bluuebunny/crossref_metadata_2025 huggingface dataset:
Stability of Social Status of Children with and without Learning Disabilities
Authors: Kuhne Michael , Wiener Judith
Published: April 2006

The stability of peer status of children with and without learning disabilities (LD) was examined. Thirty-eight 9- to 12-year-old children with LD were compared with a sample of children without LD matched on gender and general education classroom placement using a composite positive and negative nomination sociogram (Coie & Kupersmidt, 1983) and a Social Behavior Nomination Scale adapted from Dodge (1983). The measures were administered twice in the same school year. Findings that students with LD had lower social preference scores and were more likely to be socially rejected were consistent with previous research. Children with LD were also less likely to be seen as cooperative and leaders than children without LD. Although the sociometric measures had good test-retest reliability, the Social Preference score of children with LD decreased and their Liked Least score increased from Time 1 to Time 2 compared to children without LD. Children with LD were also seen by their peers as being more dependent at Time 2 than Time 1. Children with LD who had average social status at Time 1 were more likely than children without LD to change their social status to Neglected or Rejected social status at Time 2.
Promoting Inclusion in Secondary Classrooms
Authors: Mastropieri Margo A. , Scruggs Thomas E.
Published: April 2006

Although less frequently represented in the literature, inclusion on the secondary level represents a significant challenge for educators. Of particular concern are issues of academic complexity, pace of instruction, teacher attitudes, and the potential consequences of high-stakes testing. In this article, we first review the characteristics of effective inclusive classrooms and then discuss these characteristics with reference to secondary-level students with disabilities. Next, we describe recent undertakings in some areas of importance to secondary inclusive classrooms, including English, algebra, and biology classes, employing such interventions as peer tutoring, co-teaching, and strategy instruction. Inconsistencies in the observed patterns of results highlight the complexities of inclusive instruction on the secondary level.
Preparing General Education Teachers for Inclusive Settings: The Role of Special Education Teachers in the Professional Development School Context
Authors: Voltz Deborah L.
Published: April 2006

Despite the widespread growth of professional development schools (PDS), few reports have examined the professional development school context — and the role of special educators within these contexts — as catalysts for the professional growth of inservice and preservice teachers with respect to meeting the needs of students with disabilities. The present study sought to expand the knowledge base in this area by examining the perceptions of special educators in professional development schools regarding their contributions to the preparation of preservice general educators, as well as their perceptions of how the PDS relationship has enhanced their own professional growth.
Attention-Deficit Hyperactivity Disorder (ADHD) and Learning Disabilities
Authors: Riccio Cynthia A. , Gonzalez Jose J. , Hynd George W.
Published: April 2006

The overlap between Attention-Deficit Hyperactivity Disorder (ADHD) and learning disabilities is consistently reported in the literature. The relationship between attention and cognitive and behavioral functioning makes it difficult to disentangle behavioral from cognitive symptoms in children with learning disabilities. Historically, research on ADHD in children with learning disabilities has been wrought with methodological inconsistencies and is further confounded by the comorbidity of learning disabilities and ADHD. This article reviews the research specific to the relationship between learning disabilities and attention deficit disorders, both historical and current. Implications for future research relative to the increased specificity of the association between these disorders is discussed, with a focus on the need to decrease the heterogeneity of the populations studied by using subtypes of both learning disabilities and ADHD.
Social-Emotional Development of Students with Learning Disabilities
Authors: Bender William N. , Wall Maureen E.
Published: April 2006

This article presents a model of development for children and youth with disabilities. The model incorporates 14 variables in three domains that have not been fully delineated by the field, including emotional, social, and behavioral development. In general, much more research, particularly intervention research, is needed in each of the 14 areas. Also, the data from several of the areas indicate that development may be more seriously hampered with increasing age.
Sibling Relationships and Parent Stress in Families of Children with and without Learning Disabilities
Authors: Lardieri Leigh A. , Blacher Jan , Swanson H. Lee
Published: April 2006

The present study investigated whether (a) siblings of children with (LD) and without learning disabilities (NLD) differed in terms of psychological adjustment and perceived impact of their target brother or sister, and (b) whether parents of LD and NLD children differed in terms of perceived stress and burden. Based on Child Behavior Checklist (CBCL) scores of target child behavior, families were divided into four groups: (a) No LD and no behavior problems (BP), (b) LD only, (c) BP only, and (d) LD and BP. Siblings ( n=71) and their parents ( n=67) were interviewed in their homes. Regardless of whether the target child was LD or NLD, parent reports of the internalizing and externalizing behavior scores from the CBCL differentially reflected the presence of behavior problems. The results indicated that (a) LD and NLD siblings differed in their perception of the quality of their sibling relationships and self-reports of their own behavior, and (b) the parents of children reported to have a behavior problem with or without LD reported higher levels of perceived burden. A substantial indicator of the impact of a child with LD on siblings and parents was related to whether children with LD also had behavior problems.
Imagery and Fractions in Students Classified as Learning Disabled
Authors: Grobecker Betsey
Published: April 2006

This article describes constructivist principles of learning in geometry specific to children's imaginal anticipations in line measurement and the related area of fractions. To assist with this discussion, seven sixth-grade students classified as learning disabled (LD) and receiving some type of special education service for mathematics were individually tested in tasks that investigated their imaginal anticipations of space and their representations of this understanding in the fraction symbol. Additionally, the investigation examined the effectiveness of constructivist teaching techniques in extending student thinking. All students perceived the most static elements of the line and could represent a metric unit. In the related area of fractions, they interpreted simple fractions as operational units. However, the majority of students were unable to coordinate and, thus, imagine the second-order nested hierarchies that could be inferred from the line. Similarly, they had difficulty coordinating the higher-order nested relationships necessary to interpret equivalent fractions intelligently. The students benefited from instruction that questioned their way of knowing and from manipulatives that served to support their reflections.
Scholastic Competence Subgroups among High School Students with Learning Disabilities
Authors: Hagborg Winston J.
Published: April 2006

Adequate and inadequate self-concept subgroups of high school-age students with learning disabilities were formed on the basis of their self-reported ratings on the Scholastic Competence subscale of Harter's Self-Perception Profile for Adolescents (1988). The Adequate subgroup had statistically significant higher grades, teacher ratings, Athletic Competence, and Global Self-Worth. Notably, the subgroups did not differ in the areas of socioeconomic status, intelligence, achievement, age at classification, extent of participation in special education, locus of control, and school attitudes. It was concluded that adolescents with LD who attain Adequate Scholastic Competence are more likely to have achieved modest academic success combined with compensatory personal strengths in nonacademic areas. Guided by these findings and prior research, a tentative model of Adequate Scholastic Competence among students with LD is offered.
Defining Reading Disability Using a Multifaceted Approach
Authors: Pereira-Laird Joyce , Deane Frank P. , Bunnell Julie
Published: April 2006

This study addressed the validity of using a five-stage multifaceted approach to defining reading disabilities. The selection criteria generally represented key features of the reading disability concept (e.g., intraindividual differences, low achievement, exclusionary criteria). The sample consisted of 204 reading disabled and 203 normally achieving Form 2 (junior high) students from New Zealand. Comparison of these two groups on motivational, cognitive, and metacognitive variables demonstrated the validity of the approach adopted in the current study for defining reading disabled children. Discriminant analyses revealed that 96.1% of the reading disabled and 95.1% of the normally achieving children were correctly classified. It is envisaged that the multifaceted working model discussed here for defining reading disabled individuals should stimulate renewed discussion as well as further refinement of the selection criteria.
Effects of Explicit Instruction on Math Word-Problem Solving by Community College Students with Learning Disabilities
Authors: Zawaiza Theda Ruth Wiles , Gerber Michael M.
Published: April 2006

This study examined effects of two types of instruction on the word-problem solving performance of postsecondary students with learning disabilities. We used an analysis of error patterns to determine the effects of explicit instructions when word-problem language did not directly correspond (i.e., was inconsistent) with required arithmetic operations. Thirty-eight students randomly participated in either a translation training group, a diagram training group, or an attention-control group. Analyses of variance revealed that the diagram group outperformed both the attention-control and the translation group. We interpret these findings as showing the importance of procedural as well as declarative forms of math word-problem solving knowledge.
Making Collaborative Teaching More Effective for Academically Able Students: Recommendations for Implementation and Training
Authors: Gerber Paul J. , Popp Patricia A.
Published: April 2006

Collaborative teaching is being used more and more in serving academically able students with disabilities, including a large number of students with learning disabilities. The focus of this article is a series of recommendations to improve collaborative teaching. The recommendations were generated as a result of an intensive study of collaborative teaching in elementary, middle, and high school programs through interviews with administrators, teachers, parents, and students. The recommendations are divided into (a) general recommendations addressing service delivery, administrative, and communication issues and (b) training recommendations for new and indirectly involved personnel, parents, and university pre- and inservice programs.
The Changing Roles and Responsibilities of an LD Specialist
Authors: Klingner Janette K. , Vaughn Sharon
Published: April 2006

This article chronicles a single teacher's journey from expert resource teacher for students with learning disabilities (LD) to novice inclusion teacher and then expert inclusion specialist over a seven-year period. Through case study methodology, our purpose was to clarify the emerging role of the inclusion teacher by (a) describing her activities, (b) relating her perceptions of her role, and (c) explaining how her role differed in resource and inclusion settings over the years. Four broad categories emerged during our data analysis: assessment practices, teaching, consultation, and interpersonal skills. We concluded that the role of the inclusion teacher is complex and multifaceted and depends largely on the teacher's interpersonal and communication skills. The inclusion teacher must be knowledgeable about the general education (GE) curriculum, skillful at anticipating student difficulties with learning tasks, and adept at providing ongoing adaptations and accommodations. As increasing numbers of students with disabilities are educated in GE classrooms, preservice and inservice teacher education programs must address how best to prepare both GE and special education teachers for their roles.
Treatment Validity as a Unifying Construct for Identifying Learning Disabilities
Authors: Fuchs Lynn S. , Fuchs Douglas , Speece Deborah L.
Published: April 2006

The purpose of this article is to revisit the issue of treatment validity as a framework for identifying learning disabilities. In 1995, an eligibility assessment process, rooted within a treatment validity model, was proposed that (a) examines the level of a student's performance as well as his/her responsiveness to instruction, (b) reserves judgment about the need for special education until the effects of individual student adaptations in the regular classroom have been explored, and (c) prior to placement, verifies that a special education program enhances learning. We review the components of this model and reconsider the advantages and disadvantages of verifying a special education program's effectiveness prior to placement.
The Relationships of Phonemic Awareness and Rapid Naming to Reading Development
Authors: Allor Jill Howard
Published: April 2006

This article describes and summarizes research studies that analyze the shared and unique contributions of phonemic awareness and rapid naming to reading development. Three questions were addressed. Does phonemic awareness account for a proportion of the variance in reading development that is not accounted for by rapid naming? Conversely, does rapid naming account for a proportion of the variance not accounted for by phonemic awareness? Finally, do phonemic awareness and rapid naming contribute differentially to various subskills of reading development? Findings of the studies and implications for future research are discussed.
Home-Computing Model and Children with Learning Disabilities: A Systemic Approach
Authors: Margalit Malka , Rochberg Yehudit , Al-Yagon Michal
Published: April 2006

The search for intervention programs aimed at empowering both children and their parents has included a focus on the introduction of computers to the home environment and on parental determination to extend the advantages and benefits of technology to promote their children's academic performance and emotional growth. Using a dynamic and individualistic approach based on observations and research, a home-computing model considers parents' often controversial tendencies related to their child's education. On one hand, parents would like to be more involved in their children's education, but, on the other hand, they have difficulty staying involved as a result of stress related to their child with disabilities, lowered sense of coherence and overload of caring duties. Two suggested strategies are viewed as representing a continuum of parent-child interactions: Creating a supportive climate for home computing and parental tutoring. The social-emotional perspective of children with learning disabilities is discussed as it relates to empowering both parents and children and to promoting their coping strategies by providing opportunities for enabling technology-related experiences.
The Computer as a Tool of Remediation in the Education of Students with Reading Disabilities—A Theory-Based Approach
Authors: Lundberg Ingvar
Published: April 2006

The theoretical statement that phonological processes are the key to early and efficient acquisition of reading skills is no longer controversial within mainstream reading research, although there is ongoing investigation of how phonological skills are related to acquisition of word recognition. Within this theoretical framework, general remedial guidelines for dealing with dyslexia are illustrated. A core technical component in the remedial program is the “talking” computer, which gives support and feedback through synthesized speech. The results of a series of small quasi-experimental studies indicated positive treatment effects. Dyslexic students who enjoyed the benefit of computer training with speech feedback gained more in reading and spelling performance compared to students who had access only to conventional special education.
Effects of on-Line Reading and Simultaneous Dectalk Auding in Helping Below-Average and Poor Readers Comprehend and Summarize Text
Authors: Leong Che Kan
Published: April 2006

This report first discusses the theoretical basis of the text-to-speech (DECtalk) computer system to mediate reading (see Leong, 1992b, 1992c). Study 1 investigated the role of on-line reading and simultaneous DECtalk auding in helping 192 grades 4, 5, and 6 above-average and below-average readers comprehend expository prose materials. The students in each grade were randomly assigned to one of the four experimental conditions: (a) on-line reading and DECtalk auding; (b) on-line reading and DECtalk auding plus explanations of difficult words in both modes; (c) on-line reading and DECtalk auding plus explanations of difficult words in both modes plus “metacognitive” (reading awareness) activities; and (d) on-line reading and DECtalk auding of the passages “simplified.” Reading comprehension was assessed from verbal answers to inferencing questions and verbal summaries of the passages. Analyses of covariance using general ability, metacognition, and working memory span scores as covariates showed significant differences in grades, reading levels, and modes of responses (answers or summaries) to the passages, but not for the experimental conditions. Considerable individual differences were found, and verbal reports indicated high motivation of learning among the students. Study 2 replicated Study 1 with a small number of poor readers compared with their reading-age and chronological-age controls. Similar results were obtained. Promises and issues of the DECtalk text-to-speech computer system are discussed.
Compensatory Effectiveness of Speech Recognition on the Written Composition Performance of Postsecondary Students with Learning Disabilities
Authors: Higgins Eleanor L. , Raskind Marshall H.
Published: April 2006

Seventeen males and twelve females wrote essays under three conditions: (a) without assistance; (b) using a human transcriber; and (c) using a speech recognition system. Students received higher holistic scores using speech recognition than when writing without assistance at a statistically significant level ( p=.048). In order to determine the reasons for the superior scores on the essays written using speech recognition, 22 measures of fluency, vocabulary and syntax were computed. Several measures showed a strong correlation with the holistic score. A multiple regression revealed that the best predictor of the holistic score was Words with Seven or More Letters. Further, the ratio of Words with Seven or More Letters to Total Words differed significantly across conditions ( p=.0136), in favor of speech recognition, when compared with receiving no assistance. A factor analysis identified three factors that accounted for significant variation in holistic score: Factor 1, measures related to length of the essay ( p=.0001+); Factor 2, measures of morphological complexity ( p=.003); and Factor 3, main verbs ( p=.021). The authors suggest that the technology may have been successful because it “encouraged” the use of longer words, a powerful predictor of a holistic score.
The effects of a Cognitive Mapping Strategy on the Literal and Inferential Comprehension of Students with Mild Disabilities
Authors: Boyle Joseph R.
Published: April 2006

This study examined the effects of a cognitive mapping strategy on the literal and inferential reading comprehension of students with mild disabilities — learning disabilities (LD) and educable mental retardation (EMR). Thirty students with mild disabilities who exhibited poor reading comprehension, as evidenced by low reading comprehension scores on standardized tests, were matched on three variables (disability, grade, and reading achievement) and assigned to either an experimental or a control group. Through a strategy format, students in the experimental group were taught to independently create cognitive maps from reading passages. Students who were taught the cognitive mapping strategy demonstrated substantial gains in both literal and inferential comprehension measures with below-grade level reading passages as well as on-grade level reading passages. The limitations of the research and implications of this strategy for classroom application are discussed.
Activities-Oriented Science Instruction for Students with Disabilities
Authors: Mastropieri Margo A. , Scruggs Thomas E. , Magnusen Madeline
Published: April 2006

This article reports the findings of several extended classroom investigations in science education that include students with disabilities. In all cases, certified teachers implemented the science instruction over extended time periods to their students with and without disabilities. Additionally, in all cases science curricula were adapted as necessary to promote the successful participation and learning of students with disabilities. In some applications, teachers generated the adaptations in consultation with university researchers. In other cases, teachers generated ideas more independently. In all implementations, activities-based curriculum materials were used solely or in combination or comparison with textbook-based curriculum materials. Findings across all classroom implementations suggest that students with disabilities successfully learned more when taught with the adapted activities-based science curriculum materials. Additionally, students with disabilities overwhelmingly reported enjoying the activities-oriented instruction more than textbook instruction. Teachers noted that during activities-oriented instruction students appeared more motivated to learn and to participate in class, and demonstrated more on-task behaviors. However, teachers also reported that activities-oriented instruction involved considerably more teacher preparation time, behavior management skills, and organizational skills than traditional textbook instruction. Findings are discussed with respect to instructional implications for students with disabilities.
Self-Understanding and Self-Esteem in Children with Learning Disabilities
Authors: Cosden Merith , Elliott Katherine , Noble Sharon , Kelemen Eve
Published: April 2006

Little is known about the way children with learning disabilities (LD) develop an understanding of their disability. In this study, 95 students (23 elementary and 72 junior high) were interviewed to determine how they were informed about their learning disability and what they knew about it. Students were also administered two questionnaires, Harter's What I Am Like and Heyman's Self-Perception of a Learning Disability (SPLD). All students reported being told about their learning problems either by their parents, school personnel, or “no one.” Contrary to our hypothesis, increased knowledge about LD was not associated with higher self-esteem. Understanding of one's LD was associated with actual and perceived scholastic competence, while global self-esteem was associated with perceptions of competence in nonacademic domains. Concerns about current measures of self-understanding and future directions for helping children with LD understand their disability and maintain their self-esteem are discussed.
A Question of Calibration: A Review of the Self-Efficacy Beliefs of Students with Learning Disabilities
Authors: Klassen Rob
Published: April 2006

This article reviews the literature on the self-efficacy beliefs of students with learning disabilities (LD). Motivational and metacognitive difficulties of students with LD are briefly discussed, followed by a synopsis of Bandura's self-efficacy theory, with special attention to the issue of calibration. From the literature search, 22 studies met the criteria of (a) using a measure of self-efficacy, and (b) including a sample of students identified as having learning disabilities. The resulting body of literature is summarized and analyzed in terms of the nature of the sample, the performance task or domain, the self-efficacy measure used, the research question and outcomes, and the accuracy of calibration between perceived self-efficacy and task outcome. The results from this review suggest that in specific contexts — in the writing performance of students with specific writing difficulties, in particular — students appear to optimistically miscalibrate their self-efficacy. Methodological problems found in some of the research, such as “conceptual blurring,” are discussed. Finally, implications for practice are considered, and suggestions are made for future research.
Teaching for Historical Understanding in Inclusive Classrooms
Authors: Ferretti Ralph P. , MacArthur Charles D. , Okolo Cynthia M.
Published: April 2006

Fifth-grade students with and without mild disabilities participated in an eight-week project-based, technology-supported investigation about the 19th century westward expansion in the United States. A narrative framework was used to organize and support students' understanding of the experiences of three emigrant groups. During their investigations, students analyzed primary and secondary sources to understand the experiences of these emigrants. The analysis of these sources was preceded by teacher-led discussions about the possibility of bias in evidence that affects the trustworthiness of historical documentation. Students designed a multimedia presentation about the experiences of one emigrant group and presented their work to their peers and parents. Quantitative analyses showed that these investigations were associated with gains in students' knowledge about the period of westward expansion, a better understanding of historical content and historical inquiry, and improvements in their self-efficacy as learners. The gains in knowledge and understanding of historical content for students with learning disabilities (LD) were not generally as large as those for their nondisabled peers, but both groups showed comparable gains in their self-efficacy as learners and their understanding of historical inquiry. Qualitative observations documented some of the challenges faced by teachers and students in meeting the demands of rigorous curriculum in addition to some of the opportunities afforded for all students by this project-based investigation. The implications of our findings for improving the historical understanding of students with LD are discussed.
Transfer from Word Training to Reading in Context: Gains in Reading Fluency and Comprehension
Authors: Levy Betty Ann , Abello Brent , Lysynchuk Linda
Published: April 2006

This article reports two studies that examined the relationship between word identification speed and story reading fluency, as indicated by speed and accuracy as well as comprehension. Poor readers in grade 4 were trained to read a set of single words and were then asked to repeatedly read stories that contained the trained words or stories with words not included in the training set. Benefits to text reading from single-word practice were observed, even for children who were particularly slow namers. The results are related to theoretical links between fluency and comprehension and to theories of developmental deficits.
Issues in the Employment of Adults with Learning Disabilities
Authors: Adelman Pamela B. , Vogel Susan A.
Published: April 2006

This article reviews the literature on 10 areas related to employment of adults with learning disabilities: (a) transitions to work, (b) obtaining employment, (c) type of employment, (d) rate of employment, (e) wages, (f) job satisfaction, (g) job success, (h) effect of learning disabilities on work, (i) compensatory strategies, and (j) employer perceptions. Emergent themes and trends are presented as well as implications and recommendations for how to meet the employment needs of adults with learning disabilities. Methodological issues and concerns are also discussed along with implications and recommendations.
Word Processing with Speech Synthesis and Word Prediction: Effects on the Dialogue Journal Writing of Students with Learning Disabilities
Authors: MacArthur Charles A.
Published: April 2006

Five students, ages 9 and 10, with learning disabilities and severe writing problems wrote in dialogue journals to their teacher. They used a standard word processor during baseline phases and a word processor with speech synthesis and word prediction features during treatment phases. The special features had a strong effect on the legibility and spelling of written dialogue journal entries for four of the five students. During baseline, the writing of these four students ranged from 55% to 85% legible words and 42% to 75% correctly spelled words. All four increased their percentage of both legible and correctly spelled words into the 90–100% range.
Reading Outcomes for Students with and without Reading Disabilities in General Education Middle-School Content Area Classes
Authors: Bryant Diane Pedrotty , Vaughn Sharon , Linan-Thompson Sylvia , Ugel Nicole , Hamff Allison , Hougen Marty
Published: April 2006

Ten sixth-grade middle-school teachers and their 60 targeted students (14 students with reading disabilities, 17 low-achieving students, and 29 average-achieving students) participated in a four-month professional development and intervention program to enhance reading outcomes. The multicomponent reading intervention included three reading strategies: word identification, fluency, and content area comprehension. All three groups improved in accuracy of oral reading and fluency. Although many students made significant gains in word identification, fluency, and comprehension, a subgroup of very poor readers made little or no gains. Implications for enhancing outcomes for students with severe reading disabilities by providing intensive reading instruction (i.e., small-group explicit instruction) are provided.
A Legal Perspective on the Use of Specific Reading Methods for Students with Learning Disabilities
Authors: Bhat Preetha , Rapport Mary Jane K. , Griffin Cynthia C.
Published: April 2006

This article reviews 27 legal decisions published between 1989 and 1998 involving students with learning disabilities and parental requests for specific reading methods selected and used by the school district. These decisions were analyzed in an effort to look at specific parental requests for particular reading methods and the courts' response to this type of request. The review of these decisions indicated that parents of students with learning disabilities were of the opinion that the basic tenets of IDEA (Individuals with Disabilities Education Act) were violated when their child did not receive reading instruction using a specific method. This premise was based primarily on the lack of academic progress made by the child in reading. Parents also expressed concern over the appropriateness of the reading programs offered by the school district and voiced the sentiment that their child would show academic progress if the school district used one of several multisensory methods for reading instruction. The legal issues are defined and interpreted through a careful examination of existing decisions at several judicial levels. Rationales employed by the state-level hearing officers, judges, and federal agencies in reaching decisions related to educational methods and children with learning disabilities are discussed in detail and implications are presented.
College Students' Willingness to Seek Help for their Learning Disabilities
Authors: Hartman-Hall Heather M. , Haaga David A. F.
Published: April 2006

Eighty-six university students with learning disabilities (LDs) completed measures of self-esteem and of perceptions of their LDs. In addition, they rated their willingness to seek help from academic services in response to two experimental manipulations: (a) they read vignettes about a student requesting help from professors or peers and receiving positive or negative reactions; and (b) they listened to audiotaped radio advertisements for academic services on a college campus, emphasizing either learning or performance goals. Participants reported the most willingness to seek help after reading about a positive reaction from a professor and the least willingness to seek help after reading about a negative reaction from a professor. In a nonsignificant trend, participants were more willing to seek help after hearing the ad emphasizing performance goals, such as improved grades. Students who viewed their LDs as more stigmatizing, non-modifiable, and global were less likely to report a willingness to seek help in response to negative situations and had lower overall self-esteem. These results suggest that learning services departments could bolster use of academic support by (a) intervening with faculty to try to prevent negative reactions to requests for accommodations and (b) attempting to destigmatize LDs among students themselves.
The Development and Validation of an Interactive Hypermedia Program for Teaching a Self-Advocacy Strategy to Students with Disabilities
Authors: Lancaster Paula E. , Schumaker Jean B. , Deshler Donald D.
Published: April 2006

Educators agree that students with disabilities need to acquire self-advocacy skills. Despite the existence of validated methods to teach these skills, evidence suggests that they are seldom explicitly taught. Time and opportunities to teach these skills in both the general and special education setting are minimal. One possible solution is to use instructional technology.

The purpose of this project was to develop and validate an Interactive Hypermedia Program (IHP) to teach a self-advocacy strategy to secondary-level students with disabilities. The strategy for which the IHP was developed and tested is the Self-Advocacy Strategy (Van Reusen, Bos, Schumaker, & Deshler, 1994). The instruction for the strategy was originally validated by Van Reusen, Deshler, and Schumaker (1989). With input from student, teacher, design, and technical consultants, the IHP was created. Students who had learning disabilities, behavior disorders, and other health impairments learned the strategy via the IHP or through live instruction. A multiple-baseline design was used to show the effects of the instruction. In addition, a no-treatment comparison group was included for comparative purposes. At the conclusion of instruction, each student ran his or her own IEP conference. Results showed that the IHP was as effective in teaching students with learning disabilities to use the strategy as live instruction. Further research is warranted to determine if this medium is effective in teaching students other types of strategies.
The Pause Procedure and/or an Outline: Effect on Immediate Free Recall and Lecture Notes Taken by College Students with Learning Disabilities
Authors: Ruhl Kathy L. , Suritsky Sharon
Published: April 2006

The increasing number of college students with learning disabilities (C/LD) requires development of empirically validated strategies for use by faculty who lecture these students. The effects of a pausing procedure (three 2-minute pauses spaced at logical intervals during a videotaped lecture) and a lecture outline on the notetaking performance of C/LD were investigated. The completeness of students' notes and their immediate free recall of lecture ideas were compared for lecture conditions incorporating the pause procedure, a lecture outline, and a combination of both procedures. Results indicated that the pause procedure alone was most effective for enhancing students' immediate recall of lecture ideas and completeness of recorded notes. Implications are discussed in terms of future research on effective lecturing techniques for college students with learning disabilities.
A Collaborative Effort to Enhance Reading and Writing Instruction in Inclusion Classrooms
Authors: Vaughn Sharon , Hughes Marie Terejo , Schumm Jeanne Shay , Klingner Janette
Published: April 2006

A year-long researcher-teacher professional development group with a next-year followup was conducted with seven general education teachers from two elementary schools in a large urban school district in the southeastern United States. The two schools had recently restructured their special education program to include students with LD in the general education class full-time. Teachers were taught four reading and writing practices (one during each nine-week grading block). All but two of the teachers partially or completely implemented the practices during the nine-week period. Sustained implementation during the school year was maintained by four of the seven teachers, and three of the seven teachers continued high implementation of the instructional practices during the next school year. The components of successful professional development programs are discussed and implications for teacher education are offered.
Jury Service and Women's Citizenship before and after the Nineteenth Amendment
Authors: Ritter Gretchen
Published: April 2006

The Nineteenth Amendment to the Constitution had surprisingly little impact on women's citizenship or the American constitutional order. For seventy-two years, from 1848 until the passage of the Nineteenth Amendment in 1920, suffrage was the central demand of the woman rights movement in the United States. Women demanded the right to vote in the nineteenth century because they believed it would make them first class citizens with all the rights and privileges of other first class citizens. Both normatively and instrumentally, the suffragists believed that voting would secure equal citizenship for women by raising their civic status and allowing them to assert their political interests. Yet in many ways women were more politically efficacious in the years just prior to the passage of the Nineteenth Amendment than they were afterward. Further, their ability to claim rights from the courts and legislatures, on the basis of their new status as voting citizens, was limited.
Can Students with LD Become Competent Writers?
Authors: Schumaker Jean B. , Deshler Donald D.
Published: April 2006

The inclusion of students with disabilities in the general education curriculum and in district and state assessment programs has major implications for instruction because many of these students are expected to earn standard high-school diplomas and to meet the same standards as their typically achieving peers. This is especially problematic in the area of writing, which involves the use of many complex skills. This article reviews the research associated with a group of instructional programs on writing strategies that are part of the Learning Strategies Curriculum developed by researchers associated with the University of Kansas Center for Research on Learning. The research shows that students with disabilities can learn to use complex writing strategies to such an extent that they can write multi-paragraph themes appropriate for general education classes and that enable them to pass district and state competency tests.
Knowing the How and Why of History: Expectations for Secondary Students with and without Learning Disabilities
Authors: De La Paz Susan , MacArthur Charles
Published: April 2006

This article reviews instructional approaches for students with mild disabilities in the domain of social studies with an emphasis on methods that provide meaningful access to the general education curriculum. Following an overview of reform efforts in history and the special problems that social studies instruction presents for students with learning disabilities (LD), we discuss research on general literacy and learning strategies in the context of social studies instruction. Next, we describe a small body of research that has used domain-specific instructional approaches to teach social studies concepts such as historical understanding and historical reasoning. We end with a call for special education researchers and practitioners to respond to new educational challenges by focusing on important concepts and ways of thinking that are particular to the discipline of social studies.
Effects of Audio Texts on the Acquisition of Secondary-Level Content by Students with Mild Disabilities
Authors: Boyle Elizabeth A. , Rosenberg Michael S. , Connelly Vincent J. , Washburn Shari Gallin , Brinckerhoff Loring C. , Banerjee Manju
Published: April 2006

Secondary students with high-incidence cognitive disabilities often struggle to meet the demands of the general education curriculum due to poor reading skills. to address this challenge, we examined the effects of a CD-ROM audio textbook, alone and combined with a complementary strategy (SLiCK), on the academic performance of secondary students in content-rich history classes. Students were assigned to one of three conditions: audio textbook combined with the SLiCK strategy, the audio textbook alone, or a control condition. Students in the groups using the audio text, both alone and with the strategy, performed significantly higher on content-area assessments than students in the control condition; however, there was no significant difference in scores between the group using the SLiCK strategy and the group using the audio text alone. Still, it is noteworthy that use of the audio text had a significant effect on secondary-level content acquisition. Outcomes are discussed, and implications for practice, strategy development, and future research are presented.
Learning Disabilities in Children's and Adolescent Literature: How are Characters Portrayed?
Authors: Prater Mary Anne
Published: April 2006

Ninety fictional books written for children or adolescents that portrayed at least one character with a learning disability were analyzed to determine how learning disabilities and related topics were addressed. Results indicated that most of the characters with learning disabilities were dynamic, meaning they changed or grew through the course of the story line. Also, most were the main character, the story was told from their point of view, and their learning disability had a major impact on the plot. Most commonly the learning disability was in the areas of reading and written language, with the character receiving services in a resource room. The diagnostic/evaluation process was often described, but few details about instructional methods were part of the story. Both negative and positive portrayals of teachers were evident.
OlivellaBeads from Spiro and the Plains
Authors: Kozuch Laura
Published: April 2006

Beads made from Gulf of California dwarf olive shells (Olivella dama) have recently been identified from the Spiro site in eastern Oklahoma. This is the first evidence from Spiro of culture contact to the west. The beads, previously identified asOlivella nivea, are important becauseO. damaoriginates in the Gulf of California whileO. niveais from the Gulf of Mexico. An overview ofOlivellabeads from Plains sites reveals a mixture of shell beads originating from the Gulf of Mexico, the Pacific Ocean, and the Gulf of California. The presence of westernOlivellabeads at Spiro and other Plains sites supports an intensification of trade between Puebloan and Plains peoples during Late Prehistoric times at about A.D. 1400 or slightly earlier, but there is no evidence for strong cultural ties to the west.Olivellabeads occur at sites east of the Mississippi River, and these need to be identified to determine coast of origin.
On the Spur of the Moment: Effects of Age and Experience on Hafted Stone Scraper Morphology
Authors: Weedman Kathryn J.
Published: April 2006

North American archaeologists often designate spurs on scrapers as gravers or use them as temporal markers for the Paleoindian Period. The functional and stylistic aspects of spurred scrapers are explored here through an ethnoarchaeological study of stone scraper procurement, production, use, and discard among the Gamo of southern Ethiopia. This research demonstrates that the presence of so-called “graver” spurs does not have a functional significance, but is the result of inexperience and/or the waning strength of the hideworker. Furthermore, spurred scrapers occur in abundance at villages where breakage rates also are high, reflecting the presence of a number of inexperienced hideworkers. Lastly, this paper explores the relationship between the experience of the knapper and tool standardization. The analysis suggests that in lineage-based learning systems more-experienced hideworkers assist less-experienced hideworkers, and thus blur any relationship between experience and standardization.
White-Tailed Deer Meat and Marrow Return Rates and Their Application to Eastern Woodlands Archaeology
Authors: Madrigal T. Cregg , Holt Julie Zimmermann
Published: April 2006

Zooarchaeological hypotheses concerning prehistoric transport, processing decisions, and social stratification are often tested by correlating archaeological element frequencies with indices of the economic utility of carcass parts. Such indices have not been developed for one of the largest and most important mammals in Eastern Woodlands prehistory, the white-tailed deer (Odocoileus virginianus). We present kilocalorie (Kcal) yields and return rates of meat and marrow from a sample of several white-tailed deer. We then compare the meat and marrow data with skeletal element abundance in two Late Archaic assemblages from New York and a Middle Woodland/early Late Woodland assemblage from Illinois. In both examples, archaeological element abundance is positively correlated with marrow yield and return rate, but negatively correlated or uncorrelated with meat yield and return rate. These results do not provide evidence for differential transport of higher meat-yield carcass parts, but instead may indicate differential processing of high-yield marrow bones after entire deer carcasses were transported to the sites.
Archaeology and Oral Tradition: The Scientific Importance of Dialogue
Authors: Whiteley Peter M.
Published: April 2006

Scientific archaeology and indigenous oral traditions have long been estranged. While there appears to be something of a thaw in recent years, the terms of epistemological engagement are unclear. Are these different modes of constituting the past heuristically compatible at all? Or should they, as the postmodernists would avow, simply be treated as alternative narratives in the intractable culture wars, where the privileged truth-claims of science are dismissed as a spurious arrogance? Focusing on an example from Hopi oral tradition, this paper argues that objective archaeological explanation can gain a great deal, without any loss of analytical rigor, by treating oral traditions not as scientifically unassimilable myths but as a primary source of evidence and interpretation of past social formations. The need for dialogue, then, is important not just as a matter of multicultural diplomacy, but for the enhancement of scientific explanation itself.