bluuebunny/crossref_metadata_2025 huggingface dataset:
Syntactic Maturity and Vocabulary Richness of Learning Disabled Children at Four Age Levels
Authors: Andolina Charlene
Published: December 2008

This past decade has witnessed an increasing number of studies attending to vocabulary and language maturity. Some of these studies analyzed oral language or written language, while a few included oral and written discourse. Several of the studies that looked at spontaneous oral language were directly related to this research (Ciani 1974, Fox 1970, O'Donnell, Griffin, & Norris 1967). There was a question however whether the findings with normal children would be generalizable to a population of learning disabled children. In a population sample of learning disabled children what is the developmental trend in their language? How does it compare to the trend found in studies with normal children? Are the findings the same when measured by different instruments?

Findings are summarized as follows. (1) A syntactic developmental pattern existed as measured by the number of T-units (one main clause and all subordinated clauses) and the word length per T-unit. (2) A comparison of the syntactic developmental trend of learning disabled and normal children revealed that normal children experience periods of rapid growth, while learning disabled children exhibit gradual control of syntax across the four age levels. (3) A vocabulary developmental pattern exists as measured by the corrected type-token ratio and the number of different words spoken. (4) A comparison of the vocabulary developmental trend of normal and learning disabled children revealed that vocabulary increases for both groups with advancing age.
Selective Attention Deficit in Learning Disabled Children: A Cognitive Interpretation
Authors: Vrana Francois , Pihl R.O.
Published: December 2008

The present study investigated selective attention in learning disabled and normal children aged 8 years to 10 years 6 months. Patterned stimulus configurations requiring selective attention to one of two types of stimuli were given. Immediate recall measures on one or both types of stimuli were recorded under two conditions — (1) in which stimuli were close together and (2) in which they were separate. Results indicated that normal children selectively attended significantly better than learning disabled children under condition 1 but not in condition 2, in which both groups were equal. These results are interpreted as supporting a cognitive explanation for attentional deficits in learning disabled children.
DePaul University's Center for Reading and Learning
Authors: Kaufman Nadeen L.
Published: December 2008

Nadeen L. Kaufman is currently on the graduate faculty in school psychology at the National College of Education. She earned a BS in education from Hofstra University and an MA in educational psychology, MEd (Specialist) in reading and learning disabilities, and an EdD in special education (learning disabilities) from Columbia University. A certified school psychologist, Dr. Kaufman was recently assistant professor of reading and learning disabilities at DePaul University. She has also held academic positions at the University of Georgia and Hofstra University. She has coauthored Clinical Evaluation of Young Children with the McCarthy Scales. Her interests are neuropsychological assessment, preschool evaluation, and cognitive processing. Requests for reprints should be addressed to Dr. Nadeen L. Kaufman, Foster G. McGaw Graduate School, National College of Education, 2840 Sheridan Rd., Evanston, Ill. 60201.
Cognitive Abilities in Families with Reading Disabled Children
Authors: Decker Sadie N. , DeFries J.C.
Published: December 2008

Psychometric test data were obtained from 125 reading disabled children, their parents and siblings, and the members of 125 matched control families (total N = 1,044). Principal component analysis of eight tests common to all age groups yielded three readily interpretable ability dimensions—reading, spatial/ reasoning, and coding/speed. Reading disabled children obtained significantly lower scores than control children on all three measures; however, the largest difference was for reading. Both siblings and parents of reading disabled children manifested deficits on the reading and coding/speed dimensions. With regard to the reading measure in siblings, a significant interaction between sex and family type indicated that brothers of reading disabled children were more affected than sisters. Sex differences for spatial/reasoning and coding/speed were significant for all three comparisons (reading disabled children versus controls, parents, and siblings). Males obtained higher spatial/reasoning scores than females but lower scores for coding/speed. Results of this study conclusively demonstrate the familial nature of reading disability and provide evidence for the presence of symbolic processing deficits.
Characteristics of Research on Learning Disabilities
Authors: Torgesen Joseph K. , Dice Carl
Published: December 2008

The characteristics of recent research on learning disabilities were examined in a survey of all articles on learning disabilities published in eight major journals during the last three years. The content areas addressed in this research appear to have changed dramatically from research conducted prior to 1970. There continue to be serious problems related to the manner in which learning disabled children are selected for research, and these problems are compounded by the failure of researchers to adequately describe their samples. Although general methodological problems are apparent in the design of much of the research on learning disabilities, a fairly high proportion of studies did employ true experimental designs.
Data Storage and Retrieval System for Use in a Learning Disabilities Diagnostic Clinic
Authors: Adams Jerry , Richards John H. , Brav-Langer Belinda
Published: December 2008

A system for translating clinical information into automatic data processing language and format was developed for use in a comprehensive learning disabilities diagnostic clinic. The system, which consists of coding schedule and manual, provides for coding 139 separate pieces of information on two standard computer cards for easy and efficient manipulation by machine. This allows for many cross-sectional and longitudinal research studies as well as more consistent and efficient flow of information clinically. The present format can be modified readily to fit the requirements of other specific clinical or educational settings.
Characteristics of Children Labeled and Served as Learning Disabled in School Systems Affiliated With Child Service Demonstration Centers
Authors: Norman Charles A. , Zigmond Naomi
Published: December 2008

Intake placement data were collected from the files of 1,966 students labeled and served as learning disabled in Child Service Demonstration Centers (CSDC) in 22 states. The information included achievement and IQ data, age, and grade. The mean age was 11.83 years and the mean IQ was 92.5. There appeared to be a lack of consistency in the characteristics of students labeled learning disabled. Younger students were much less severely underachieving than were older students. Significant differences were found among CSDCs in mean IQ and in the percentage of students meeting an arbitrary criterion of severe discrepancy. In addition, 54% of the CSDCs included students whose IQs were at or below 69. The results seem to indicate that a heterogeneous, ill-defined population of students is being labeled as learning disabled.
Do Too Many Cooks Spoil the Broth?
Authors: Kehle Thomas J. , Guidubaldi John
Published: December 2008

The study examined the efficacy of systematic team placement and individualized educational plans (IEP) on enhancing the social integration of educable mentally retarded and learning/behaviorally disturbed children into regular classrooms. The results indicated that team placement decisions and formalized IEPs were' somewhat less effective than unilateral placement and informal programming procedures. The factors of sex and type (normal, EMR, LD/BD) were the primary determinants of social adjustment and acceptance.
Sex Differences in the Perceptual, Visual-Motor, Linguistic and Concept-Formation Abilities of Retarded Readers?
Authors: Canning Patricia M. , Orr R. Robert , Rourke Byron P.
Published: December 2008

Male and female retarded readers at two age levels (6.5 to 8.5 vears and 10.5 to 12.5 years) did not differ significantly on a number of perceptual, visual-motor, linguistic, and concept-formation abilities. The absence of sex differences is contrary to (a) the results obtained with normal children and (b) expectations based on recent theoretical speculations regarding sex differences in cerebral organization and specialization at the ages under consideration.
Prepositional Phrases, Pronominalization, Reflexivization, and Relativization in the Language of Learning Disabled College Students
Authors: Wiig Elisabeth H. , Fleischmann Noemi
Published: December 2008

The present study evaluated and compared the knowledge and application of selected syntactic rules for forming (1) spatial, temporal, and idiomatic prepositional phrases, (2) pronominalization, (3) reflexivization, and (4) relativization in 26 learning disabled and 13 academically achieving college students. The experimental test battery contained seven written, multiple-choice tests, six of which were designed by Quigley (1971). The LD college students performed significantly poorer than their controls on tasks requiring (1) application of the selectional rules for reflexive pronouns plural, (2) recognition of the grammaticality of relativized sentences, (3) resolution of relativized sentences into their component sentences, and synthesis of component sentences into relativized sentences. The present findings suggest that syntactic deficits may persist among LD young adults who have achieved college status. They further suggest that the deficits in acquiring the rules for forming complex sentence transformations do not recover spontaneously among these young adults as a function of age related maturational processes or exposure to more advanced reading materials.
Effects of Glycemic Alterations and Noun Imagery on the Learning of Paired Associates
Authors: Lapp Janet E.
Published: December 2008

The hypotheses that high blood glucose levels wauld,facilitate learning and that recall would be superior for high imagery nouns, were tested using 36, 71 th grade students of both sexes. Subjects learned a paired-associate list with equal numbers of pairs in each list rated as high- or low-imagery. A 2 x 2 factorial design was used, with one half of the subjects tested in a low (<80 mg/100cc blood glucose condition, and one half of the subjects tested in a high (>130 mg/100cc blood glucose condition. The results supported the hypothesis that high-imagery nouns are more easily learned than low-imagery nouns. Subjects with high blood glucose levels showed significantly superior recall in both high- and low-imagery pairs. Implicutions of blood glucose levels for learning were discussed.
A Comparison of Maternal and Remedial Teacher Teaching Styles with Good and Poor Readers
Authors: Steinert Yvonne E. , Campbell Susan B. , Kiely Margaret C.
Published: December 2008

Mothers and remedial teachers were observed teaching three tasks to 26 middle-class, school-aged boys to compare the teaching styles of mothers and teachers with good and poor readers. Interaction sessions were videotaped, and maternal, teacher, and child variables were coded. Data analysis indicated that the learning environments created by mothers and teachers differed in terms of the original information provided, the amount and kind of feedback given, and the way in which the tasks were structured. Differences in adult teaching styles with good and poor readers were minimal. Findings suggest that if mothers are to become effective teachers of their own children, they should be taught principles of reinforcement, information transmission, and task organization.
The Comprehensive Treatment of Hyperactive Children: A Continuing Problem
Authors: Sandoval Jonathan , Lambert Nadine M. , Sassone Dana M.
Published: December 2008

In this article, the authors argue that comprehensive planning must be done for hyperactive children, particularly those with learning disabilities. Medication has a dangerous side effect in that it often decreases the motivation of physicians, parents, and teachers to search for additional interventions to address all of a child's needs. Several interventions have been developed to build on medication-induced attentional increases. These additional strategies and techniques can facilitate the school adjustment and achievement of medicated learning disabled children in ways that medication alone cannot.
The Re-emergence of Gestalt Psychology and Implications For Reading Readiness
Authors: Giordano Gerard
Published: December 2008

Associational models of learning explain how persons establish cognitive relations between arbitrarily paired stimuli and responses. In contrast, Gestalt Theory emphasizes that the most commonly occurring paradigm of learning is one in which cognitive selection predominates. There is recent evidence that selection is influenced primarily by already established organizational schemata. The majority of reading readiness approaches attempt to raise children's sensitivity to decoding procedures that are reconcilable with associational models. A Gestalt alternative to traditional readiness exercises must meet 2 criteria: (1) The instructional unit must introduce learning strategies in the context of existing organizations, and (2) The structure and substance of the unit must be sensitive to individual organizational eccentricities by permitting a wide range of responses. An example of a Gestalt reading readiness set of activities is outlined; and the relative advantage to special education students is discussed.
Component Deficit and Academic Remediation of Learning Disabilities
Authors: Wade Joseph , Kass Corrine E.
Published: December 2008

The purpose of this study was to compare the effects of (1) remediation of hypothesized component deficits given prior to remediation of known academic deficiencies, and (2) remediation of known academic deficiencies alone. A corollary purpose was to study the immediate effect, if any, of the component deficit remediation on the criterion measure.

The component deficits for the Re-Cognition Function (ages eight through 11) were: (1) haptic discrimination, defined as difficulty in noting differences in sense of touch and muscle sensation, (2) visualization deficit, defined as difficulty in recognizing wholes from sensation of the parts, and (3) figureground, defined as difficulty in sifting important from unimportant stimuli.

The criterion measure was the Stanford Diagnostic Reading Test (SDRT), Forms A and B. In this study, the SDRT was used in two ways: (1) as a basis for planning asademic remediation, and (2) as pretest and posttest measures of academic improvement after component deficit remediation and academic deficit remediation.

Two research questions were investigated: (1) How do scores on the SDRT of children having component deficit remediation plus academic deficit remediation compare with scores of children having academic deficit remediation only, and (2) Do scores on the SDRT improve immediately after component deficit remediation?

Twenty-seven certified learning disability teachers carried out the remediation under the supervision of the researcher with 76 children labeled learning disabled by the school district, ages eight through 11.

The answer to question one was, the scores on the SDRT of children having component deficit remediation plus academic deficit remediation were higher than scores of the children having academic deficit remediation only, when effect size analyses were made.

The answer to the second question was “yes,” scores on the SDRT improve immediately after component deficit remediation on every subtest when effect size analyses were made.

Effect size, a measure of treatment effectiveness, was calculated by finding the difference between the means of the experimental and control groups divided by the control group standard deviation. Effect size was then translated into notions of overlapping distributions of scores and comparable percentiles. Its descriptive nature made it appealing for this investigatory research of treatment effects.
A Principal Components Analysis of the Kaufman Assessment Battery for Children (K-ABC): Implications for the Test Results of Children with Learning Disabilities
Authors: Inglis James , Lawson J. S.
Published: December 2008

A learning disability index (LDI) for the assessment of intellectual deficits on the K-ABC is described. The Factor II score coefficients derived from an unrotated principal components analysis of the K-ABC normative data, in combination with the individual's scaled scores, are used for this purpose. The population parameters of this index then allow for the assessment of the abnormality of the LDI in the individual case, as well as for the evaluation of the statistical significance of any change in the LDI from test to retest.
Projection of Body Image And Printing the Alphabet
Authors: Shapiro Alvin H.
Published: December 2008

A direct nonverbal measure of body-image was attempted with 242 normal children ages 4 to 15, and 32 children known for letter reversals. By use of a figure outline wall chart marked with a 4 dot grid, children could point to where they thought the experimenter had twice tapped them on their back or legs. Accuracy in this task was age related but only predicted printing reversals for the clinical sample. By age 10 most children's performance on the body-image task was close to errorless. An analysis of incorrect responses made by the clinical sample indicated that the major source of error was likely due to inattention to relevant directional cues. However, a subgroup of letter reversers also persistently reversed their body sides. This suggested a processing mirror-image disturbance. A remedial strategy for both error sources was proposed.
Problem Solving and the Learning Disabled: Looking for Answers with Computers
Authors: Stearns Peggy Healy
Published: December 2008

The results of a field-based review of several problem solving software programs are reported. Pertinent literature is integrated, serving as a basis for evaluating the programs. Although the software was generally successful in accomplishing its objectives, some recommendations are made as to how it might be better adapted to the specific needs of learning disabled students.
Grounding LD Definitions and Practices in Systems of Educational Thought
Authors: Warner Michael M. , Bull Kay Sather
Published: December 2008

Any definition of learning disabilities (LD), if it is to be relevant to the needs of teachers, must address fundamental educational concerns, including implications for intervention. In addition, a useful definition must be embedded in a system of educational thought. Such a system must be both internally consistent and non-reductionistic. Inconsistency within a system leads to the use of mutually exclusive and contradictory approaches with students, sometimes with the same student. Reductionism leads to the tendency to be anti-theoretical and to view basic issues of educational philosophy as unimportant. Theory is necessary however, in order to evaluate as well as to defend one's practices. The current LD literature is used to provide examples of reductionism.

While not advocating that all of us should adhere to the same specific system of thought, we argue that each of us should develop or adopt a system and try to use it consistently. The paper concludes with an example of how one could proceed as we suggest, using the cognitive-field system of thought as a base. The cognitive-field approach is shown to encompass some aspects of other approaches, to be non-reductionistic, and to have considerable potential as a foundation for the education of LD students.
Labeling Theory as Applied to Learning Disabilities: Survey Findings and Policy Suggestions
Authors: Smith Ronald W. , Osborne Lynn T. , Crim D. , Rhu Anne H.
Published: December 2008

Using labeling theory as a means of devising questions and assisting in data interpretation, a general survey was conducted of special education teachers, school officials, and parents of learning disabled students within a large school district in order to determine their perceptions about learning disabilities. The findings suggested that labelers attach multiple and sometimes conflicting meanings to the concept of "learning disabled"; that both formal and informal criteria are employed by labelers; that the backgrounds, work duties, and interests of labelers apparently influence their decisions; that labelers report varying degrees of power to affix the label; and that official labelers themselves are aware of problems surrounding their labeling. Numerous administative policies are also presented that might make the examined learning disability program more humane and effective.
Performance of Normal and Dyslexic Readers on the Kaufman Assessment Battery for Children (K-ABC): A Discriminant Analysis
Authors: Hooper Stephen R. , Hynd George W.
Published: December 2008

This study examined the utility of the Kaufman Assessment Battery for Children (K-ABC) in differentiating between normal and matched dyslexic readers. Significant differences between the groups were manifested on the cognitive subtests of Hand Movements, Number Recall, Word Order, and Matrix Analogies, in favor of the normal readers. The normal readers also produced significantly superior scores on each Achievement Subtest, the Sequential and Achievement Factors, and the Mental Processing Composite. One significant discriminant function was generated which accounted for 66% of the variance between the groups of the K-ABC subtests. The discriminant analysis resulted in an overall 91% correct classification rate.
A Comparison of The Minnesota Perceptual Diagnostic Test Revised And The Bender Gestalt
Authors: Vance Booney , Fuller Gerald B. , Lester Michael L.
Published: December 2008

This study involved two objectives, first to compare the Bender Gestalt and the Minnesota Perceptual Diagnostic Test-Revised (MPDT-R) in ability to predict children's intellectual and academic performance as measured by standardized tests such as the Wechsler Intelligence Scale Revised (WISC-R) and the Wide Range Achievement Test (WRAT) and second to evaluate the item correlations between Bender, MPDT-R, WRAT and WISC-R scores to determine if either perceptual motor test provides unique information abut the cognitive-perceptual abilities of children. Thirty-three children were given the WISC-R, WRAT. Bender Gestalt and MPDT-R. Multiple regression analyses with the Bender and the MPDT-R as predictor variables were used to predict intellectual and academic performance. These analyses indicated that the MPDT-R was clearly superior to the Bender in prediction of WISC-R Full IQ and WRAT spelling and math scores. Neither perceptual motor test was a significant predictor of the WRAT reading performance. Factor analysis suggested that the MPDT-R provides unique information concerning a child's perceptual-cognitive development which may be useful in differential assessment of learning disabilities.
Intellectual, Academic and Neuropsychological Performance Levels in Learning Disabled Adults
Authors: McCue P. Michael , Shelly Carolyn , Goldstein Gerald
Published: December 2008

Normative data are provided for intellectual, academic achievement and neuropsychological tests based on a sample of 100 learning disabled adults. The tests used included the Wechsler Adult Intelligence Scale, The Wide Range Achievement Test, a measure of reading comprehension and components of The Halstead-Reitan Neuropsychological Test Battery. The sample was characterized as being of dull normal intelligence with lower verbal than performance IQs. Scores on achievement tests were substantially below grade level. The average neuropsychological test profile formed a pattern characterized by intact nonverbal memory and problem solving ability, with mildly impaired levels of attentional, motor and speech discrimination skills. It was concluded that the cognitive profile found in learning disabled adults is not dissimilar from what is typically found in learning disabled children.
The Efficacy of a Mnemonic Technique for Learning Disabled and Nondisabled Adolescents
Authors: Elliott Judith L. , Gentile J. Ronald
Published: December 2008

Sixty junior high school students, half classified as learning disabled by their school and half as non-disabled, were subjects in a replication and extension of a mnemonic study by Bugelski. Half the students were taught the peg-word rhyme, “one-bun, two-shoe, …, ten-hen,” and practiced visualizing four target lists of words interacting with the rhyme words. The other students served as controls, learning the list in whatever way they chose. Retention tests were conducted immediately after the last list was learned, one week later, and five months later. In a 2 $$ 3 analysis of variance, all main effects and interactions were significant. The peg-word mnemonic technique increased the memorability of paired-associates for both groups, by a factor of 2.3 vs. 2.4 at the immediate retention interval, with differential longer term retention slightly favoring the nondisabled.
Autonomy Perceptions and Anxiety Expressions of Learning Disabled Adolescents
Authors: Margalit Malka , Shulman Shmuel
Published: December 2008

In order to examine autonomy levels and anxiety expressions of LD young adolescents, 40 male students of the sixth and the seventh grades (aged 12 to 14), divided into two matched groups (LD and nonLD), were studied. The Autonomy Multiple Choice measure and the State-Trait Anxiety Inventory were individually administered to each subject. Significant differences between groups were found using two separate MANOVAs. The LDs demonstrated lower levels of autonomy in situations where the source of press was situational (trauma) or personal (parents or peers). High and stable levels of anxiety were also found (Trait anxiety) in this group. The results pinpointed the complicated therapeutic and educational dilemma between the outcome of excessive support and training or the attainment of an independence and autonomy. Further milieu oriented intervention programs are recommended to account for this complex problem.
Lateralization Characteristics in Learning Disabled Children
Authors: Obrzut John E. , Boliek Carol A.
Published: December 2008

As the authors of this month's Topical Review point out, interest in explaining specific learning problems in children by reference to underlying neurological deficits has a very long history in our field. Certainly one of the oldest neurological hypotheses is that abnormalities in the way the brain is lateralized for language are the cause of reading disabilities in many chidlren. In this Topical Review, the authors consider recent research on brain lateralization in learning disabled children that has used three different experimental paradigms. These studies have advanced our knowledge about the kinds of factors that can affect performance on the tasks that measure lateralizaton, but they do not produce a conclusive picture of abnormal lateralization in LD children. The authors conclude with an important statement about the limitations of our knowledge in this area as it applies to remedial procedures—JKT
Modifying Public Domain Software for Use by the Learning Disabled Student
Authors: Chiang Berttram
Published: December 2008

Computer software purchased off-the-shelf may not accommodate the needs of learning disabled (LD) students. This article presents eleven types of modification techniques that can be applied to enhance the quality of public domain instructional software. Implications of these modifications for LD students are discussed.
The Interpersonal Values of Parents of Normal and Learning Disabled Children
Authors: Miletic Anne
Published: December 2008

Gordon's Survey of Interpersonal Values (1960) was used to compare 136 parents of normal and learning disabled children. On the basis of empirical observation, item-selection X sex of parent X sex of child analysis of variance was applied to this forced-choice questionnaire to delineate repetitive patterns in the parents' value orientation systems. Compared to fathers of normal boys, fathers of LD boys scored higher on Independence (p<.02) and Leadership (p<.05) and lower on Conformity (p<.01) and Support (p<.05). Mothers of LD boys favored authoritative attitudes (p<.05); same-sexed experimental mothers valued conformity and sources of emotional and group support (p<.05).
Learning Disabilities Theory
Authors: Torgesen Joseph K.
Published: December 2008

Although theory has played an integral role in shaping prevailing practices in the LD field, broad overviews of paradigms and presentations of theoretical issues have been relatively infrequent and limited in scope. For instance, as has been made clear in preceding articles in this journal, a great deal of the discussion has been limited to and by definitional vagaries. Leaders concerned with the future have stressed the critical importance of an increased emphasis on theory development and the use of an improved theoretical base to guide future research and practice. There is a particular need at this time for greater explication and analysis of major controversies related to theories of cause and correction. For this article in the series, we asked Joe Torgesen to briefly review the status of theory in the LD field, to discuss its relationship to practice and to share his perspective of future directions for theory development. In doing so, he suggests the reasons for the present theoretical disarray, expresses optimism for future progress, and offers four recommendations to aid such progress. Subsequent articles in this series will amplify and extend Torgesen's presentation and aid practice by providing additional perspectives for differentiating learning disabilities from other learning problems, differentiating LD subtypes, and understanding cause and correction.-Howard S. Adelman, PhD and Linda Taylor, PhD, Guest Editors
Training the Helpers
Authors: Sapir Selma G.
Published: December 2008

In reflecting on training, respondents to the future survey called for higher standards in preparing practitioners and researchers and zeroed in on deficiencies in training program content. On a broader level, they stressed the importance of education and consultation programs for the general public and for those professionals who come into contact with the LD population. Picking up on several themes raised in the survey, Selma Sapir shares ideas based on her scholarly activity and personal experiences related to improving the field's approach to training. She argues for preparing personnel to have a broad theoretical understanding of individual differences; she stresses the training implications of interdisciplinary collaboration and of working with families. In keeping with these perspectives, she opts for generic training programs with specialization only in terms of severity of learning impairment. To illustrate her points, she offers an outline for such a core program. Because of the importance and complexity of the topic, Sapir's paper is followed by a presentation intended to broaden the discussion of staffing the field effectively for the future. The thrust of the second paper is on highlighting basic staffing concerns beyond training and offering thoughts about fundamental changes that must be made in order to recruit, train, and retain the type of high quality professionals needed if the field is to make significant advances.

Since the papers in this series are meant to stimulate ideas to help shape the field's future, we look forward to receiving a diverse range of ideas and commentaries regarding how the field can deal with its major staffing issues and problems.‐Howard S. Adelman, PhD, and Linda Taylor, PhD, Guest Editors
Assessment
Authors: Miller Lucy Jane , Sprong Tracy A.
Published: December 2008

To represent basic information that should be considered in the selection of norm-referenced tests, McCauley and Swisher (1984) identified 10 psychometric criteria which include: description of the normative sample, adequate sample size, item analysis, the reporting of measures of central tendency and variability, concurrent validity, predictive validity, test-retest reliability, and interexaminer reliability. These psychometric properties provide the framework used to compare four preschool screening tests: CIP (Comprehensive Identification Process), DIAL-R (Developmental Indicators for the Assessment of Learning-Revised), DDST-R (Denver Developmental Screening Test) and MAP (Miller Assessment for Preschoolers). Through a review of manuals, the extent to which the construction of the four tests fulfill the criteria is presented. Though none of the tests met all requirements, the DIAL-R and MAP met most. Qualitative considerations are also examined and include theoretical foundation, scoring system, and cost effectiveness in materials and personnel.
Information Processing Abilities and Reading
Authors: Samuels S. Jay
Published: December 2008

The LaBerge and Samuels (1974) information processing model is used as a framework to explain some aspects of reading disorder. According to the model, a major factor in reading difficulty is lack of automaticity in decoding, which overloads the attentional system, leads to the use of small, meaningless visual processing units such as the individual letter, places heavy demands on short-term memory, and interferes with comprehension. To determine if the decoding is automatic, several simple techniques are suggested, such as listening for expression during oral reading. In order to build reading fluency and automaticity, practice is required, and the method of repeated reading is suggested. Two studies are reported that compared learning disabled with normals on classroom and laboratory tests of attention. In neither study were differences found between these two groups of students. Finally, a promising new way to study reading difficulty through rapid sequential naming is suggested.
Information Processing Approaches to Studying Spelling Deficiencies
Authors: Gerber Michael M. , Hall Robert J.
Published: December 2008

Although numerous research articles and position papers on spelling and spelling problems have appeared in the literature, no theoretical model of spelling knowledge acquisition has been developed to guide research on learning problems related to spelling. This paper explores components of various information processing “protomodels” of spelling performance that might prove useful for understanding two common characteristics of LD students' spelling behavior: error making and retarded rates of acquisition. Specifically, in light of recent research on the development of children's acquisition of spelling ability, weaknesses in traditional “two channel” models borrowed from reading research are examined. It is argued that an adequate theory of spelling processes must, at a minimum, model: (a) qualitative changes in performance as a function of maturation that underlie development of automaticity; and (b) transactional development of spelling-related knowledge structures and efficient algorithms for searching or supplementing these structures.
Needs of Learning Disabled Adults
Authors: Hoffmann F. James , Sheldon Kenneth L. , Minskoff Esther H. , Sautter Scott W. , Steidle Ernest F. , Baker Deborah P. , Bailey Mary Beth , Echols Laura D.
Published: December 2008

The results of a needs assessment of learning disabled adults based on surveys of the perceptions of learning disabled adults, providers of services to learning disabled adults, and consumers or advocates for learning disabilities are presented. The results of the survey of the learning disabled adults, service providers, and consumers indicate that learning disabled adults have major academic, social, personal, and vocational needs that must be addressed if they are to attain adult competence. A comparison across all need areas indicated that service providers and consumers identified vocational needs involving securing an appropriate job and vocational rehabilitation services as the most critical need area of learning disabled adults, with a second need area involving learning disabled adults' poor self-concept, lack of self-understanding, and lack of self-acceptance. Recommendations are made for services in academics, secondary and post-secondary vocational training, social skills, and counseling and psychotherapy.
Making Decisions About Special Education Placement: Do Low-Income Parents Have the Information They Need?
Authors: Brantlinger Ellen Anderson
Published: December 2008

Using the hypotheses-generating techniques of Glaser and Strauss (1967), interviews were conducted with 35 low-income parents in an attempt to ascertain their knowledge of and their feelings about the adequacy of schooling in general and special education services in particular. Thirty-six percent of the respondents had school-aged children who were receiving special education services. The majority of parents had positive feelings about special education, although parents of learning disabled students perceived their children and their children's educational needs differently from parents of mildly mentally retarded students. Parents had given permission for special education placement, but it was found that they lacked the information essential for making informed decisions.
The National Joint Committee on Learning Disabilities: History, Mission, Process
Authors: Abrams Jules C.
Published: December 2008

The National Joint Committee on Learning Disabilities (NJCLD) is a national committee of cooperating organizations concerned with individuals with learning disabilities. The current organizations with representation on the NJCLD are as follows:
Performance of Adults with Auditory Figure-Ground Disorders Under Conditions of Unilateral and Bilateral Ear Occlusion
Authors: Hasbrouek Jon M.
Published: December 2008

This study compares the effects of unilateral and bilateral ear occlusion on performance of an auditory discrimination task in background noise in adults with auditory figure-ground disorders and normal auditory discrimination ability. The results indicate that ear occlusion improved performance in the majority of adult subjects tested and that unilateral occlusion effectively eliminated the auditory figure-ground disorder in most subjects. The results are discussed in terms of the desirability of prescribing unilateral ear occlusion in the workplace, at home, in social settings, and in the classroom for appropriately diagnosed adults who have figure-ground disorders.
States' Criteria and Procedures for Identifying Learning Disabled Children: A Comparison of 1981/82 and 1985/86 Guidelines
Authors: Frankenberger William , Harper Jerry
Published: December 2008

The number of LD children has increased dramatically in recent years. To determine factors which may account for this rapid increase in the LD population, state guidelines required by P.L. 94--142. were collected for the 1981/82 and 1985/86 school years. The guidelines were analyzed to determine definitions, methods, and procedures employed by states to diagnose LD. The review reveals changes in states' achievement discrepancy criteria between 1981/82 and 1985/86. During this period of time more states delineated specific achievement discrepancy criteria and the criteria were more sophisticated than in 1981/82. However, states did not attempt to moderate the increasing prevalence ofLD by altering major components of their definitions or implementing IQ cutoffs. Implications of variability in states' diagnostic procedures are also discussed.
SAT Verbal-Math Discrepancies
Authors: Bennett Randy Eiliot , Rock Donald A. , Chan Ka Ling
Published: December 2008

The validity of SAT Verbal-Mathematical discrepancies as indicators of college learning disability (LD) was assessed in four groups of LD students taking different test formats. Each group was compared to an unrestricted reference sample and to a sample of reference students matched on SAT total score (Verbal + Mathematical). These comparisons were carried out for two independent samples of LD students each taking a different form of the SAT. In no case did LD students evidence discrepancies larger than the reference group, suggesting little support for the use of these scores as indicators of college learning disability.
Enhancing Interaction in a Difficult-To-Test Child
Authors: Abkarian G. G. , King Patti , Krappes Tess L.
Published: December 2008

A technique is described for smoothing the transition from informal to more structured diagnostic tasks among preschool children demonstrating separation anxiety or reluc-tance to interact cooperatively. Capitalizing on preschoolers' preexistent relationship with television, the procedure employs video equipment as a mediator in the establish-ment of clinical rapport and a medium through which to conduct formal evaluation.
Secondary Personality and Behavioral Problems in Adolescents with Learning Disabilities
Authors: Bender William N.
Published: December 2008

This review details the lack of information available concerning personality and behavioral development of adolescents with learning disabilities (LD). Research on self-concept, locus of control, temperament, problem behavior, and social status in this population is reviewed in an effort to note the consistency of indicators concerning secondary emotional and social problems. The discussion highlights conflicting results as well as methodological pitfalls. Future research directions with this population are suggested, including groups comparison studies, developmental research, research on LD subtypes, and research treatments resulting from these suggested personality and behavioral deficits.
Regional Cerebral Blood Flow (rCBF) in Developmental Dyslexia
Authors: Hynd George W. , Hynd Cynthia R. , Sullivan Humbert G. , Kingsbury Theodore B.
Published: December 2008

This exploratory study examined the patterns of regional cerebral blood flow (rCBF) in a surface and deep dyslexic during reading. Two rCBF studies (at rest, activated) were completed with each developmental dyslexic adult and their age- and sex-matched control. During the activated study, each subject read silently a controlled narrative passage. Comprehension tests verified reading activity. 133 Xenon activity after a 1-minute inhalation period and a 10-minute desaturation period was followed using 20 collumated sodium-iodide detectors. An analysis of gray matter blood flow indicated that for the controls, significant right central-posterior activation resulted from reading a narrative text. Also, differences existed between the surface and deep dyslexic in the distribution of cortical perfusion during the activated study. Compared to the matched controls, less brain activation was noted during reading bilaterally in the deep dyslexic and in the right hemisphere in the surface dyslexic. These results are discussed as they relate to neurolinguistic models of brain functioning implicated in fluent and dysfluent reading.
Behavioral Indicators of Temperament and Personality in the Inactive Learner
Authors: Bender William N.
Published: December 2008

Temperament, self-concept, and locus of control were compared for 38 children with learning disabilities and a comparsion group of matched peers in order to validate the “inactive learner“ characterization of disabled students. A multivariate difference was demonstrated with specific univariate effects in task orientation and social flexibility—two temperament factors and two self-concept subscales. Results were interpreted as partially supporting the characterization of disabled students as uninvolved and inactive in the learning situation. Recommendations for additional research are included.
Social Interaction Goals and Strategies of Children with Learning Disabilities
Authors: Carison Cindy I.
Published: December 2008

Previous research on the social competence of LD children has primarily focused on social skill or social processing deficits. The present research examines two hypotheses: (1) that LD children differ not only in their social strategies but also in their goals for social interaction and (2) that differences in the social goals and strategies of LD children are developmentally related. Forty-eight second- through fifth-grade boys were shown four hypothetical social situations and were individually interviewed about their goals and strategies. Each social situation was presented in an explicit prosocial goal and a no-goal condition. Data analysis proceeded sequentially with a content analysis of the responses followed by an analysis of the interpersonal developmental level of responses. LD children were found to perform with less social competence and at lower developmental levels than nonhandicapped peers; however, social competence differences were limited to peer conflict situations. Results of the study are discussed with respect to (1) the variability of LD childreny's social competence across interactional contexts, (2) the importance of LD children's social goals as well as their social skills, and (3) the potential utility of an interpersonal developmental model for conceptualizing LD children's social competence.
The CLD Position Statements
Authors: Leigh Jim
Published: December 2008

Editor's Comment: As a matter of policy the editorial staff of the Journal of Learning Disabilities (JLD) considers for publication reports and position papers prepared by professional organizations which concern persons with learning disabilities. Such material is subject to the peer review process and can be rejected if the staff and consulting editors feel that the information presented is inappropriate for JLD. In this issue, three position papers of the Council for Learning Disabilities (CLD) are presented. These position statements oppose (a) the use of discrepancy formulas in the identification of individuals with learning disabilities, (b) the inclusion of nonhandicapped low achievers and underachievers in learning disability programs, and (c) the measurement and training of perceptual and perceptual-motor functions.

As has been done in the past with statements of other professional organizations, these publications are preceded by a brief discussion of the organization and evolution of the statements. Dr. Jim Leigh describes CLD and the development of these three statements. Readers' comments are welcome.—JLW
A Comparison of Parent-Child Perceptions of Student Learning Disablities
Authors: McLoughlin James A. , Clark Frances L. , Mauck Anne Rita , Petrosko Joseph
Published: December 2008

The perceptions of 80 learning disabled(LD) adolescents and their parents were compared in regard to the extent of their learning disablities, current levels of performance in academic and social areas, occupational status, social relationships, and problem academic cognitive, and social aspects of learning disablities persisted into adolescence with parents expressing much more concern about this negative impact. While the LD adolescents saw their skills as generally similar to those of other, parent ratings were significantly. According to the parents, their children were not likely to gradute from lower estimation of their children's social and problem solving skills. Reasons for these difference of opinion are discussed, and implications for improved parent-child communication, parent training, and family counseling are identified.