bluuebunny/crossref_metadata_2025 huggingface dataset:
The Effects of Incentives on Rehearsal and Short-Term Memory in Children with Reading Problems
Authors: Haines Deborah J. , Torgesen Joseph K.
Published: April 2006

Researchers and practitioners are focusing increased attention on the apparent lack of intrinsic involvement and motivation exhibited by disabled learners. This study seems to support the idea that one of the causes of failure in disabled learners is their lack of motivation to perform at their best. Specifically, this study investigated the effects of incentives for good performance on the selection and use of an efficient task strategy by children who were experiencing difficulty learning to read. Both good and poor readers in the incentive group increased their recall and rehearsal between sessions, while the performance of the control group remained stable. Incentives led not only to an increase in the amount of rehearsal shown by poor readers, but also to an increase in the number of children reporting that they used the strategy.
Identification of Learning Disabled Adolescents: A Bayesian Approach
Authors: Alley Gordon R. , Deshler Donald D. , Warner Michael M.
Published: April 2006

The identification of learning disabled adolescents for program placement is a major concern of school personnel. An array of problems are associated with the identification of learning disabled populations ranging from the use of the best differentiating characteristics to the types of measures used. The identification model discussed in this article attempts to address some of these problems. The Bayesian approach is an alternative to traditional methods that rely primarily on psychometric data or classroom/clinical observation for identification decisions.
Achievement and Social-Behavioral Correlates of Peer Status in LD Children
Authors: Wiener Judith , Harris P.J. , Shirer Christine
Published: April 2006

This study examined the relationship between IQ, achievement, social behavior as rated by peers, and peer status of 9- to 12-year-old learning disabled (LD) and non-learning disabled (NLD) children. A composite positive and negative nomination sociometric procedure and a social behavior nomination scale were employed. LD children were less likely to be popular and more likely to be rejected and neglected than NLD children. Achievement and IQ were not meaningful predictors of peer status in LD children. LD children were less likely to be viewed as cooperative, leaders, and comic than NLD children. They were also more likely to receive more nominations on the sociometric instrument if they were seen as aggressive, disruptive, or dependent. Although peer status was stable in the NLD group when assessed in December and June, LD children's peer acceptance decreased in the latter assessment.
A Comparison of Components of Written Expression Abilities in Learning Disabled and Non-Learning Disabled Students at Three Grade Levels
Authors: Poplin Mary S. , Gray Richard , Larsen Stephen , Banikowski Alison , Mehring Tes
Published: April 2006

Although written language plays a critical role in academic success, little empirical evidence exists on the normal development of processes involved in producing written products. Even less is known about the writing performance of LD children. This study empirically compared the written products of LD and normal students at three grade levels on The Test of Written Language. Results showed that LD subjects scored significantly lower than normal subjects on most written expression abilities, especially in the mechanical tasks of spelling, punctuation, and word usage.
A Developmental Study of the Relation between Oral Language and Early Reading in Learning Disabled and Normally Achieving Children
Authors: Reid D. Kim , Hresko Wayne P.
Published: April 2006

The purpose of this research was to investigate the developmental and group differences in learning disabled and normally achieving children on measures of oral and written language. Sixty five-, six-, and seven-year-old learning disabled children and the same number of normally achieving children were administered the Test of Early Reading Ability (Reid, Hresko, & Hammill, 1981) and the Test of Early Language Development (Hresko, Reid, & Hammill, 1981). Multivariate and univariate analyses of variance indicated significant group differences with normally achieving children scoring higher, and significant age differences with older children scoring higher. Further, significant and substantial correlations were found between the two measures for all groups except the normally achieving six-year-olds. The results were interpreted as support for the view that oral and written language are interactive in their development, and that young children come to school with some reading abilities. The educational implications suggest that the instruction of oral and written language should be approached in an integrated manner, and that teachers should strive to understand what abilities children bring to school before beginning instruction.
Informal Assessment of Written Expression
Authors: Poteet James A.
Published: April 2006

This article presents an approach to informal assessment of written expression which allows the teacher to determine (a) the skills acquired and correctly used by the student, (b) the skills needing remediation, and (c) the skills to be introduced. A Checklist of Written Expression Skills is provided as an aid in this informal assessment procedure. Results of the assessment are directly related to the instructional objectives and annual goals in the student's IEP. Written expression and informal assessment are defined and development of the language system is discussed. Data required by the teacher prior to informal assessment are described as (a) the broad spectrum of written expression skills, (b) requirements of the specific writing task being assessed, and (c) student characteristics related to the student's language system.
How Replicable is Current LD Research? A Follow-Up to the CLD Research Committee's Recommendations
Authors: Hammill Donald D. , Bryant Brian R. , Brown Linda , Dunn Caroline , Marten Al
Published: April 2006

The purpose of this study was to determine the extent to which published research articles in the field of learning disabilities are replicable. To be replicable, the characteristics of a study's sample must be described in detail. In 1984, the Research Committee of the Council for Learning Disabilities recommended that researchers describe their sample by reporting subject data in seven areas. Research articles published in 10 major journals during the years 1984–1987 were evaluated to determine how many satisfied the recommendations. Only 4 of the 277 articles we reviewed included acceptable information on all seven areas. As a result, we must conclude that a replicable body of learning disabilities research does not exist for the period studied.
Method of Questioning and Placement of Questions: Effects on LD Students' Comprehension
Authors: Schmidt Mary W.
Published: April 2006

The purpose of this study was to determine the effect of method of questioning and placement of questions on the comprehension of silently read materials by students with learning disabilities. Adjunct questioning, oral recitation questioning methods, and middle / end and end-only placement of questions were examined. Analysis of the data indicated a significant effect of method and a significant interaction between level and focus of questions. These results are discussed in terms of their potential implications for instructional programming for students with learning disabilities.
Diagramming a Logic Strategy: Effects on Difficult Problem Types and Transfer
Authors: Grossen Bonnie , Carnine Doug
Published: April 2006

Twenty-five high school learning disabled subjects were randomly assigned to one of two computer-assisted instructional treatments in syllogistic reasoning—one required a deeper level of processing with a diagrammatic response, the other conventional responding. Instructional time was constant across the two groups, yet the subjects who provided diagrammatic responses required fewer trials to reach the mastery criteria. Also, diagramming produced significantly higher posttest and maintenance test scores. Overall, the instruction was effective in (a) producing better-than-chance scores, (b) improving performance on difficult problem types, and (c) teaching learning disabled students to perform complex logical-thinking tasks to a level equivalent to that of high-achieving populations. The deeper level of processing produced differences on more difficult problem types only. Transfer measures showed that students who learned the strategy also creatively modified it to work problems in less formal forms. Variables in the meaningfulness of a strategy to learning disabled students can affect learning.
Reading Comprehension Performance of Adolescents Withlearning Disabilities
Authors: Snider Vicki E.
Published: April 2006

A study was conducted to examine the effects of prior knowledge on the reading comprehension performance of students with learning disabilities. Instruction in information and vocabulary concepts was provided to 13 junior-high school students with learning disabilities who had been predetermined to lack the prior knowledge required by an experimental test of reading comprehension. The effect of prior knowledge was examined by comparing the performance of an experimental group (high prior knowledge group) to a control group (low prior knowledge group). The effect of text structure was also examined by comparing reading comprehension performance on three types of reading passages - textually explicit, textually implicit, and scriptually implicit. The results indicated that students in the experimental group increased their prior knowledge and, as a result of instruction, demonstrated superior reading comprehension performance. In addition, text structure was found to affect reading comprehension performance. When comprehension questions tapped information provided in the text, reading comprehension performance improved for all students. Educational implications of the results are discussed.
Mnemonic Instruction of LD Students: A Field-Based Evaluation
Authors: Scruggs Thomas E. , Mastropieri Margo A.
Published: April 2006

A sizeable number of research studies have demonstrated the potential of mnemonic instruction with learning disabled (LD) students. However, reports of actual classroom applications of this type of instruction are lacking. In the present investigation, three classrooms of LD junior-high-school-age students were taught U.S. history content over an 8-week period, in which mnemonic and nonmnemonic materials were alternated. Evaluation of chapter test scores indicated that students learned significantly (and substantially) more information when instructed mnemonically, and that they were assigned higher grades for chapters which had been instructed mnemonically. Furthermore, teacher ratings indicated that mnemonic materials were significantly more appropriate for the needs of LD students than traditional textbook-based materials. Implications for future research and practice are addressed.
Teacher Evaluation Bias toward LD Children-Attenuating Effects of the Classroom Ecology
Authors: Dukes Melinda , Saudargas Richard A.
Published: April 2006

The present study investigated whether classroom context cues in videotapes showing a nonhandicapped and an LD expectancy would attenuate teacher evaluation bias. Participants were 80 elementary-school teachers who were randomly divided between a nonhandicapped and an LD expectancy. The teachers completed a rating scale on a child's behavior before and after viewing a videotape of children engaged in individual seatwork or group instruction. Results showed that at pretest the teachers' ratings differed according to the assigned label. After viewing the videotape, the teachers rated the two expectancy groups as not differing significantly. However, the teachers rated the child's behavior during group instruction as less appropriate concurring with the child's actual behavior. The findings suggest that teachers hold initial biases about the behavior of LD and normal children, but take into account the classroom context when rating actual behavior.
Correlates of Peer Rejection among Children with Learning Disabilities
Authors: Kistner Janet A. , Gatlin Deborah
Published: April 2006

Academic, intellectual, and behavioral correlates of sociometric status among LD children were investigated. Results indicated that peer acceptance or rejection of LD students was unrelated to IQ or achievement scores. However, peer as well as teacher ratings of classroom behavior and social interactions were related to LD children's social status. Teachers rated rejected LD children as more inattentive and active. According to peer perception data, a wide range of acting-out and withdrawn behaviors were associated with rejection of LD classmates. The implications of these findings for interpreting previous research and for future studies in the area are discussed.
Quantifying a Severe Discrepancy: A Critical Analysis
Authors: Cone Thomas E. , Wilson Lonny R.
Published: April 2006

The four basic methods of quantifying severe academic discrepancy - [Formula: see text] grade level deviation, expectancy formula, standard-score comparisons, and regression analysis — are evaluated in terms of: ease of administration, measurement errors, regression effects, years in school, changes in variation of achievement scores at different grades, comparability of norms, incidence, and systematic and consistent treatment of IQ/achievement interrelationship. Results indicate that both the deviation from grade level and the expectancy formulas fail to consider almost all critical variables. While the IQ/standard-score method takes into account several of the factors, it does not adequately consider regression effects. The a priori analysis indicates that the regression equation approach considers almost all the criterion variables with the exception of years in school. Hence based upon critical statistical and measurement concepts, the authors tentatively conclude that the latter approach is superior to the other quantification methods analyzed. It is emphasized, however, that such aspects as incidence and student characteristics can only be empirically determined.
Identification Criteria for Learning Disabilities: A Survey of the Research Literature
Authors: Kavale Kenneth , Nye Chad
Published: April 2006

A survey of 307 research studies in learning disabilities (LD) was conducted to determine the nature and characteristics of the LD identification criteria used. Five categories of LD identification criteria were found; however, in one half of the studies LD subjects were selected on the basis of previous classification or diagnosis. Besides the identification criteria categories, research studies were also surveyed for the actual identification criteria included. Six criteria were identified with exclusion, discrepancy, process, and neurological components being the primary ones. It was concluded that the learning disabilities research literature presents a divergent picture of the nature and characteristics of learning disabilities and reflects a lack of consensus regarding standard identification criteria. Consequently, the LD research literature does not present narrowly fo-cussed subject samples suggesting continued difficulties with generalization and replication of results.
Current Research Topics in Learning Disabilities
Authors: Bursuck William D. , Epstein Michael H.
Published: April 2006

To determine the critical research priorities in learning disabilities and the way in which current research activities address these issues, a survey of leading professionals and an analysis of two leading LD journals were conducted. Survey results pointed to treatment maintenance, generalization, and assessment and remediation of academic problems as the highest ranked priorities. Present publication topics were found to address some of the more frequently mentioned issues including academic assessment and remediation, while ignoring generalization and maintenance of treatment effects as well as early identification and prevention of learning disabilities. Implications of survey and journal-analysis results are drawn.
LD and Nonhandicapped Boys' Comprehension of Cartoon Humor
Authors: Pickering EvaJean , Pickering AvaJane , Buchanan Mary L.
Published: April 2006

One aspect of social perception often noted as deficient in learning disabled individuals is an appropriate sense of humor. The purpose of this study was to examine the cartoon humor comprehension of learning disabled and non-handicapped boys in two age groups, 8- and 12-year-olds. The cognitive structure rather than the content of humor was the focus. In addition to examining comprehension of cartoon humor between groups and across age levels, the relationship between comprehension and appreciation measures was studied. Significant main effects were found indicating a developmental lag for the learning disabled subjects. Moderate correlations were established between comprehension and appreciation measures.
Addressing the Learning Disability Needs of Limited-English Proficient Students: Beyond Language and Race Issues
Authors: Ochoa Alberto M. , Pacheco Richard , Omark Donald R.
Published: April 2006

Students with exceptional learning needs should not be denied access to special education programs because of their language or race. However, such factors should not be ignored either. This paper examines the issue of disproportionate representation of limited-English proficient Hispanic students in classes for the learning disabled. On-site reviews of school districts suggest inadequate assessment, evaluation, placement, and re-evaluation of limited-English proficient Hispanic students. Sixteen policy considerations are provided in an effort to help school districts to ensure that limited-English proficient learning disabled students receive equal access to appropriate learning opportunities.
Teaching Geography to High School Students with Academic Deficits: Effects of a Computerized Map Tutorial
Authors: Horton Steven V. , Lovitt Thomas C. , Slocum Tim
Published: April 2006

This research investigated the effectiveness of two treatments designed to teach the locations of 28 major cities in Asia to students identified as learning disabled and remedial enrolled in a ninth-grade world geography class. In one treatment, students were presented the locations of 14 cities by completing a computerized map tutorial. In the other intervention, students were asked to learn the locations of 14 different cities by referencing an atlas and transcribing their findings to a work map. Results indicated that the computerized map tutorial produced significantly higher performance than the atlas condition for students with learning disabilities and remedial pupils. Within treatments, no significant difference was noted in the performance of the two groups. Several practical applications of computerized graphics for students with academic deficits are discussed.
Learning Disability Discrepancy Formulas: Their Use in Actual Practice
Authors: Forness Steven R. , Sinclair Esther , Guthrie Donald
Published: April 2006

Commonly accepted definitions of learning disability require the presence of a significant discrepancy between a child's potential and his/her achievement. Eight commonly used “discrepancy” formulas were applied to the IQ and achievement scores of a sample of 92 potentially learning disabled youngsters. Extremely variable results were found depending on the formula used. Implications of these findings for actual practice are suggested.
Identification Decisions: Who is the Most Consistent?
Authors: Alley Gordon R. , Deshler Donald D. , Mellard Daryl
Published: April 2006

In an attempt to analyze the assumption that a multidisciplinary team approach is necessary for identification and evaluation of LD students, this study was designed to a) examine the type of judgments on LD characteristics rendered by different team members, and b) explore which of the groups typically represented on a staffing team was most homogeneous in making decisions on LD students. A sample of 420 professionals and 30 parents were asked to complete a component disability instrument developed for the purpose of obtaining subjective judgments from each of the professional groups and the parents. The consistency of judgment among groups found in this study indicated that the judgments of the groups were comparable when making judgments on LD and non-LD characteristics. Thus, the findings were supportive of the multidisciplinary approach to identification and evaluation of LD children and youth.
The Relationship between Creativity and Selective Attention in LD Boys
Authors: Tarver Sara G. , Buss Barbara R. , Maggiore Ronald P.
Published: April 2006

Historically, most programming and research efforts in the field of learning disabilities have focused on the disabilities evidenced by LD children and youth. By representing an attempt to consider the positive attributes of LD individuals, the study of creativity in the learning disabled population takes on special significance. The results of this investigation support the relationship between selective attention and creativity in LD boys. However, it was found that the relationship changed as a function of age and the type of creativity measured. The issues raised by this line of inquiry should provide impetus for other investigations designed to explore such attributes as creativity in learning disabled children and youth.
SElf-Graphing of On-Task Behavior: Enhancing the Reactive Effects of Self-Monitoring on On-Task Behavior and Academic Performance
Authors: DiGangi Samuel A. , Maag John W. , Rutherford Robert B.
Published: April 2006

This study investigated the effects of self-graphing on improving the reactivity of self-monitoring procedures for two students with learning disabilities. Differential effects of self-evaluation and self-reinforcement were assessed along with self-monitoring and self-graphing using a single-case multiple-treatment design. Subjects self-monitored and self-graphed their on-task behavior. Measures of academic arithmetic performance (productivity and accuracy) were collected simultaneously. For both students, on-task behavior and academic performance improved during self-monitoring, with additional increases due to self-graphing. However, little improvement in on-task behavior and academic productivity was noted with the introduction of self-reinforcement and self-evaluation, although academic accuracy increased slightly for both. Implications for research and practice are discussed.
Nonverbal Communication Signals in Behavior-Disordered and Non-Disordered LD Boys and NLD Boys
Authors: Raskind Marshall H. , Drew David E. , Regan John O.
Published: April 2006

The purpose of this study was to determine whether learning disabled boys with social/behavioral problems and learning disabled boys without social/behavioral problems differ from each other and from a group of nondisabled boys in the nonverbal signals they emit during social interaction. Thirty-seven, third-, fourth-, and fifth-grade boys were videotaped during an individually administered interview. A subsequent analysis of videotapes for the presence or absence of 31 nonverbal behaviors revealed that only one of the 31 variables differed significantly among the groups. These results suggest that there is little difference in the nonverbal behaviors displayed by the three groups of students under investigation.
1984–1985 President's Message Council for Learning Disabilities: The Year in Review
Authors: Reid D. Kim
Published: April 2006

This year has been a memorable one for the Council for Learning Disabilities (CLD). Several important innovations are worth highlighting. First, many of the organization's operational procedures have been streamlined. Second, plans are under way to maximize the return on monies in the treasury. Third, an Executive Secretary has been hired to facilitate operations and to provide easy and consistent access to the organization and its leadership. Fourth, several changes have been instituted with respect to the formation of state/province and local chapters. Fifth, improvements have been made in both the financial and editorial policies governing CLD's publications. Finally, a concerted effort to provide leadership on substantive issues facing the field has led to the approval of two new position papers generated by the National Joint Committee on Learning Disabilities (NJCLD) and the development of several CLD-initiated projects.
Story Composition by Learning Disabled, Reading Disabled, and Normal Children
Authors: Nodine Barbara F. , Barenbaum Edna , Newcomer Phyllis
Published: April 2006

Investigations into children's ability to comprehend and compose stories have been increasing steadily during the past 10 years. As a result, a body of information exists that has important implications for educators. In this article we will present background information about the most influential sources in children's understanding of stories. Also, we will report an investigation of the written composition skills of normal and handicapped learners.
Characteristics of LD Students in Iowa: An Empirical Investigation
Authors: Cone Thomas E. , Wilson Lonny R. , Bradley Carol McDonald , Reese James H.
Published: April 2006

This article logs descriptive demographic and psychometric data on 1,839 randomly selected LD students from across Iowa. The data are compared to those from other major descriptive surveys with special emphasis on their relevance for the LD identification issue (Sheppard & Smith, 1981; Ysseldyke, Algozzine, Shinn, & McGue, 1982). In contrast to the results of other studies, nearly 75% of the students in Iowa LD programs met a moderate level of academic discrepancy. Another important finding was the variability among the standard scores for the achievement tests commonly used in LD identification.
System Identification of Learning Disabled Children: Implications for Research Sampling
Authors: Morrison Gale M. , MacMillan Donald L. , Kavale Kenneth
Published: April 2006

System identification of learning disabled (LD) children is discussed in terms of its effect on sampling for research purposes. The identification process that takes place in most schools involves numerous procedures which allow for variability in the way in which children are identified for learning disability services and end up serving as populations for research efforts. The sources of variability are discussed along with recent research supporting the existence of such variability. Variation sources include teacher bias, peer tolerance, socioeconomic background characteristics, prereferral efforts, assessment variability, uncertainty in definitions and criteria for diagnosis, and placement decision-making variability. Implications for sampling system-identified learning disabled populations are discussed in terms of problems related to the use and interpretation of group designs and description of samples. Suggestions are given for reading and interpreting research given existing sampling problems.
Differences between Learning Disabled and Non-Learning Disabled Children in Temperament and Behavior
Authors: Bender W.N.
Published: April 2006

Thirty-five learning disabled third and sixth graders were compared with matched peers using teacher ratings of temperament, problem behavior, and observed classroom behavior. Initial correlations between three temperament factors—task orientation, personal-social flexibility, and reactivity—and other measures demonstrated moderate relationships with teacher ratings of behavior. Group differences were significant on the first temperament factor, task orientation, as well as teacher ratings of several problem behaviors, with each difference favoring the non-LD group. While the MANOVA for observed off-task behavior was not significant, one univariate test of passive off-task time suggested selective impairment for the LD group on this particular behavior.
Software Review
Authors: Wilson Judy
Published: April 2006

The reviews provided in this section will focus on software that is judged by the author to be of high quality and appropriate for use with learning disabled populations. Reviews will contain bibliographic data, a brief description of the product, comments on specific features, items related to product use, and a general reaction to the product. The review information is designed to assist readers in making decisions regarding the appropriateness and use of a given product in their specific settings.
Social Skill Performances of Learning Disabled, Non-Learning Disabled, and Delinquent Adolescents
Authors: Schumaker Jean Bragg , Hazel J. Stephen , Sherman James A. , Sheldon Jan
Published: April 2006

Two controversial issues in the field of learning disabilities concern whether LD adolescents exhibit social skills deficits when compared to their nonhandicapped peers, and whether such deficits have a negative impact on the lives of LD adolescents and young adults. The purpose of this study was to address the first issue by comparing LD adolescents' social skills performances on eight general social skills to the performances of two other groups of youths: a group of nonhandicapped adolescents who were members of a high-school band (non-LD) and a group of court-adjudicated juvenile delinquent adolescents who had been referred for social skills training by their probation officers (JD). Social skills were tested individually in role-playing situations. The results showed that the non-LD youths performed significantly better than the other two groups of youths on seven of the eight skills. The LD youths were found to perform significantly better than the JD youths on only one skill, resisting peer pressure. A discriminant analysis demonstrated that the LD group in this study was heterogeneous with regard to social skills.

The results of the study point to a cause for concern on behalf of those LD youths who perform significantly lower than the non-LD youths, as well as those LD youths who exhibit deficits similar to those of youths who have been referred by society for social adjustment problems (the JD group). One implication of these results is the urgent need for curricula and procedures for social skills training at the secondary level.
Marker Variables: A Search for Comparability and Generalizability in the Field of Learning Disabilities
Authors: Keogh Barbara K. , Major Susan M. , Reid Helen Patricia , Gándara Patricia , Omori Hisako
Published: April 2006

The learning disability field has been plagued by unclear definitional criteria resulting in inconsistencies and confusion regarding research findings and program effects. The concept of marker variables as presented by Keogh et al. may be a means of guiding research and comparing research results. Marker variables may be thought of as a set of core variables which are collected in common by those conducting research within a given field. The identification and adoption of a systematic, cooperative approach to the documentation of research and intervention with learning disabled students would aid in the comparability and generalizability of the findings. This article discusses the concept of marker variables as they are being applied to the learning disability field in the UCLA Marker Variable Project.
Five Faces of Cognition: Theoretical Influences on Approaches to Learning Disabilities
Authors: Hresko Wayne P. , Reid D. Kim
Published: April 2006

The label cognitive has been used to designate five substantially different approaches to the study of learning disabilities: information processing, metacognition, genetic epistemology, cognitive behavior modification, and the specific-abilities model. While four of these recognize the importance of learners' activity and their current knowledge and its organization as the basis for selecting what is to be processed during environmental events, their implications for instructional interventions vary dramatically. Cognitive approaches have already begun to improve our understanding of learning and learning disabilities, whereas the effectiveness of derivative educational interventions remains largely unexplored.
Performance of Learning Disabled and Low Achieving Secondary Students on Formal Features of a Paragraph-Writing Task
Authors: Moran Mary Ross
Published: April 2006

An experimental paragraph-writing task was administered to 26 learning disabled and 26 low achieving students in grades 7 through 10. Writing samples were analyzed for syntactic maturity, productivity and word selection; for conventions such as tense and number markers and number agreement; and for spelling, punctuation and capitalization. Only spelling performance proved significantly different in favor of low achievers. Other formal features previously found to distinguish underachieving learning disabled students from achieving peers failed to discriminate learning disabled students from non-learning disabled students with average intelligence and low achievement.
A Conference Training Model for Learning Disabilities Resource Teachers
Authors: Cohen Sandra B. , Safran Joan
Published: April 2006

The consultative functions of the learning disabilities resource teacher are emphasized in the professional literature. Yet, the delivery of these services is currently less than adequate to meet the mainstreaming needs of regular education personnel. Insufficient training has been targeted as an area contributing to this deficit. Consequently, the present model was designed to train educators for future roles in mainstreaming programs. The development of teaching strategies, communication and conferencing skills through microteaching and simulation are emphasized. Feedback is provided at several interaction points. The design for university training parallels the resource/consultant teacher program implemented in many schools.
Status of SLD Programs: Indications from a Teacher Survey
Authors: Houck Cherry , Given Barbara
Published: April 2006

The status of programs serving students with specific learning disabilities (SLD) was investigated via questionnaires completed by 144 SLD teachers in Virginia. Categories explored included: (1) teachers' knowledge and perceptions of LEA policies and administrative procedures, (2) time allocated to various job-related activities and instructional areas, (3) evaluation of program resources, (4) frequency of communications concerning student educational needs and progress, and (5) teacher recommendations for program improvement. Findings raise serious questions concerning instructional intensity and scope in addition to procedural issues related to compliance with federal and state regulations.
Secondary LD Curricula — A Proposed Framework
Authors: Touzel Susan W.
Published: April 2006

This article presents a framework for a model curriculum for secondary learning disabled students. The framework was developed using a three-round Delphi probe of national experts in secondary LD curriculum. The current status of secondary LD curricula as assessed through a literature review is presented. In addition, discrepancies between existing curricula and the proposed framework are delineated and recommendations for curriculum development are specified.
An Examination of Psychosocial Aspects of Learning Disabled Adolescents
Authors: Kronick Doreen
Published: April 2006

Psychosocial disorders is an area of major concern to practitioners and researchers who work with learning disabled adolescents. The question of whether the behaviors manifested by the secondary learning disabled student are the result of academic failure or frustration still remains undetermined. However, in her comprehensive review of the literature related to this area, Kronick cites support for the position that learning disabled adolescents evidence psychosocial deficits independent of academic failure and frustration. A specification of the salient characteristics of the population is a prerequisite to determining appropriate intervention procedures. The information presented in this article contributes to that prerequisite step for psychosocial programming.
Services for Learning Disabled Adolescents: A Survey
Authors: McNutt Gaye , Heller Ginger
Published: April 2006

This article presents the results of a nationwide survey conducted to determine the types and availability of services being provided to learning disabled adolescents. Results are summarized under three main categories: procedures, services for learning disabled adolescents, and problems and needs. As a consequence of PL 94–142, public schools are moving to comply with the law; thus, much of the data in this survey must continually be updated and reanalyzed.
1980s: A Change in Focus of Reading Comprehension Research: A Review of Reading/Learning Disabilities Research Based on an Interactive Model of Reading
Authors: Weisberg Renee
Published: April 2006

This article contains a review of reading comprehension research since 1980, based on an interactive model of reading, with a focus on reading disabilities / learning disabilities. The interactive model conceptualizes influences on reading comprehension as multifaceted, that is, reader-based, text-based, and situationally based, for example, variables in a given task. The review includes studies which have investigated the influence of readers' prior knowledge of a topic, the influences of text structure and task demands, and metacognitive strategies. Conclusions explain reasons for reading disabled students' need for explicit instruction in understanding what the task is, how to use appropriate procedures, and why the use of metacognitive strategies can help them become more able readers.
A Descriptive Followup Study of Learning Disabled Boys
Authors: Leone Peter , Lovitt Thomas , Hansen Cheryl
Published: April 2006

A followup study of ten pupils five-six years after their enrollment in a special learning disabilities (LD) program is reported. Information presented on these pupils includes direct measures of oral reading, indices of general school performance (e.g., grade point average and attendance), and interview responses. Data are also presented on the performances of a comparison group of students. The results suggest that substantial academic deficits in the elementary grades do not preclude successful high school experiences for LD pupils.
School Behavior Problems of Learning Disabled and Normal Girls and Boys
Authors: Cullinan Douglas , Epstein Michael H. , Lloyd John
Published: April 2006

Girls and boys aged 7 to 12 years, identified as either learning disabled or normal, were rated by their teachers on the Behavior Problem Checklist. Analysis of these ratings revealed that school behavior problems varied by sex and pupil category, and that learning disabled girls and boys showed significantly greater maladjustment than normal girls and boys on the Personality Problem dimension. Results are discussed in terms of implications for further research and special educational practices.
Modality Preference as a Model for Differentiating Beginning Reading Instruction: A Review of the Issues
Authors: Larrivee Barbara
Published: April 2006

This paper reviews accumulated research pertinent to the issue of modality preference as a method for differentiating beginning reading instruction. Research is considered here in the following categories: Studies providing differential instruction based on modality preference; related studies comparing auditory and visual modes as mediational channels; and studies dealing with the extent to which auditory and visual capacities are related to success in beginning reading. The following conclusions are presented: 1) Regardless of the measure used to classify learners, only a relatively small percentage of children showed a marked preference for either modality; 2) most current measurement instruments did not demonstrate the necessary reliability to be used in decisions concerning differential assignment of children to instructional programs; and 3) differentiating instruction according to modality preference apparently did not facilitate learning to read.
Learning Disabilities Research: Defining Populations
Authors: Lovitt Thomas C. , Jenkins Joseph R.
Published: April 2006

This article emphasizes the need of a uniform format for defining the populations selected for research, particularly with disabled individuals. It is maintained that if researchers describe their subject populations according to certain criteria, other researchers would be better able to replicate their efforts and practitioners, in turn, would be more apt to implement their recommendations. It is suggested that researchers explain populations consistently within at least the four following categories: situational variables, demographic variables, instructional variables, and motivational level. The population descriptions from three articles are presented and scrutinized in terms of the four categories.
Students' Views of Instructional Practices: Implications for Inclusion
Authors: Vaughn Sharon , Schumm Jeanne Shay , Klingner Janette , Saumell Linda
Published: April 2006

This study examined middle- and high-school students' perceptions of teacher adaptations to meet the special learning needs of students in the general education classroom. Individual interviews were conducted with 95 middle- and high-school students who represented the following groups: low achievers, average achievers, high achievers, learning disabilities, and English as a second language. All students felt they needed further teacher assistance to learn from their textbooks and that they would benefit from using learning strategies. Students also identified grouping preferences and the types of teacher adaptations they perceived as most helpful. Implications of the findings for inclusion of students with learning disabilities in general education classrooms are provided.
Montague and Rinaldi and Meltzer, Katzir-Cohen, Miller and Roditi: A Critical Commentary
Authors: Reid D. Kim
Published: April 2006

One purpose of this commentary is to highlight what I found to be some of the most intriguing findings of the two studies reported. In keeping with the tenets of critical theory, however, in this commentary I also raise questions about the unacknowledged but complicating factors of race, class, and gender and suggest that important information might be obscured in these (and other) research reports when authors do not report on such variables. A major contribution of both of these studies is their exploration of how students' and teachers' thinking (and by implication, feelings) help to define the educational environment, particularly students' beliefs and actual behaviors. Finally, I suggest that quantitative studies cannot alone provide the depth of information that we need as a field to learn about the productive, generative role of educational practice. Qualitative investigations — especially life histories, interview studies, and ethnographies — could complement this line of research in important ways, mostly by allowing the current, more complicated picture of both self-concept and classroom dynamics to be studied.
An Instructional Program in Comprehension of Narrative Themes for Adolescents with Learning Disabilities
Authors: Williams Joanna P. , Brown Laura G. , Silverstein Ada K. , de Cani John S.
Published: April 2006

These studies describe and evaluate an instructional program designed to help students with learning disabilities learn about the concept of theme, identify themes in stories, and apply themes to real life. Subjects were fifth- and sixth-grade nondisabled students and students with mild learning disabilities (Study 1) and seventh and eighth graders with more severe disabilities (Study 2). In both studies, the program improved comprehension of theme and identification of a specific theme that had been used in instruction. Instructed students were more successful on both measures than students who received no instruction (Study 1) or traditional instruction (Study 2). Applying a theme to real-life situations and identifying and applying themes not included in instruction were more difficult tasks—especially for Study 2 students. However, these students did show improvement on recall of story detail. These findings indicate that even students with severe disabilities can profit from instruction focused on abstract, higher order comprehension when it is geared to their particular instructional requirements.
Effects of Reading Comprehension Interventions for Students with Learning Disabilities
Authors: Talbott Elizabeth , Lloyd John Wills , Tankersley Melody
Published: April 2006

We examined 48 studies of interventions designed to affect the reading comprehension of students with learning disabilities and coded their characteristics and effect sizes. Our analyses revealed that students who received the researchers' experimental methods obtained reading comprehension scores that were higher than those of 87% of students in comparison groups. Strong effects were more likely when students' performance was assessed on lower level comprehension measures, when the study author delivered the interventions, and when the experimental students' performance was compared to that of students who did not receive any special intervention. These results indicate that although effective reading comprehension interventions exist, there are gaps between their use in research and practice.
The Psychiatric Morbidity Hypothesis: A Response to San Miguel, Forness, and Kavale
Authors: Wiener Judith
Published: April 2006

In the Fall 1996 issue of Learning Disability Quarterly, San Miguel, Forness, and Kavale argued that the social skills deficits typically found in studies of children with learning disabilities (LD) are largely due to comorbidity of learning disabilities with psychiatric disorders such as attention deficit hyperactivity disorder (ADHD) and depressive disorder. In my response I review literature which suggests that while children with LD and comorbid ADHD are especially at risk for social skill deficits, there is no evidence supporting increased risk for children with both LD and depression. Furthermore, there is considerable evidence that some children who have LD without psychiatric disorders also have social skill deficits.
The Psychiactric Comorbidity Hypothesis Revisited
Authors: Forness Steven R. , Kavale Kenneth A. , Bauman Stephanie San Miguel
Published: April 2006

In our original article (San Miguel, Forness, & Kavale, 1996), we make the case that children with learning disabilities who have comorbid psychiatric disorders, such as attention deficit hyperactivity disorder (ADHD) or depression, may account for at least some of the differences in social skills observed between LD and non-LD samples. In a response, Wiener (this issue) takes issue with our assumptions about comorbid depression and provides some elaboration on our findings regarding comorbid ADHD. Although depression may not represent a large proportion of comorbidity in LD, the overlap of depression with other comorbid psychiatric disabilities and the possibility of comorbid conditions other than ADHD and depression may prove to be critical factors in the comorbidity hypothesis. Issues in school-identified LD samples and diagnostic criteria for psychiatric diagnoses are also discussed.