bluuebunny/crossref_metadata_2025 huggingface dataset:
What Do Students with Learning Disabilities Think When Their General Education Teachers Make Adaptations?
Authors: Vaughn Sharon , Schumm Jeanne S. , Kouzekanani Kamiar
Published: December 2008

The purpose of this study was to investigate the perceptions of mainstreamed students with learning disabilities (LD) regarding adaptations (e.g., altering tests, homework, assignments, instruction) made by general education teachers. Furthermore, their responses were compared with those of low achieving (LA) and average/high achieving (A/HA) classmates. One hundred seventy-nine students participated in this study: 60 mainstreamed students with LD, 59 low achieving students, and 60 average/high achieving students. Students were selected from 60 teachers' classrooms (20 elementary, 20 middle school, and 20 high school). Results from the elementary level indicate that students with LD differ from their LA and A/HA classmates in that the former indicate a stronger preference for opportunities to work in groups with different students, and prefer the teacher to make adaptations when they have difficulty learning. High school and middle school students from both the LA and A/HA groups, but not the LD group, preferred the teacher who made no adaptations in homework and textbooks. Discussion focuses on the role of students' perceptions in teacher decision making.
External Validity of the Profile Variability Index for the K-ABC, Stanford-Binet, and WISC-R
Authors: Kline Rex B. , Snyder Joseph , Guilmette Sylvie , Castellanos Maria
Published: December 2008

Clinicians often attach interpretive significance to high variability among subtest scores in IQ profiles of adults and children. In this study we evaluated the external validity of a relatively new measure of IQ subtest variability, the profile variability index (PVI). Within a sample of referred children, we administered the Kaufman Assessment Battery for Children, the Fourth Edition Stanford-Binet, and the Wechsler Intelligence Scale for Children-Revised. We calculated PVIs for each child from each test and correlated these values with achievement scores and indexes of discrepancy between actual and predicted scholastic achievement. Against these external criteria, PVI information from all three cognitive-ability batteries had essentially nil validity. We discuss implications of these findings for future research in this area.
A Mother's Thoughts on Inclusion
Authors: Carr Margaret N.
Published: December 2008

The year 1993 may become known as the year individuals with learning disabilities lost special education services in the United States. For the first time since the enactment of P.L. 94-142 there is a strong national movement to place all students, regardless of disability, in the regular classroom. This movement has been “sold” to many advocacy groups as meeting these students' need to learn social skills from “normal” peers.
A Postmodern Critique of Conte's, Andrews's, Gresham's, and Elliott's Assumptions
Authors: Kronick Doreen
Published: December 2008

In this article I suggest that the assumptions that Conte, Andrews, Gresham, and Elliott make regarding the characteristics that should be attributable to learning disabilities are limited by the “either/or” empirical view. I contend that (a) there is no such phenomenon as a pure primary disorder; all behavioral and learning problems are manifested by a discrete cluster of behaviors, so that one differentiates exceptionalities by looking at the quality of behaviors and possible antecedents rather than comparing them quantitatively; (b) that learning disabilities are earmarked by the inefficient manner in which tasks are approached in one's specific area(s) of deficient intellect rather than by universal characteristics; (c) that all aspects of learning are metaphorical and, therefore, have implicit and explicit dimensions; and learning disabilities are, in large part, a deficit in learning implicit information; (d) that in-school and out-of-school learning are of a piece and must be synthesized, just as theory, research, and practice must be synthesized; and (e) that the definition should not dictate our notion of what learning disabilities are, but rather should reflect our observations of persons with learning disabilities.
A Comparison of Fast-Rate, Slow-Rate, and Silent Previewing Interventions on Reading Performance
Authors: Skinner Christopher H. , Adamson Kelly L. , Woodward John R. , Jackson Robert R. , Atchison Leigh A. , Mims Jerry W.
Published: December 2008

Researchers investigated the effects of three different previewing interventions on the oral reading rates of 12 junior and senior high school students with learning disabilities. Under fast-rate listening previewing (FRLP), students were instructed to follow silently as experimenters read from a text at an average rate that was 77.7% faster than the students' current oral reading rate. During slow-rate listening previewing (SRLP), students followed along as experimenters read at an average rate that was 22.5% faster than the students' reading rate. Students were instructed to read passages silently under silent previewing (SP). Immediately following each previewing intervention, students read the same passage aloud. The number of words read correctly per minute and the number of errors per minute served as dependent variables. The results showed statistically significant decreases in error rates under SRLP and SP. The results also showed that SRLP resulted in statistically significantly fewer errors per minute than FRLP. These results suggest that orally reading while students follow along at a rate much higher than their current reading rates may not be as beneficial as reading aloud at slower rates.
Researching Adults with Learning Disabilities From an Adult-Development Perspective
Authors: Gerber Paul J.
Published: December 2008

As the field of learning disabilities begins to discover the manifold issues of adulthood, there is a need for a framework for studying adults with learning disabilities. Currently, the research on adults focuses primarily on service delivery systems. If a life-span developmental perspective is utilized as a conceptual approach in future research, then the knowledge gained will be more meaningful. Considerations for incorporating such essential concepts as mediating variables, context, and age-span phases into research on adults with learning disabilities are discussed.
A Decade of Research on Learning Disabilities
Authors: Durrant Joan E.
Published: December 2008

A review of 208 studies of children with learning disabilities (LD) published in 10 major journals between 1988 and 1990 was conducted to determine the extent to which recommendations made in 1980 and 1984 regarding reporting and design of LD research have been followed. A number of problems continue to threaten the interpretability and utility of results, including imprecise subject descriptions, heterogeneous samples, and methodological weaknesses. Implications for the field are discussed and recommendations for improvement are provided.
An Italian Perspective on Learning Disabilities
Authors: Fabbro Franco , Masutto Cristina
Published: December 2008

The authors' experience derives from over 10 years of study of the neuropsychological characteristics of children with learning disabilities (LD) who were referred to a public children'S hospital. Some sociocultural and linguistic aspects of children with learning disabilities in Italy, and in particular in the northeastern Friuli-Venetia-Julia region, are described. The role of bilingualism and the type of grapheme-phoneme correspondence in “standard” Italian are discussed in relation to learning disabilities. Legislative aspects, the roles of the school, hospitals, public field services, and private institutes, as well as the concern of parents of children with LD, are also taken into account. According to the authors, Italy'S major deficiencies with respect to the question of learning disabilities are (a) lack of a systematic study of the problem in order to increase general knowledge, (b) insufficient training of teachers and rehabilitators, and (c) inadequate legislation.
Early Identification of Children At Risk for Reading Disabilities
Authors: Hurford David P. , Schauf Joel D. , Blaich Tammy , Moore Kraig , Bunce Larry
Published: December 2008

The present study examined the development of phonological and reading skills in 171 students (98 males, 73 females) from the beginning of first grade (Time 1) to the end of second grade (Time 4). Based on their reading and intelligence scores at the end of second grade, these students were placed into nondisabled (ND), reading disabled (RD), or garden-variety poor reading (GV) groups. Although each group made gains in phonological processing, large differences were found between the ND and RD/GV groups. The RD and GV groups performed similarly on many of the tasks. Consistent with the literature, it was found that intelligence does not differentiate between good and poor readers. The most important finding of the present study was that reader-group membership at Time 4 could be very accurately determined from students' Time 1 scores. All of the children in the RD and GV groups were correctly identified, and only 3 of the 148 ND children were misclassified, indicating that children at risk for reading difficulties can be very accurately identified very early in their academic experiences.
Homework for Students with Learning Disabilities
Authors: Cooper Harris , Nye Barbara
Published: December 2008

The literature on homework for students with learning disabilities is reviewed. First, a summary of Cooper's (1989a) synthesis of research on homework for students without disabilities is presented, including (a) a definition of homework, (b) a model of the homework process, (c) the results of a meta-analysis of homework studies, and (d) generic policy guidelines. Next, special education research on homework conducted after 1985 is described. The literature is divided into studies that manipulated homework conditions and homework-related surveys of teachers and parents. The results of the literature review suggest that homework policies and practices for students with learning disabilities should emphasize (a) simple, short assignments; (b) careful monitoring by and prominent rewards from teachers; and (c) parental involvement, especially to provide structure, conducive environments, and immediate rewards.
Teaching Multiplication Facts to Students with Learning Disabilities
Authors: Williams Dawn M. , Collins Belva C.
Published: December 2008

This study evaluated the effectiveness of the constant time delay procedure, while comparing the efficiency of using teacher-selected and student-selected material prompts, in teaching multiplication facts to 4 male students with learning disabilities ranging in age from 9 years 6 months to 13 years 10 months. The two prompting strategies were compared in the context of a multiple-probe design across groups of multiplication facts, in which the sequence of strategies was counterbalanced across students. Results indicated that although the constant time delay procedure used with material prompts was effective, instruction was more efficient when students were allowed to select the material prompt.
EEG Power Spectra of Children with Dyslexia, Slow Learners, and Normally Reading Children with ADD During Verbal Processing
Authors: Ackerman Peggy T. , Dykman Roscoe A. , Oglesby D. Michael , Newton Joseph E. O.
Published: December 2008

EEG power spectra were studied in two poor reader groups (with dyslexia and slow learning) and a normally reading clinic control group (with attention deficit disorder) as the children viewed strings of words and letters (seven categories). The children ranged in age from 7.5 to 12 years; 33 were girls, 86 were boys. Bilateral temporal and parietal sites and four midline sites were used. The major difference between groups was in the low beta band, where the ADD group had greater power at the parietal and midline sites. Also, the slow learner group had marginally greater low betn at the left than right temporal site, with the opposite trend found for the dyslexic and ADD groups. Across groups, power was greater at the right than at the left parietal site in the delta and alpha bands and at the right than at the left temporal site in the low beta band. Stimulus category effects were modest, with some alpha suppression to word strings, relative to letter strings, found in the poor readers. In correlational analyses, the Combination of greater low beta and less theta power significantly predicted better reading and spelling, Results indicate that the adequate readers more actively processed the stimuli than did the poor readers.
Early Identification and Remediation of Phonological-Processing Deficits in First-Grade Children at Risk for Reading Disabilities
Authors: Hurford David P. , Johnston Mark , Nepote Paula , Hampton Stephanie , Moore Shelly , Neal Jeanette , Mueller Angela , McGeorge Kimberly , Huff Lillian , Awad Angela , Tatro Clayton , Juliano Christine , Huffman Denise
Published: December 2008

The present study assessed 486 first-quarter first graders on their reading and phonologicalprocessing skills and intelligence. Based on this assessment, and using the classification data from Hurford et al.'s (1993) study, 99 children were identified as being at risk for reading difficulties: 53 children at risk for reading disabilities (RD) and 46 children at risk for becoming “garden-variety” poor readers (GV). Half of the RD and GV groups received the phonologicalprocessing intervention. Posttraining assessment indicated that the training procedure not only was effective in increasing the phonological-processing skills of the trained participants, but also increased their reading ability. Both of the RD and GV trained groups benefited from the training. Analyses also indicated that the initial screening device was somewhat less accurate in the present study in identifying at-risk children than in our previous studies (85% us. approximately 9896, respectively). The results of the present study indicate that it is possible to identify children at risk for reading dificulties and to significantly improve their phonological-processing and reading abilities.
The Bidirectional Relationship Between Achievement and Externalizing Behavior Problems of Students with Learning Disabilities
Authors: Richards Cathy M. , Symons Douglas K. , Greene Catherine A. , Szuszkiewicz Tara A.
Published: December 2008

The current study examined the bidirectional relationship between academic achievement and externalizing behavior problems of adolescents with learning disabilities. Forty-three students attending a residential school were assessed for externalizing behavior problems via parent and teacher reports on the Child Behavior Checklist and the Children's Attention and Adjustment Survey. The Wide Range Achievement Test-Revised was used to estimate academic achievement in reading, spelling, and arithmetic. Achievement measures did not predict externalizing behavior problems 1 to 2 years later, although verbal IQ predicted parent reports. Teacher reports of externalizing behavior problems predicted reading and spelling achievement scores 1 year later, and parent reports of externalizing behavior problems predicted changes in reading achievement. There was evidence that attentional problems were the component of externalizing behavior accounting for these relations, consistent with the explanation that inattentive students have difficulty achieving in an intensive learning environment.
An Analysis of Two Discrepancy-based Models and a Processing-Deficit Approach in Identifying Learning Disabilities
Authors: Schuerholz Linda J. , Harris Emily L. , Baumgardner Thomas L. , Reiss Allan L. , Freund Lisa S. , Church Robin P. , Mohr Jennifer , Denckla Martha Bridge
Published: December 2008

The incidence of learning disabilities (LD) in a research center sample of 107 boys and 103 girls between 6 and 12 years of age was calculated using Wechsler IQ and Woodcock-Johnson cluster scores in a regression model (REG) and a reliability model (REL). The REL method identified LD three times more often than the REG method, and all those identified by REG were also identified by REL. When stratified by IQ, REG and REL identified similar percentages in the lowest IQ group; however, REG identified at a lower rate as IQ increased. All 87 children identified with reading disabilities (both REL-RD and REG-RD) were weak to a similar extent on phonemic awareness. Comorbid elevated attention ratings were found in 62% of children with RD; 26% had elevated attention ratings but no linguistic processing deficits, and 21% had at least one linguistic processing deficit but no attentionally suspect rating.
Effects of Direct Instruction in Spanish Phonology on the Native-Language Skills and Foreign-Language Aptitude of At-Risk Foreign-Language Learners
Authors: Ganschow Leonore , Sparks Richard
Published: December 2008

This study examined the effect of an academic year of direct instruction in the phonology/orthography of Spanish on the native-language skills and foreign-language aptitude of high school women identified as at risk (n = 14) and not at risk (n = 19) for experiencing problems with learning a foreign language. At-risk students received a specialized teaching approach; not-at-risk students received traditional foreign-language instruction. Pre- and posttest results showed that both groups improved significantly on a foreign-language aptitude test, and the at-risk group made significant gains on native-language phonology/orthography measures. Pretest comparisons showed significant between-group differences on several phonological/orthographic measures and the foreign-language aptitude test. Posttest comparisons showed that the not-at-risk subjects still scored significantly higher than at-risk subjects on the foreign-language aptitude measure; no differences were noted on two native-language phonological/orthographic measures. Pre- and posttest comparisons between groups showed that the at-risk group made significantly greater gains than the not-at-risk group on phonological/orthographic measures. Implications for instruction are presented.
Promoting Strategic Learning by Postsecondary Students with Learning Disabilities
Authors: Butler Deborah L.
Published: December 2008

The research described here investigated the effectiveness of an intervention model designed to promote self-regulated and strategic learning: Strategic Content Learning (SCL). In SCL, rather that focusing on teaching students specific cognitive strategies, instruction focuses on supporting students to develop a strategic approach to learning. The study comprised six parallel case studies embedded within a single-group, pre-post design. Each student chose a task of importance to current or future academic work, and individualized support was provided on those tasks. Participants were adults with learning disabilities (5 women and 1 man, ages 18 to 36 years) enrolled in postsecondary education programs. Results indicated, that students' task performance improved. Additionally, gains in metacognitive knowledge about tasks and strategies, increased perceptions of self-efficacy, and shifts in attributional patterns were observed. Most critically, the evidence suggested that students became more self-regulated in their learning: They were active in developing and modifying strategies, they transferred strategies across contexts, and they began to attack noninstructed tasks strategically. The particular suitability of SCL as an intervention for adults with learning disabilities is described, and implications of the findings for research and practice are discussed.
Fable Comprehension by Children with Learning Disabilities
Authors: Abrahamsen Eileen P. , Sprouse Pamela T.
Published: December 2008

Seven fables were read to 14 average learners and 14 children with learning disabilities, all of whom ranged in age from 10 to 13 years. They were presented with four possible moral choices: one correct, one related, and two incorrect. They were instructed to select the correct moral choice and were asked to explain their choice. The average learners' ability to select the correct moral was significantly better than that of the children with learning disabilities. In addition, even when they chose correct morals, the children with learning disabilities were less capable of explaining their choice.
Family Patterns of Reaction to a Child with a Learning Disability
Authors: Falik Louis H.
Published: December 2008

The impact of a child's learning disability on the family system is explored with regard to the general consequences for the system and to the parents' abilities to react to the problems generated for the child and family. Feuerstein's concept of mediated learning experience is proposed as a useful way of understanding the process issues, to assess parental reactions, and to guide more productive and adaptive interventions. Four prototypical patterns of family response are presented, with descriptions of the mediational restrictions and potentialities embedded within them. Implications are presented for both dysfunctional responses and the development of positive and adaptive reactions.
Phonetic Coding and Reading in College Students With and Without Learning Disabilities
Authors: Apthorp Helen S.
Published: December 2008

This study examined whether adult speech production and oral reading were related independent of auditory short-term memory and vocabulary. Forty-four university students served as subjects for the study. They ranged in age from 17 to 28 years old; 26 were men and 18 were women; 11 were students with learning disabilities and 33 were students without disabilities. All subjects were tested individually on tasks requiring multisyllabic pseudoword repetition, oral reading, memory for digits, and vocabulary. In both groups—with and without learning disabilities—significant correlations were found between pseudoword repetition accuracy and reading, suggesting that poor readers also have more inaccurate speech production. The correlations remained significant after controlling for both memory and vocabulary. A scatter plot of the speech-reading relationship showed performance overlap between groups, as well as within-group heterogeneity. Significance of the findings is discussed, and issues for future research are identified.

is an assistant professor of special education at Central Connecticut State University. Her research interests include individual differences and risk for language and reading problems. Address: Helen S. Apthorp. Department of Special Education, Central Connecticut State University, 1615 Stanley St., New Britain, CT 06050.
Critical Pedagogy in a Bilingual Special Education Classroom
Authors: Goldstein Barbara S. C.
Published: December 2008

This article describes the application of critical pedagogical principles in a first- and second-grade bilingual special day class for Latino children with limited English proficiency. Recommendations for translating critical pedagogy to classroom practice are given.
Exploring Writing—From Rebellion to Participation
Authors: Lovelace Laura
Published: December 2008

This article describes the unfolding of one student's encounter with writing. It was not an encounter of miraculous proportions, but, rather, one that became apparent through a teacher's careful observations of the engagement of a nonwriting third grader with print. This encounter may have been one of the first times the student realized he could be literate.
Addressing the Inevitable Conflicts in Reforming Teacher Education
Authors: Paul James L. , Epanchin Betty , Rosselli Hilda , Townsend Brenda L. , Cranston-Gingras Ann , Thomas Daphne
Published: December 2008

Embracing a transformative philosophy of special education teacher education, the Department of Special Education at the University of South Florida has undergone significant change over the past several years. Perspectives on the foundational knowledge for this change and the values guiding its realization are shared in this article. Dilemmas arising from the encounter between traditional practice and emerging views are described, along with approaches aimed at understanding and addressing these conflicts.
A Status Report on Transition Planning for Individuals with Learning Disabilities
Authors: Dunn Caroline
Published: December 2008

The predominant focus of the transition movement has been on individuals with moderate and severe disabilities. Only recently have professionals begun to comprehensively address the transition needs of individuals with learning disabilities. Although certain transition planning components are applicable to all youth, regardless of disability, the unique needs of specific disability categories must be recognized. The purpose of this article is to provide a review of transition as it relates to students with learning disabilities. Specifically, it provides (a) an overview of state and federal mandates and initiatives that influence transition practices, and (b) a discussion of transition practices for individuals with learning disabilities.
The Positive Force of Vocational Education
Authors: Evers Rebecca B.
Published: December 2008

Successful transitions to postsecondary settings are associated with such adult outcomes as continuing education, independent living, and employment. The purpose of this article is to present research that supports the use of vocational education programs to improve the adult outcomes of students with learning disabilities as they transition to employment. The literature review focuses on four major topics: (a) data from follow-up and follow-along studies illustrating the relationship between vocational-technical education and adult outcomes; (b) recent program trends in vocational education; (c) current practices in vocational education regarding placement and access, instructional and setting demands, and teacher attitudes and preparation; and (d) speculations about the effects of school reform and pending legislation.
Making the Transition to Higher Education
Authors: Brinckerhoff Loring C.
Published: December 2008

This article focuses on the transition process for high school students with learning disabilities as they move from secondary to postsecondary settings. The role of the student will be examined as it relates to the transition process, including participating in the transition planning team, selecting high school classes, searching for the best postsecondary option, and enrolling in either a 2- or 4-year college. By being actively involved in the transition process from the beginning, students can become informed consumers about their options and rights under law. Practical suggestions for high school service providers, teachers, and parents are included as they relate to supporting students in this process.
Adults with Learning Disabilities
Authors: Greenbaum Beth , Graham Steve , Scales William
Published: December 2008

Forty-nine adults with learning disabilities who had attended a large public university between 1980 and 1992 were interviewed about their current employment and social status. Most of the respondents had adjusted well to the demands and complexities of adulthood. More than 80% of the participants not still in college at the time of the interview were employed, mostly in white collar jobs. Although most of the participants indicated that their learning disabilities affected them at work or in other facets of their life, they typically did not disclose those disabilities when applying for jobs or once employed. The respondents were also socially active and happy with their social life. Keys and barriers to success are examined, and recommendations are made concerning the issue of discrimination in the workplace.
The Psychoeducational Profile of Boys with Klinefelter Syndrome
Authors: Rovet Joanne , Netley Charles , Keenan Maureen , Bailey John , Stewart Donald
Published: December 2008

Klinefelter syndrome (KS) affects about 1 in 900 males due to an extra X chromosome. Although there are no obvious physical features associated with childhood KS, many boys demonstrate a cognitive deficit in verbal processing. The first section of this article integrates the extant literature on intelligence and achievement outcomes in boys with KS. The second section presents our findings from a 20-year study involving one of the largest unselected cohorts of boys with KS. We followed 36 boys with KS and 33 sibling controls from 6 until 20 years of age. Boys with KS are shown to demonstrate a verbal cognitive deficit and significant underachievement in reading and spelling, as well as in arithmetic. These problems, which are evident from early school years, increase with age such that by late adolescence, boys with KS are four to five grade levels behind. In addition, we also found that they were most likely to have a generalized type of learning disability, with very few boys indicating a pure reading or pure arithmetic problem. They also showed deficits in written language skills and acquisition of knowledge-based subject material were also problematic. Despite significant underachievment and frequent grade failure, many boys with KS had completed high school, and a few were also pursuing postsecondary educations. The discussion section examines how their language-based disability affects comprehension and learning, leading to underachievement.
The Effects of Auditory Stimulation on the Arithmetic Performance of Children with ADHD and Nondisabled Children
Authors: Abikoff Howard , Courtney Mary E. , Szeibel Peter J. , Koplewicz Harold S.
Published: December 2008

This study evaluated the impact of extra-task stimulation on the academic task performance of children with attention-deficit/hyperactivity disorder (ADHD). Twenty boys with ADHD and 20 nondisabled boys worked on an arithmetic task during high stimulation (music), low stimulation (speech), and no stimulation (silence). The music “distractors' were individualized for each child, and the arithmetic problems were at each child's ability level. A significant Group x Condition interaction was found for number of correct answers. Specifically, the nondisabled youngsters performed similarly under all three auditory conditions. In contrast, the children with ADHD did significantly better under the music condition than speech or silence conditions. However, a significant Group x Order interaction indicated that arithmetic performance was enhanced only for those children with ADHD who received music as the first condition. The facilitative effects of salient auditory stimulation on the arithmetic performance of the children with ADHD provide some support for the underarousal/optimal stimulation theory of ADHD.
Research in Self-Monitoring with Students with Learning Disabilities: The Present, the Prospects, the Pitfalls
Authors: Reid Robert
Published: December 2008

The amount of research in the use of self-monitoring intervention with students has increased steadily. This article reviews the literature to date on self-monitoring with students with learning disabilities. First, it discusses the results of self-monitoring studies in terms of major dependent measures, such as on-task behavior and academic productivity and accuracy. Next, it analyzes studies comparing the effects of self-monitoring of attention and self-monitoring of performance on on-task behavior and academic responding. Finally, it discusses areas for future research and potential conceptual pitfalls.
The Effects of Text-Based and Graphics-Based Software Tools on Planning and Organizing of Stories
Authors: Bahr Christine M. , Nelson Nickola W. , Meter Adelia M. Van
Published: December 2008

This article describes a research study comparing the effects of two computer-based writing tools on the story-writing skills of fourth-through eighth-grade students with language-related learning disabilities. The first tool, the prompted writing feature of FrEdWriter (Rogers, 1985), allowed students to answer story grammar questions, then type stories using those responses as the plan; the second tool, Once Upon a Time (Urban, Rushing, & Star, 1990), allowed students to create graphic scenes, then type stories about those scenes. Nine students attended a series of afterschool writing labs twice weekly for 11 weeks, using each tool for half of the writing sessions. Group results did not clearly favor either tool; however, individual differences suggested that use of planning features should be linked to student needs. Students who had less internal organizational ability benefited from the computer-presented story grammar prompts and wrote less mature stories when using the graphics-based tool. Students with relatively strong organizational skills wrote more mature stories with the graphics-based tool.
Speech-Recognizing Computers
Authors: Wetzel Keith
Published: December 2008

Students with specific learning disabilities (LD) in written composition may experience difficulties that restrict their ability to demonstrate in writing what they know and can communicate orally. Voice-input technology now allows users to speak into a microphone and have their words appear on a computer screen in a word processing format, ready for revision and editing. This exploratory study reports the efforts of one sixth-grade student to learn to use this technology to assist written communication. The findings suggest that the technology holds promise for students with LD when it is refined to allow less difficulty in using it.
The Effects of Schema-Based Instruction on the Mathematical Word-Problem-Solving Performance of Students with Learning Disabilities
Authors: Jitendra Asha K. , Hoff Kathryn
Published: December 2008

This study examined the effects of a schema-based direct instruction strategy on the word-problem-solving performance of three third and fourth-grade students (2 girls, 1 boy) with learning disabilities. An adapted multiple-probe-across-students design was used. Results indicated that the intervention was successful in increasing the percentage of correct solutions to word problems for all 3 students. In addition, maintenance of word-problem solving was seen 2 to 3 weeks after the study. Student interviews indicated that the strategy was beneficial. Further research with different students and problem types (e.g., multistep) and an investigation of the long-term effects of the strategy and its use in novel settings appear warranted.
Computer-Based Study Strategies For Students With Learning Disabilities
Authors: Anderson Lynne Inman , Quinn Carolyn Knox , Horney Mark A.
Published: December 2008

This article reports results from a study of the use of technology to support students with learning disabilities in the use of effective study strategies. Thirty secondary students were given laptop computers and taught a variety of computer-based study strategies designed to facilitate information recording, organization, and manipulation. Results suggest that students adopted this innovation at three levels: (a) Power Users (skilled, independent users, integrating the computer into their schoolwork); (b) Prompted Users (skilled computer users, but requiring prompting); and (c) Reluctant Users (having limited knowledge and working only under supervision). Intelligence and reading test scores were associated with adoption levels in a statistically significant way.
Learning Disabilities, Low Achievement, and Mild Mental Retardation
Authors: Gresham Frank M. , MacMillan Donald L. , Bocian Kathleen M.
Published: December 2008

Children identified with learning disabilities (LD), low achievement (LA), or mild mental retardation (MMR) were contrasted on 41 measures of ability, academic achievement, social skills, problem behavior, academic engaged time, perceptual-motor skills, and school history. Both multivariate, univariate, and meta-analytic comparisons among the three groups showed relatively large differences on measures of aptitude and achievement, with the LD group scoring higher on measures of cognitive ability than the LA and MMR groups and the LA group showing higher tested academic achievement than the LD and MMR groups. Teacher ratings of academic competence showed similar levels of functioning for the LD and LA groups. No differences among the groups were found on measures of social skills, problem behaviors, or academic engaged time, or on most indices reflecting school history. Results were interpreted in light of studies contrasting LD and LA groups. Comparisons with earlier studies were difficult in light of demographic differences in samples and the lower cognitive and academic functioning of children in the present study. The current study showed that 61% of the LD group could be differentiated from the LA group, with LD—MMR and LA—MMR differentiation levels being 68.51% and 67.5%, respectively.
Inner-City Adults with Severe Reading Difficulties
Authors: Gottesman Ruth L. , Bennett Randy Elliot , Nathan Ruth G. , Kelly Mary S.
Published: December 2008

Relatively little is known about the characteristics of inner-city adults who seek assistance from literacy programs. Increased knowledge about this population will enhance the development of more effective programs, as well as policy options. This study describes the characteristics of 280 adults, ages 16 to 63, who came to an adult literacy program that focused on severe reading difficulties. The program, located within a hospital complex in a large, urban area, attracted these individuals through an extensive multimedia outreach effort. Results suggested that the adults who sought help were generally characterized by a vast array of cognitive, academic, and social difficulties. In addition, the extent of these difficulties increased dramatically as literacy level declined. These findings suggest that comprehensive educational, social, and vocational services may be needed to help adults with severe reading difficulties cope with the diverse and severe problems they face.
Mathematics Learning Disabilities
Authors: Ginsburg Herbert P.
Published: December 2008

U.S. education suffers from shortcomings that put even children possessing adequate intellectual abilities at risk for low mathematics achievement. Consequently, identifying and understanding children whose academic failure is influenced by a genuine learning disability requires a complex “developmental” research agenda. This perspective suggests the use of sensitive research methods—clinical interviews, ethnographies—to examine the development of children's construction of knowledge in the context of schooling. Researchers should consider such factors as the adequacy of classroom instruction, the availability in children of informal knowledge, the role of motivation, the effects of specific interventions, the role and operation of different cognitive processes in constructing mathematical understanding, children's difficulties across different areas of mathematics, and the development of children's thinking throughout the school years.
Disabilities of Arithmetic and Mathematical Reasoning
Authors: Rourke Byron P. , Conway James A.
Published: December 2008

Current research on brain–behavior relationships in disabilities of arithmetic and mathematical reasoning is reviewed from both a neurological and a neuropsychological perspective. Although no entirely satisfactory statement of the relationship between arithmetic skills and brain functions has yet emerged, investigators in this area have provided evidence regarding the involvement of some brain systems in processes of calculation. Also, the developmental importance of right- versus left-hemisphere integrity for the mediation of arithmetic learning and performance has been suggested. We propose that an account of brain–behavior relationships in children intended to explain and predict developmental disabilities of arithmetic learning needs to address several important content and processing distinctions in order to (a) encompass empirically derived subtypes of children with learning disabilities who exhibit difficulties with arithmetic and (b) provide adequate direction for future subtyping and intervention research.
Re-Inventing Government? Let's Re-Invent Special Education
Authors: Audette Bob , Algozzine Bob
Published: December 2008

Persistent problems in meeting the intent of Public Law 94–142 (and its reauthorization legislation) are caused by the failure of federal and state leaders to collaborate beyond the boundaries of current policies to develop new approaches to meeting the learning needs of students with disabilities. Much of the hindrance derives from problems with current referral-to-placement procedures. This article proposes a way to escape from the quagmire of laws, regulations, and policies that make special education costly rather than free and that inhibit teachers from developing appropriate educational strategies.
Collaborative Speech and Language Services for Students with Learning Disabilities
Authors: Elksnin Linda K.
Published: December 2008

Fueled by educational reforms such as the Regular Education Initiative, the inclusion movement, and Goals 2000, speech and language pathologists (SLPs) have explored the use of collaborative consultation in providing integrated service delivery. The implications of classroom-based services are discussed, along with models that have been adopted by SLPs, learning disabilities specialists (LDSs), and classroom teachers. The characteristics of students served, and the areas of speech and language (i.e., language, articulation, fluency, voice) targeted in the classroom, are reviewed. Ways in which SLPs, LDSs, and classroom teachers can collaborate, including collaborative assessment; Individualized Education Program development; teaching listening, speaking, reading, and writing skills; and teaching students the language of the classroom, are described.
If It Takes Two to Tango, Then Why Not Teach Both Partners to Dance? Collaboration Instruction for All Educators
Authors: Hudson Pamela , Glomb Nancy
Published: December 2008

Being able to collaborate effectively is important for teachers who work together to serve students with learning disabilities in general education classrooms. Effective collaboration requires that teachers have knowledge and skills in how to effectively communicate and share their technical expertise for the purpose of solving classroom problems and providing continuity across instructional settings. Although both special education and general education preparation programs provide preservice teachers with the technical expertise for their respective areas of certification, few programs provide both special education and general education majors with instruction in interpersonal communication skills and collaboration strategies. The purpose of this article is to suggest guidelines and strategies to help teacher preparation programs move toward collaboration instruction for all educators. Suggestions for what to teach and how to teach it are offered, as well as an overview of factors that influence the implementation of collaboration instruction for all educators.
Mathematics Instruction and PASS Cognitive Processes
Authors: Naglieri Jack A. , Gottling Suzanne H.
Published: December 2008

The purpose of this study was to determine if an instruction designed to facilitate planning, given by teachers to their class as a group, would have differential effects depending on the specific cognitive characteristics of the individual students. A cognitive instruction that facilitated planning was provided to a group of 12 students with learning disabilities. All students completed math work sheets during 7 sessions of baseline and 21 sessions of intervention (when the instruction designed to facilitate planning was provided). During the intervention phase, students engaged in self-reflection and verbalization of strategies about how mathematics problems were completed. The class was sorted according to planning scores, obtained using the Cognitive Assessment System, which is based on Planning, Attention, Simultaneous, Successive (PASS) theory; and low- and high-planning contrast groups were identified. The results, consistent with previous research, showed that teaching control and regulation of cognitive activity had beneficial effects for all students but was especially helpful for those who were poor in planning, as defined by the PASS theory. Implications of these findings are provided.
Measuring the Intelligence of College Students with Learning Disabilities
Authors: Morgan Anna W. , Sullivan Susan A. , Darden Cindy , Gregg Nöel
Published: December 2008

This study compared results obtained on the Wechsler Adult Intelligence Scale--Revised and the Kaufman Adolescent Test and Adult Intelligence; these tests were individually administered to college students with and without learning disabilities. Participants were 30 students with learning disabilities and 30 students without learning disabilities between the ages of 18 and 30. Students were administered both IQ tests and the Peabody Picture Vocabulary Test--Revised, used as a covariate measure. The results were analyzed through a repeated-measures analysis of variance. No significant differences were found between groups or between tests. A significant difference was found for both groups when Performance IQ and Fluid Scale scores were compared.
Learning Disabilities in Costa Rica
Authors: Stough Laura M. , Aguirre-Roy Ana Ruth
Published: December 2008

Special education services in the country of Costa Rica have been affected by factors that most developing countries confront: shortages of trained personnel, geographic isolation of a large sector of the population, and severe economic limitations. Despite these challenges, services for students with learning disabilities in Costa Rica have rapidly expanded in the last 15 years through the development of resource rooms, recargo classrooms, and itinerant teacher delivery systems. The history and evolution of special education services in Costa Rica are described, along with critical issues that impede the expansion of educational services to students with learning disabilities, particularly in rural areas.
Cognitive Deficits in Nonretarded Adults with Fetal Alcohol Syndrome
Authors: Kerns Kimberly A. , Don Audrey , Mateer Catherine A. , Streissguth Ann P.
Published: December 2008

Persons with fetal alcohol syndrome (FAS) who are not mentally retarded often have difficulty qualifying for special educational and vocational services. In this pilot study, 16 nonretarded young adults with FAS were divided into two groups–-one with average to above-average IQ and one with borderline to low-average IQ. Participants in both groups manifested clear deficits on neuropsychological measures sensitive to complex attention, verbal learning, and executive function. The frequency and severity of cognitive impairment demonstrated in both FAS groups were greater than what would have been predicted on the basis of IQ alone. The implications of these findings for identification and management of cognitive impairment in individuals with FAS are discussed.
Assistive Technology for Postsecondary Students with Learning Disabilities
Authors: Raskind Marshall H. , Higgins Eleanor L.
Published: December 2008

The number of postsecondary students with learning disabilities has increased dramatically over the last several years. This increase, coupled with federal legislation mandating “academic adjustments” for students with disabilities, has prompted the development of postsecondary learning disability support service programs. One support service that has begun to attract considerable attention is assistive technology. The purpose of this article is to provide an overview of assistive technology as it relates to postsecondary students with learning disabilities by (a) briefly tracing the development of assistive technology service for postsecondary students with learning disabilities; (b) identifying basic models of assistive technology service delivery and specific services; (c) providing a description of specific assistive technologies; (d) reviewing research on the effectiveness of assistive technology with postsecondary students with learning disabilities, with a focus on the authors' 3-year federally funded study; and (e) concluding with a summary and recommendations.