7 months, respectively) deficient in phonemic segmentation skills were assigned to the training group, while the other half acted as a nontrained control group. The trained children were successful at significantly improving their performance on the phonemic segmentation task. The control group made no improvement. Requiring children with reading disabilities to make discriminations concerning phonemic information may have helped them discover properties of the phoneme that they previously did not know.
Effects of Peer-Mediated Instruction on the Acquisition and Generalization of Written Capitalization Skills
Authors: Campbell Beverly J. , Brady Michael P. , Linehan Sharon
Published: December 2008

This study investigated the effects of a peer teaching procedure, combined with student letter-writing activities, on the acquisition and generalization of capitalization skills. Three students, aged 9 years, obtained instruction from peer partners that included (a) an introduction and review of capitalization rules, (b) feedback on each participant's previous capitalization work, and (c) guided and independent practice on sentences that required capitalization. All three students demonstrated acquisition of the capitalization rules after participating in the teaching sessions with one or two peer partners. In addition, there were increases in capitalization accuracy in participants' letters to peers who did not serve as teaching partners, thus demonstrating a measure of across-peer (stimulus) generalization. Mixed results were obtained on a response generalization task (sentence writing). Finally, sentencing-writing activities also showed that two of the peer partners substantially improved their use of capitalization skills as a result of teaching the target students.
Cognitive Ability and Everyday Functioning in Women with Turner Syndrome
Authors: Downey Jennifer , Elkin Evan J. , Ehrhardt Anke A. , Meyer-Bahlburg Heino F.L. , Bell Jennifer J. , Morishima Akira
Published: December 2008

This paper presents results from an assessment of cognitive ability and everyday functioning in a group of adult women with Turner syndrome (TUS). Twenty-three TUS women were compared with 23 matched controls with constitutional short stature (CSS). A subgroup of 10 TUS women were compared with their nondisabled female siblings. On the Wechsler Adult Intelligence Test-Revised (Wechsler, 1981), no significant group differences were found in Verbal IQ. There were significant group differences for Performance IQ and Full Scale IQ, largely due to specific deficits in the area of spatial and mathematical ability. These difficulties were also evident on the Benton Visual Retention Test-Revised (Benton, 1974). TUS individuals had significantly lower educational attainment than CSS controls but did not differ from their siblings. TUS individuals had significantly lower occupational attainment than the women in both comparison groups.
Neuropsychological Stability and Prognosis of Subgroups of Children with Learning Disabilities
Authors: Korhonen Tapio T.
Published: December 2008

A sample of 74 Finnish children with mild learning disabilities (LD) and 57 controls was followed from the third grade (Study 1) to the sixth grade (Study 2). In the initial study, the sample had been grouped into five valid subgroups (Normal, General Language, Visuo-Motor, General Deficiency, Naming) utilizing a cluster analysis. In both studies a battery of 12 neuropsychological, reading, and writing tests was administered, and teacher ratings were obtained. The results indicated that the general neuropsychological profiles of the subgroups were maintained, but some changes, consistent with the progress in reading, were noted. The developmental rate of some neuropsychological functions from Study 1 to Study 2 in the subgroups of children with learning disabilities more closely approached that of the Normal subgroup. At follow-up, 64% of the original LD sample continued to have marked reading and/or writing problems. The Naming subgroup had a more unfavorable prognosis than the other subgroups, especially in reading, and the General Deficiency subgroup in writing (spelling), respectively. Some possibilities for using the results to improve remedial teaching are discussed.
Detection of Deficits in Temporal Pattern Discrimination Using the Seashore Rhythm Test in Young Children with Reading Impairments
Authors: McGivern Robert F. , Berka Chris , Languis Marlin L. , Chapman Stefan
Published: December 2008

A deficiency in temporal pattern discrimination frequently is a distinguishing characteristic of children with dyslexia or learning disabilities (LD). We studied the feasibility of using the Seashore Rhythm Test, a subtest of the Halstead-Reitan neurological assessment battery (Halstead, 1947), with young children to discriminate children with reading impairments from age-matched controls reading at a normal level, in an effort to develop tools to determine readiness to read in young school-age children. Major considerations in test selection were ease of administration and wide use and acceptance. Fifty-nine children in Grades 1 through 3 were administered a battery of tests during the last 3 weeks of the school year by blinded experimenters. Tests administered included the Seashore Rhythm Test, Benton Visual Retention Test, Peabody Picture Vocabulary Test, Blau Torque Test, and the Rod and Frame Test. Children with reading impairments (n = 24) in all age groups were found to exhibit a marked deficit in the ability to discriminate patterned pairs of tones on the Seashore Rhythm Test compared to controls (n = 26). These children also exhibited deficits in right-left orientation, as indicated by their poor performance on the Blau Torque Test. Performance on the Seashore and the Blau by a group of children diagnosed as learning disabled (n = 9) was similar to the group with reading impairments. No significant differences between controls and children with reading impairments or LD were observed in Rod and Frame or Benton performance. The results suggest that the Seashore Rhythm Test may prove to be a useful tool to detect young children who will later show signs of reading impairment.
Methodological Issues in the Classification of Attention-Related Disorders
Authors: Fletcher Jack M. , Morris Robin D. , Francis David J.
Published: December 2008

The classification and identification of children with attention deficit-hyperactivity disorder and related disorders involving learning and behavior are only rudimentarily developed. A major problem is the substantial overlap among children with attention, learning, and behavioral problems. The science of classification provides conceptual and methodological approaches addressing these problems. For successful classification of these children, major issues include (a) the need to provide explicit studies of identification criteria, (b) the need for systematic sampling strategies, (c) development of hypothetical classifications, and (d) systematic assessment of reliability and validity of hypothetical classifications. With the methodological advances provided by classification-oriented research, investigators and practitioners may be able to address issues involving definition and identification of children with attention and related disorders.
The Boundaries of Attention Deficit Disorder
Authors: Epstein Mark A. , Shaywitz Sally E. , Shaywitz Bennett A. , Woolston Joseph L.
Published: December 2008

This report examines distinctions and interrelationships among attention deficit disorder (ADD) and two closely related conditions: learning disability (LD) and oppositional/conduct (O/C) disorder. To evaluate our hypothesis that some of the difficulty in resolving the relationship between ADD and, particularly, O/C may reflect the consequences of selective referral patterns, we studied groups of children diagnosed as ADD from different referral sources. Results suggest that referral bias does exist and that children referred to mental health settings differ from those referred to pediatricians, child neurologists, or psychologists. Because of the nature of the subjects referred to mental health services, nonrepresentative associations may emerge. Rather than being considered as prototypical of all children with attention disorder, children referred to mental health facilities may represent simply an extreme of the continuum of ADD. Evidence suggests that many children with ADD will be represented by those referred primarily for attentional deficits and learning problems, rather than those with inattention, hyperactivity, or aggression referred for child psychiatric evaluation.
Association Between Attention Deficit-Hyperactivity Disorder and Learning Disorders
Authors: Cantwell Dennis P. , Baker Lorian
Published: December 2008

This article discusses the relationship between attention deficit-hyperactivity disorder (ADHD) and learning disability (LD). The relevant literature is outlined, and empirical data are presented from a prospective follow-up study of 600 speech/language-impaired children. The data show an increased prevalence of both LD and ADHD among children with early speech/language impairments. Furthermore, LD was strongly associated with ADHD in both the initial and follow-up samples. Also, the children with LD had increased rates of other psychiatric disorders (e.g., behavior disorders, mood disorders, anxiety disorders). The implications of these data are discussed with regard to the possible etiology of the ADHD-LD association, treatment for children with LD and ADHD, and promising hypotheses for future research.
The Effect of Extra Time on Reading Comprehension Scores for University Students With and Without Learning Disabilities
Authors: Runyan M. Kay
Published: December 2008

The purpose of this study was to examine the effects of extra time on the ability of university students with and without learning disabilities to complete a reading comprehension test under timed and extra-time conditions. The participants were 16 students identified as having learning disabilities and 15 normally achieving students, all attending the University of California. The Nelson-Denny Reading Comprehension and Reading Rate Test was used. Percentile ranks were obtained for reading rates on individuals, and for comprehension scores under timed and extra-time conditions. The major findings of this study were that there is a significant difference between scores obtained by students with learning disabilities and by normally achieving students under timed conditions and that there are no significant differences in test performance between students with learning disabilities and normally achieving university students when students with learning disabilities are provided extra time. Normally achieving students did not perform significantly better with extra time.
Sensory Integration and Learning Disabilities: Ayres' Factor Analyses Reappraised
Authors: Cummins Robert A.
Published: December 2008

Between 1965 and 1987 Ayres published eight papers that contain among them 10 multivariate analyses that bear upon her conception of sensory integration. These analyses purport to have identified factors that emerge from the scores of children with learning disabilities but not from the scores of academically nondisabled children. A reappraisal of these analyses in combination finds no support for this claim. As a consequence, these data provide no validity for either the diagnostic procedures or the remedial programs for children with learning disabilities that have been derived from this work.
Can Reading Disabilities Be Diagnosed Without Using Intelligence Tests?
Authors: Aaron P. G.
Published: December 2008

Unlike conventional procedures, which use IQ in making diagnostic and eligibility decisions regarding learning disabilities, this demonstration study used listening comprehension and other reading-related tasks to make a differential diagnosis of reading disabilities. Tests of listening and reading comprehension were administered to 180 children from Grades 3 through 8. A regression equation was then derived to predict reading comprehension from listening comprehension. The regression equation was applied to the listening comprehension scores of seven children from Grades 3 to 8 who had reading difficulties, and their reading comprehension was predicted. Based on the discrepancy between their actual reading comprehension and the predicted reading comprehension, their reading difficulty was attributed to one of the following three factors: (a) poor decoding, (b) poor comprehension, or (c) a combination of poor decoding and poor comprehension. The validity of these diagnostic decisions was assessed by testing independently these children's word-decoding skill and reading speed. The results suggest that this diagnostic procedure has potential utility.
School-Based Assessment of Attention Deficit-Hyperactivity Disorder
Authors: Atkins Marc S. , Pelham William E.
Published: December 2008

Schools are uniquely situated to provide information relevant to the assessment and treatment of Attention Deficit-Hyperactivity Disorder (ADHD) across a variety of tasks, settings, and observers. The importance of the school setting to the assessment and treatment of ADHD has resulted in the development of numerous measures appropriate for such assessment, but few guidelines for their use. The purpose of this article is to describe school-based assessment procedures and their relationship to ADHD. These procedures include teacher rating measures, direct observations in classrooms and on playgrounds, peer rating and sociometric measures, and permanent product measures such as academic performance. It is recommended that school-based assessment of ADHD involve the concurrent use of multiple measures to assess adequately the wide variety of symptoms associated with this disorder. It is further recommended that assessment serve the purpose of determining treatment efficacy to avoid unwarranted preoccupation with diagnostic issues that are as yet unresolved. The components of a comprehensive school-based assessment of ADHD are described, and their relationship to school-based treatment is discussed.
Science Instruction at the Secondary Level: Implications for Students with Learning Disabilities
Authors: Woodward John , Noell John
Published: December 2008

Designing appropriate content area instruction for secondary students with learning disabilities is a challenging endeavor. Even if these students are mainstreamed into algebra, history, or science classes, special educators are likely to expect only a minimal grasp of the material. To go beyond this, to teach higher order thinking through these subjects, would be regarded by most practitioners as too labor-intensive. The authors of this article argue that, through a comprehensive revision of traditional materials, secondary students with learning disabilities can learn content area subjects---earth science and introductory chemistry, particularly---in an integrated manner. These students can achieve a firm understanding of the subject, as well as learn how to solve complex, domain-specific problems. For this kind of integrated instruction to be feasible, the curriculum must be designed and field-tested by professional curriculum developers.
Differential Effects of Stimulant Medication on Reading Performance of Boys With Hyperactivity With and Without Conduct Disorder
Authors: Forness Steven R. , Cantwell Dennis P. , Swanson James M. , Hanna Gregory L. , Youpa Daniel
Published: December 2008

Controversy surrounding stimulant medication, particularly its effects on reading performance, continues to obscure the issue of the use of this drug in classroom situations. The present study emphasized careful differential diagnosis, double-blind and placebo approaches, and curriculum-based dependent measures to address these concerns. Methylphenidate was administered to two groups of boys, ages 8 through 11. The two groups included 27 subjects meeting criteria for attention deficit-hyperactivity disorder but not conduct disorder, known as hyperactive disorder (HD), and 28 subjects meeting criteria for both diagnostic categories, known as hyperactive-aggressive (HA). Only four subjects in each group met a discrepancy criterion for learning disabilities (LD). Methylphenidate was administered to both groups at three levels of dosage, along with baseline and placebo conditions. Dependent measures involved both reading recognition and reading comprehension, equivalent across all conditions. No significant results were found for the group with HD in either reading recognition or comprehension, due largely to unusual placebo reactions. Results were generally in the direction predicted for the group with HA, but only significantly so in reading comprehension, and no dose effect was found on this variable. Implications for reading as a dependent measure of medication effects are discussed.
Problem Solving and Transfer
Authors: Niedelman Mark
Published: December 2008

Problem solving is an important yet elusive educational goal. This article briefly reviews the research on the components of problem solving and two mechanisms for fostering the transfer of problem-solving strategies - low-road transfer and highroad transfer. The interactions between these two mechanisms and two types of content (domain-specific knowledge and higher order thinking) are then discussed. Exploratory research on one of the interactions (low-road transfer of higher-order thinking) is summarized, with a particular focus on the performance of students with disabilities. Finally, some implications for curriculum and instruction are outlined.
Shared Understandings
Authors: Englert Carol Sue , Mariage Troy V.
Published: December 2008

When teachers view writing as a social process in which authors write for real audiences and authentic purposes, they change their instruction accordingly to meet the needs of writers with learning disabilities. As more experienced members of a larger community of writers, teachers play a primary role in apprenticing students into the inherently social functions of writing. Through teacher-student dialogues about the complexities of the writing process, students gradually develop and control their own writing “voice” as they use and transform the shared understandings of the group process. Text structure, writing strategies, and metacognitive knowledge of the writing process provide opportunities for teachers and students with learning disabilities to interact and create shared understandings about the composition process. This article reviews some recent attempts to use text structures and the writing process as frameworks to guide the composition dialogue.
Classroom Behavior and Family Climate in Students with Learning Disabilities and Hyperactive Behavior
Authors: Margalit Malka , Almougy Katrina
Published: December 2008

The present study aimed to identify subtypes of the learning disabilities (LD) syndrome by examining classroom behavior and family climate among four groups of Israeli students ranging in age from 7 to 10 years: 22 students with LD and hyperactive behavior (HB), 22 nonhyperactive students with LD, 20 nondisabled students with HB, and 20 nondisabled nonhyperactive students. Schaefer's Classroom Behavior Inventory and Moos's Family Environmental Scale were administered to teachers and mothers, respectively. The results revealed that higher distractibility and hostility among both groups with HB differentiated between the two groups with LD. Families of children with HB were reported as less supportive and as emphasizing control less. The academic competence and temperament of the non-disabled students with HB were rated as similar to those of the two groups of students with LD. Both groups with LD were characterized by dependent interpersonal relations and by more conflictual families who fostered more achievement but less personal growth.
Comparisons of Learning Ease and Transfer Propensity in Poor and Average Readers
Authors: Day Jeanne D. , Zajakowski Amy
Published: December 2008

Assisted and unassisted performance of 14 average readers (7 boys and 7 girls between 9.67 and 13 years of age) and 14 children with learning disabilities (10 boys and 4 girls between 10.8 and 13 years of age) were compared on a reading comprehension task---stating the main idea in expository paragraphs in which the topic sentence was either first, last, or missing. Children were trained to find the main idea in one-and two-paragraph texts and took pre- and posttests in which they were asked to write the main ideas contained in one-, and six- to eight-paragraph texts. The main ideas contained in these texts either were explicitly stated (topic sentence first or last) or were implicit (topic sentence missing). Children's performance improved from pre- to posttest, although the effect of topic sentence placement was evident at both test times (performance on topic-sentence-first paragraphs was better than on topic-sentence-last paragraphs, which was, in turn, better than performance on topic-sentence-missing paragraphs). Although average achieving children and children with learning disabilities did not differ on static pre- and posttest measures, they did differ in how easily they learned to find the main idea under different topic sentence placement conditions. Children with learning disabilities required significantly more instruction than average readers to reach mastery criterion on nonideal text structures. Implications of the findings are discussed from both assessment and pedagogical perspectives.
The Irrelevance of IQ to the Definition of Learning Disabilities
Authors: Rispens Jan , van Yperen Tom A. , van Duijn Gijs A.
Published: December 2008

The relevance of IQ to the definition of learning disabilities is a much-debated issue. In this article, the effect of not using IQ in the identification of children with reading disabilities is demonstrated. Two classification procedures, differing in their use of IQ, are compared. The first conclusion is that abandoning IQ in classification has a very limited impact on the number of children identified as reading disordered. Our data demonstrate that, if IQ is used, more high IQ children are classified. Another finding pertains to the effect of a restriction of IQ range. The number of children classified as reading disordered is a function of the IQ range.