bluuebunny/crossref_metadata_2025 huggingface dataset:
The Effects of Computer-Based Attribution Retraining on the Attributions, Persistence, and Mathematics Computation of Students with Learning Disabilities
Authors: Okolo Cynthia M.
Published: December 2008

The purpose of the present study was to examine the impact of attribution retraining, embedded within a mathematics computer-assisted instructional (CAI) program, on students' attributions, persistence, and mathematics computation. Twenty-nine school-identified students with learning disabilities from five urban schools participated in the study. The sample's mean age was 13.3 years. After blocking on initial attributional patterns, students were randomly assigned to a mathematics CAI program that provided either attribution retraining or neutral feedback. Students used their assigned program for eight 30-minute sessions. Results did not support the contention that attribution retraining would have a significant impact on students' attributions. However, students who participated in the attribution retraining condition completed significantly more levels of the program than their counterparts who received neutral feedback. Attribution retraining students also obtained significantly higher scores on a test of problems practiced during the CAI program. These results suggest that attribution retraining may be a desirable addition to the type of feedback typically provided by CAI programs. However, they also highlight the need for further research that examines the conditions under which specific attributions are most advantageous.
Learning Disabilities in New Zealand
Authors: Chapman James W.
Published: December 2008

Learning disabilities (LD) has never been officially recognized as a category of special education in New Zealand. This article discusses the main reasons for the rejection of the LD category. The education system in New Zealand is described, and the nature of special education is outlined to provide a context for considering LD. Attempts by the parent group SPELD (New Zealand Federation of Specific Learning Disabilities Associations) to have “specific learning disabilities” (SLD) recognized in legislation are discussed, along with reasons for the rejection of these attempts by state education officials. It is concluded that LD/SLD will never be recognized as such in New Zealand. The needs of students with LD may potentially be met by new policies for “high incidence” special needs. But teachers' lack of skills and strategies for working with a range of learning difficulties is seen as an impediment to students with LD being adequately helped in the foreseeable future.
A Follow-Along Study of Postsecondary Outcomes for Graduates and Dropouts with Mild Disabilities in a Rural Setting
Authors: Karpinski Michael J. , Neubert Debra A. , Graham Steve
Published: December 2008

Eighty-six students with mild disabilities living in a rural area who had graduated (n=52) or dropped out of (n=34) high school were interviewed at two points in time (7 months apart) about their employment, residential status, and participation in postsecondary education and training programs. Information was also collected on students' high school experiences (educational, vocational, and work) and the reasons they dropped out of school. Of the students who had graduated (Caucasian=26, black=25, and other=1), 31 were male and 21 were female. Of the students who had dropped out (Caucasian=18, black=15, and other=1), 22 were male and 12 female. It was found that the majority of graduates and dropouts were employed full-time at both interviews, and held jobs that paid above minimum wage and provided employee benefits, as well. Nevertheless, by the time of the terminal interview, graduates had worked proportionally more time since high school than dropouts and had been employed in their current job more than twice as long. Neither group of former special education students was particularly active in pursuing postsecondary education or training programs. Finally, these former students had participated in a limited range of educational and vocational experiences during high school, both in terms of diploma tracks and vocational education programs. The implications of the findings for long-term employment and community adjustment are discussed.
The Relationship Between Phonological Codes on Memory and Spelling Tasks for Students With and Without Learning Disabilities
Authors: Swanson H. Lee , Ramalgia Janet M.
Published: December 2008

The purpose of the study was to determine the degree to which 31 (23 boys and 8 girls) 13-year-old children with learning disabilities from Grades 7, 8, and 9 were comparable to younger (9-year-old) reading-and spelling-matched controls in (a) phonological similarity effects, (b) phonetically based misspellings, and (c) relationships between memory and spelling performance. Children with reading disabilities and reading-recognition-matched controls, subgrouped by spelling ability, were compared on their memory for phonetically similar and dissimilar word lists and types of spelling errors. The results indicate that children with reading disabilities who are matched to younger children on both reading recognition and spelling ability exhibit normal phonological effects on memory and spelling measures. Within each reading group, low spellers produced more semiphonetic errors than high spellers, and high spellers produced more phonetic errors than low spellers. Significant correlations between memory and spelling error measures were more frequent for children with reading disabilities when compared to controls matched on reading and spelling ability. It was concluded that the phonological performance of reading/spelling-matched children with reading disabilities is characterized by an overreliance on phonological codes, whereas their counterparts' performance reflects independent and less generalizable use of phonological substrates across tasks.
Promoting Access, Accommodations, and Independence for College Students with Learning Disabilities
Authors: Brinckerhoff Loring C. , Shaw Stan F. , McGuire Joan M.
Published: December 2008

This article focuses on the four primary issues that directly affect service delivery to students with learning disabilities in postsecondary settings, including (a) How are high school and postsecondary settings different? (b) How are eligibility and access determined? (c) How are reasonable accommodations determined? and (d) How can the independence level of college students with learning disabilities be fostered? Each of these issues will be discussed within the context of the student's transition from high school, where Public Law 94-142 is in effect, to college, where Section 504 of the Rehabilitation Act of 1973 applies.
Identifying Alterable Patterns in Employment Success for Highly Successful Adults with Learning Disabilities
Authors: Gerber Paul J. , Ginsberg Rick , Reiff Henry B.
Published: December 2008

Adults with learning disabilities were studied to ascertain the patterns of successful functioning that promoted high levels of vocational success. This area of research has been neglected in the developing research base on adults with learning disabilities. In this study of 46 highly successful and 25 moderately successful adults with learning disabilities using ethnographic interviews, it was found that the overriding theme was control and that control was sought through the pursuit of two sets of themes---internal decisions and external manifestations. These themes transcended the entire sample, and the clear difference between the groups was the degree of attainment on the various elements the themes comprised. These elements and themes are discussed and a model of successful vocational functioning is developed and explained.
The Relationship of Phonological Awareness, Rapid Naming, and Verbal Memory to Severe Reading and Spelling Disability
Authors: Cornwall Anne
Published: December 2008

The present study examined the relationship of phonological awareness, naming speed, and verbal memory to the scores obtained from five tests assessing word attack, word identification, reading comprehension, and spelling skills in 54 children with severe reading disabilities (48 boys and 6 girls; M age = 9 years, 7 months). Multiple regression analyses indicated that the best predictor of achievement across the five academic tests was the Verbal Comprehension factor from the Wechsler Intelligence Scale for Children-Revised. Age, socioeconomic status (SES), and externalizing behavior problems were also significant predictors of achievement, depending on the academic measure. After controlling for age, SES, behavior problems, and intelligence, the phonological awareness task added significantly to the prediction of word attack, spelling, and reading comprehension scores; rapid letter naming added significantly to the prediction of word identification and prose passage speed and accuracy scores; and a word-list memory task added significantly to the prediction of word recognition scores. These results suggest that several independent processes interact to determine the extent and severity of reading problems.
The External Validity of Age- Versus IQ-Discrepancy Definitions of Reading Disability
Authors: Pennington Bruce F. , Gilger Jeffrey W. , Olson Richard K. , DeFries John C.
Published: December 2008

Recent research has raised the question of whether age- and IQ-discrepancy forms of reading disability (RD) are distinguishable in terms of either their underlying linguistic deficit or their response to treatment, thus threatening the external validity of the traditional distinction between specific reading retardation and reading backwardness. The present study pursued the external validity of this distinction in three domains: (a) genetic etiology, (b) sex ratio and clinical correlates, and (c) neuropsychological profiles. Each of these domains was explored in the RD (n=640) and control (n=436) twins participating in the Colorado Reading Project (514 males, 562 females, with an overall mean age of 12.42 years). Little evidence for external validity was found in terms of the clinical correlates of attention deficit-hyperactivity disorder (ADHD), immune disorders, or handedness. Most importantly, there was no evidence of differential genetic etiology of the two phenotypes in this sample, in that deficits in both phenotypes were similarly heritable (h2g=.40 and .46 for age and IQ phenotypes, respectively) and the genetic correlation between them was high (rG=.88 to .96). However, the genetic and neuropsychological profile analyses did suggest that age- and IQ-discrepancy definitions of RD may relate differentially to component reading processes, such as phonological awareness and orthographic coding.
Tourette Syndrome and Learning Disabilities
Authors: Burd Larry , Kauffman David W. , Kerbeshian Jacob
Published: December 2008

We reviewed the records of 42 consecutive cases of children with Tourette Syndrome (TS) who had IQs above 70, and contrasted the reading, reading comprehension, math, and spelling quotients with IQ scores to determine how many would meet criteria for a learning disability. The mean IQ of the 35 males and 7 females was 94.4 and was higher than the mean math score (82.8), spelling score (90.4), reading score (87.4), and reading comprehension score (853). Using a 1.5 standard deviation discrepancy, 51% met criteria for learning disability in at least one academic area; 21% had a 2-standard-deviation discrepancy. Children with TS frequently have learning disabilities, and assessment of academic achievement should be a routine aspect in the evaluation of such children.
Comparison of Visual-Spatial Performance Strategy Training in Children with Turner Syndrome and Learning Disabilities
Authors: Williams Janet K. , Richman Lynn Charles , Yarbrough Donald B.
Published: December 2008

This study examined the effects of a verbal mediation strategy on three groups of subjects who had visual-spatial deficits. Thirteen females with Turner syndrome, 13 females with nonverbal learning disabilities, and 14 males with nonverbal learning disabilities, who ranged in age from 7 to 14 years, were taught via a cognitive behavioral modification approach to verbally mediate a spatial matching task. Pretest and posttest performance differences on parallel forms of a visual-spatial orientation task were examined. All three groups showed significant improvement in visual-spatial task performance after the training. There were no significant differences in the degree of improvement among the three groups. The results suggest that children with Turner syndrome may benefit from problem-solving strategy training in a manner similar to children with nonverbal learning disabilities.
Undergraduate Admission Policies, Practices, and Procedures for Applicants with Learning Disabilities
Authors: Spillane Stephen A. , McGuire Joan M. , Norlander Kay A.
Published: December 2008

This study examined (a) the academic and nonacademic criteria used by admission personnel to determine the eligibility of undergraduate applicants with learning disabilities, (b) agreement of criteria used by institutions of varying competitiveness, and (c) the frequency with which admission personnel conduct validity studies on these criteria. A nonrandom sample consisting of 66 state universities and colleges in the Northeast was surveyed. The results suggest that the academic and nonacademic criteria employed are similar to those employed for applicants without learning disabilities, the criteria used by different types of institutions differ significantly, and admission personnel do not conduct validity studies. Further clarification and validation of admission criteria appears warranted.
Students with Learning Disabilities in the University Environment
Authors: Houck Cherry K. , Asselin Susan B. , Troutman Gretchen C. , Arrington Jane M.
Published: December 2008

This study examines faculty and student perceptions regarding university students with learning disabilities, sensitivity to such students' special needs, accommodations, and the perceived impact of a learning disability. Results reveal a general sensitivity to the special needs of students with learning disabilities; however, group differences suggest several areas warranting further attention.
Neurocognitive Aspects of Pediatric Sickle Cell Disease
Authors: Brown Ronald T. , Armstrong F. Daniel , Eckman James R.
Published: December 2008

Studies pertaining to the neurocognitive functioning and learning of children in whom sickle cell disease is diagnosed are reviewed, and findings suggest diffuse neurocognitive deficits, with much variability across subjects. A hypothesis is presented about the cumulative nature of such deficits in children who have not sustained cerebral vascular accidents. Important methodological shortcomings in the literature are identified and recommendations are made for future neurocognitive research with children in whom sickle cell disease has been diagnosed. Studies pertaining to the psychosocial development of these children are also reviewed, and it is concluded that behavioral problems, low self-esteem, and disturbances of body image are frequently characteristic of these children. Recommendations are made including early special education and psychosocial intervention programs for children with sickle cell disease.
Instructional Practices in Mainstreamed Secondary Classrooms
Authors: Ellett Linda
Published: December 2008

This study examined the skills of secondary students that teachers considered necessary for success in mainstreamed regular education classrooms and intervention strategies teachers would be willing to use. Teachers (N=89) from three high schools rated the importance of 14 student skills and the reasonability of 35 intervention strategies. Student skills deemed important included following directions, coming to class prepared with materials, using class time wisely, and making up assignments and tests. Factor analysis of intervention strategy results revealed seven factors: using supplemental resources; simplifying instruction; providing support and extra instructional cues; enhancing classroom behavior management; facilitating grade improvement; modifying learning environment; and teaching study skills and providing a positive, cooperative learning environment. Secondary teachers appear to prefer intervention strategies that they can implement in their own classroom, that can apply to all students, and that require little extra time.
A Neuropsychological Approach to the Bannatyne Recategorization of the Wechsler Intelligence Scales in Adults with Learning Disabilities
Authors: Katz Lynda , Goldstein Gerald , Rudisin Susan , Bailey Daniel
Published: December 2008

An investigatwn was conducted of the diagnostic ability of the Bannatyne recategorization of the Wechsler Mult Intelligence Scale-Revised (WAIS-R) into spatial, verbal-conceptual, and sequential components for adults with learning disabilities. A comparison among neuropsychological, intelligence, and achievement test data was made to evaluate the applicability of this recategorization. The Luria-Nebraska Neuropsychological Battery (LNNB), the WAIS-R, and the Wide Range Achievement Test-Revised (WRAT-R) were administered to 103 adult subjects with learning disabilities. The LNNB scales were cluster analyzed, and cluster membership was cross-tabulated against WAIS-R, WRAT-R, and demographic data. The major findings were that (a) the mean scores fit the Bannatyne pattern in two of the four clusters; and (b) the Bannatyne pattern was found in only about 20% of the total sample. It was concluded that identification of the Bannatyne pattern is of diagnostic utility, but its absence is inconclusive.
Pediatric HIV Infection: A Neuropsychological and Educational Challenge
Authors: Armstrong F. Daniel , Seidel John F. , Swales Thomas P.
Published: December 2008

Pediatric acquired immunodeficiency syndrome (AIDS) and human immunodeficiency virus (HIV) infection will soon be the primary infectious cause of perinatally acquired developmental disabilities in the United States. HIV encephalopathy and a variety of opportunistic infections, neoplasms, and vascular changes associated with pediatric HIV infection create a high probability of neuropsychological impairment among preschool and school-age children infected perinatally. Although the use of antiretrovirals may moderate some of the functional difficulties faced by these children, specific neuropathological and neuropsychological deficits are likely to remain. Treatments that prevent the central nervous system (CNS) effects of HIV have yet to be identified. As the epidemic progresses among women of child-bearing age, well-controlled developmental studies are needed to further clarify the relationship between HIV and child development, and to aid professionals in developing appropriate, school-based educational plans.
Arithmetic Disabilities, Specific and Otherwise
Authors: Rourke Byron P.
Published: December 2008

From a neuropsychological perspective, this article summarizes research that addresses some of the developmental interactions of disabilities in reading, spelling, and mechanical arithmetic. The focus is on two subtypes of children with learning disabilities who exhibit equally impaired levels of arithmetic achievement, but with vastly different patterns of neuropsychological assets and deficits. Qualitative as well as quantitative analyses lead to the conclusion that one of these patterns of neuropsychological assets and deficits (i.e., the nonverbal learning disabilities syndrome; NLD) leads—at the same time and in much the same manner—to specific patterns of impairment in mechanical arithmetic and in psychosocial functioning. The other pattern (Group R-S) is found to lead to particular patterns of academic deficits (including arithmetic), but not to any particular level or type of psychosocial dysfunction. The manifestations of the NLD profile in various types of neurological disease, disorder, and dysfunction are also explored.
A Four-Year Longitudinal Investigation of the Social Skills and Behavior Problems of Students with Learning Disabilities
Authors: Vaugh Sharon , Zaragoza Nina , Hogan Anne , Walker Judy
Published: December 2008

This longitudinal, prospective study investigated the social skills and behavior problems of three groups of students (10 students per group) from kindergarten through third grade: learning disabilities (LD), low achievement (LA), and average/high achievement (A/HA). Social skills and behavior problem rating scales were completed by teachers on all students during kindergarten through third grade. Students in the LD and LA group exhibited significantly lower social skills and higher levels of behavior problems than their A/HA peers, but no significant differences for either measure were found between the LD and LA groups. Scores on the cooperating/responding factor of the social skills rating scale increased over time, but scores on the outgoing/initiating factor of the social skills rating scale did not change significantly over time. Discussion focused on the finding that students in the LD and LA groups did not differ significantly on social skills or behavior problems over time, though both groups demonstrated more behavior problems and lower social skills than the A/HA students.
Referral-to-Placement Ratio: A Finding in Need of Reassessment?
Authors: Fugate David J. , Clarizio Harvey F. , Phillips S.E.
Published: December 2008

Previous research has reported that the number of evaluated children placed in special education is as high as three out of four. The purpose of the present study is to reassess, extend, and update referral-to-placement research. Subjects consisted of 236 predominantly white children referred for special education evaluation from 12 suburban and rural school districts. Of the 236 pupils referred, 128 were diagnosed as learning disabled (LD) by a multidisciplinary team (MDT). The 128 students identified as eligible for services for students with LD had a mean 1Q of 96.43 and a mean age of 10.2. The majority of the subjects were male (70%). The results suggest that the number of students referred who are actually placed is lower (approximately one out of two) than previously reported. It is concluded that further research is needed to verify the current referral-to-placement ratio and to explore the factors influencing this ratio.
Fostering Critical Thinking Skills in Students with Learning Disabilities: An Instructional Program
Authors: Leshowitz Barry , Jenkens Karen , Heaton Shauna , Bough Tracy L.
Published: December 2008

An instructional unit was developed to enhance the critical thinking skills of middle school and high school students with learning disabilities by teaching them the principles of scientific reasoning. Student-teacher dialogues were used to engage the students in an active process of critical inquiry. Students analyzed everyday information presented in brief magazine articles and advertisements by applying the principles of the scientific method. The students made statistically significant improvements in their ability to (a) identify the principal claim made in an article or advertisement, (b) graph the relevant data, and (c) evaluate the claims made in the article and explain their support or rejection of the claims based on data. After the instructional unit, the overall performance of the special education students exceeded that of a control group composed of regular education students who had not received instruction in critical thinking.
Dyslexia
Authors: Sawyer Diane J.
Published: December 2008

The articles collected into this special series on dyslexia were originally prepared for the third annual Perspectives on Dyslexia conference held at Middle Tennessee State University in Murfreesboro, Tennessee, in April 1992. That conference was sponsored by the Katherine Davis Murfree Chair of Excellence in Dyslexic Studies as part of its charge to keep educators in Tennessee informed of some of the most recent research findings regarding dyslexia.
Phonological Processes, Confrontational Naming, and Immediate Memory in Dyslexia
Authors: Ackerman Peggy T. , Dykman Roscoe A.
Published: December 2008

A group of poor readers classified as dyslexic by age/IQ discrepancy criteria (n=42) were contrasted with two clinic control groups: 56 adequate-for-age readers with attention deficit disorder (ADD) and 21 poor-for-age readers not meeting the IQ discrepancy criterion (slow/borderline group). The children (33 girls, 86 boys) ranged in age from 7.5 years to 12 years. Variables chosen for study included simple and complex phonological processing, speech rate, continuous naming speed, running memory span, serial memory span, and mental addition. Evidence is presented that the two poor reader groups are distinguishable. Unlike the dyslexic group, the slow/borderline group did not differ from the ADD group on three key measures: simple auditory phonological sensitivity, continuous naming speed, and running memory span. Stepwise regression to predict word list reading level showed that once age and verbal IQ were removed (51% of variance), these three key measures accounted for an additional 22% of the variance (R=0.86, R2=0.73). The single best predictor of word list reading level was nonsense word list reading level, which was explained by the same set of five variables that explained real word reading (R=0.77, R2=.60). Severity of attentional problems was not linearly related to reading skill in this clinic sample.
Adolescents with Learning Disabilities
Authors: McPhail Jean C.
Published: December 2008

The subjective experiences of adolescents with learning disabilities (LD) were compared to those of their low-achieving and normally achieving peers. Three groups of juniors and seniors from one suburban high school district, 18 students with learning disabilities (15 males, 3 females), 17 low-achieving students (12 males, 5 females), and 20 average-achieving students (12 males, 8 females), were given electronic pagers and booklets for 1 week. They were signaled every 40 minutes during school hours, and every 2 hours after school. As soon as possible after receiving a signal, they responded to questions in their booklets. The questions provided subjective measures on levels of affect, activation, cognitive efficiency, self-esteem, motivation, and feedback from others. The students with learning disabilities reported feeling more positive and active than either of the other groups during school hours, while after school there were no differences on any of the subjective measures for the three groups. Specific LD school practices are highlighted for their probable impact on the heightened affect and activation of the students with learning disabilities.
Eye-Movement Rhythmicity and Reading Comprehension
Authors: Fletcher James
Published: December 2008

The purpose of these two studies was to examine the rhythmical patterns displayed by subjects with and without reading disabilities while they were reading (Study 1), and to vary rhythmicity through priming and observe the effects on parsing ability using eye-movement and comprehension measures (Study 2). Rhythmicity during silent reading was operationalized by tnanscribing eye-movement measures into pitch, rhythm, and rests. In Study 1, 17 subjects with reading disabilities and 15 control subjects (M age = 15, male = 60%) parsed 20 flawed and control sentences. In Study 2, 35 control subjects (M age = 21, male = 43%) parsed 9 phrases from familiar songs under one of three rhythm-priming conditions. Results (Study 1) indicated significant differences in rhythm patterns. Subjects with reading disabilities exhibited rhythm variability, unpredictability, and lethargic tempos. In Study 2, significant differences across priming conditions were found, with primed subjects exhibiting improved parsing and comprehension. Rhythm may be an organizational substrate for syntax.
Getting Caught in Misconduct
Authors: Pearl Ruth , Bryan Tanis
Published: December 2008

This study examined adolescents' conceptions about how to respond after being caught in misconduct, in order to determine whether students with learning disabilities differ from non-disabled students in their beliefs regarding apprehension. A total of 88 students with learning disabilities (62 male, 26 female) and 84 nondisabled students (45 male, 39 female) were interviewed about 10 scenarios in which a teenager was caught by authorities after participating in misconduct, either alone or with a peer. The mean age of the students was 16 years (SD = 1.4). The results indicated that the students with learning disabilities were significantly more likely than other students to suggest escaping and less likely to suggest accepting the consequences, although the differences were not great. The implications of these findings are discussed.
Neuropsychological Differences Between College Students with Learning Disabilities and Those with Mild Head Injury
Authors: Beers Sue R. , Goldstein Gerald , Katz Lynda J.
Published: December 2008

College students with learning disabilities (LD) and those with a history of mild head injury (MHI) are two groups whose learning problems are not adequately addressed. We administered a comprehensive battery of neuropsychological, psychological, and academic achievement tests to college students with learning problems (LD, n = 35; MHI, n = 25) and a control group (n = 22), and completed a series of discriminant function analyses. A combination of six neuropsychological and psychoeducational test variables produced statistically significant differences among the three groups. The instruments were sensitive to LD, MHI, and the differences between them. The students with LD performed poorly on linguistically oriented psychoeducational tests, whereas the students with MHI showed cognitive deficits in visual-spatial skills and in the areas of attention, memory, and novel problem solving. Differential interventions addressing these deficits appear to be indicated.
A Comparison of Neuropsychological Test Profiles of Children with Attention Deficit—Hyperactivity Disorder and/or Learning Disorder
Authors: Korkman Marit , Pesonen Aino-Elina
Published: December 2008

The study compared 8-year-old children with pure attention deficit-hyperactivity disorder (ADHD) (n = 21), specific learning disorder (LD) (n = 12), and both (ADHD + LD) (n = 27) on a comprehensive set of neuropsychological measures. The tests were mainly derived from a new neuropsychological instrument, the Neuropsychological Assessment of Children. The children with ADHD were specifically impaired in the control and inhibition of impulses; the children with LD were impaired in phonological awareness, verbal memory span, and storytelling, as well as in verbal IQ. Children with both showed all of these deficiencies; they also had more pervasive attention problems and more visual—motor problems than the two other groups. All groups exhibited impaired performance in tasks of visual-motor precision and name retrieval. The latter finding may involve two different mechanisms, one related to linguistic impairment and possibly contributing to reading and spelling problems, and the other related to attentional problems.
Determining Reasonable Academic Adjustments for College Students with Learning Disabilities
Authors: Scott Sally S.
Published: December 2008

Federal law and the implementing regulations have established that appropriate academic adjustments must be provided to college students with learning disabilities in order to ensure meaningful access to higher education. However, federal law is necessarily broad and offers no guidance in how to consider accommodation requests for individual students in specific contexts. To address this issue, legal tenets from federal and case law were examined, and existing guidelines for weighing accommodation requests were reviewed. Recommendations were proposed for determining appropriate academic adjustments for college students with learning disabilities, and persisting issues were discussed.
Effects of Classwide Curriculum-based Measurement and Peer Tutoring
Authors: Phillips Norris B. , Fuchs Lynn S. , Fuchs Douglas
Published: December 2008

Recent research and development has integrated computer-managed classwide curriculum-based measurement (CBM) and peer tutoring (PT) to help general educators adapt instruction to address the diverse needs of their students. The purpose of this study was to gain insight into the teachers' perspective on the advantages and disadvantages of these methods. Twenty general education teachers participating in a project that combined CBM and PT were interviewed regarding (a) ways in which the project had affected their students and their instruction, (b) their level of satisfaction with the project, and (c) shortcomings of the project. An unusual feature of this study was that in attempting to take advantage of the insider information possessed by the educators, we involved the teachers in developing the actual interview questions. Teachers specified a large number of academic, social, and instructional benefits of the methods, and they identified several weaknesses that should be addressed. Implications are discussed in terms of the development of other educational innovations and the use of CBM and PT in general education classrooms that include students with learning disabilities.
Mathematical Outcomes of Attention-Deficit Hyperactivity Disorder
Authors: Zentall Sydney S. , Smith Yvonne N. , Lee Yung-bin B. , Wieczorek Cheryl
Published: December 2008

We assessed the academic performance and behavior of 121 nondisabled elementary boys and 107 boys with attention-deficit hyperactivity disorder (ADHD), ages 7.4 through 14.5 years. Students completed computer-generated tasks of reading, computation, and math problem solving, and we recorded two performance measures (accuracy and speed) and three behavioral measures (vocalizations, head movements, and bottom movements). Our purpose was to determine the effects of ADHD on conceptual and computational math. For greater precision than has been available in past math research, we held reading and problem structure constant, while recording speed of processing, number recognition, and motor response. Our analysis yielded significantly lower problem-solving scores in specific math concepts and slower computational performance for the boys with ADHD. These findings demonstrated the educational implications of attention deficit disorders for mathematical skill and the need for interventions that are geared more specifically to these deficits, and that also provide accommodations for reading complexity and length, visual—motor skill, feedback, and self-pacing.
Homework and Students with Learning Disabilities and Behavior Disorders
Authors: Jenson William R. , Sheridan Susan M. , Olympia Daniel , Andrews Debra
Published: December 2008

This article provides a limited review of the effects of homework on students with disabilities, the essentials of effective homework programs, and variables that affect home---school partnerships. The emphasis is on students with learning disabilities and behavior disorders who are at risk for academic failure and poor school adjustment. The authors introduce the University of Utah Homework Partners series, which highlights three homework packages: a cooperative learning teams---based approach for classrooms, a package to train parents to be positive academic tutors for their children, and a systematic program to train parents in effective homework practices. The latter package is the major focus of this article because it emphasizes home-school partnerships for students with disabilities. Sanity Savers for Parents: Tips for Tackling Homework is a training program that teaches parents how to assess, design, and troubleshoot an effective in-home homework program for their child. The overall emphasis of this program is on practical interventions that are positive and motivating and include a home-to-school link to maximize the generalization of effects for students with learning and behavior disabilities.
Practices and Attitudes of Postsecondary LD Service Providers in North America
Authors: Yos Deborah S. , Shaw Stan F. , Cullen Joseph P. , Bigaj Stephen J.
Published: December 2008

A nationwide survey of 510 postsecondary LD service providers was conducted to determine (a) the types of interventions utilized by service providers, and (b) their attitudes toward the needs of adults with learning disabilities. The results of this study revealed that an educationally diverse group of professionals have been given the responsibility of developing programs and providing direct instruction to individuals with LD. The proliferation of services found in this survey is analogous to a “menu” of options, with little or no philosophical base. Findings suggest that service providers should be encouraged to utilize interventions that lead to self-determination and independence for adults with LD.
Naming Speed in Children with Dyslexia
Authors: Fawcett Angela J. , Nicolson Roderick I.
Published: December 2008

A series of tests of naming speed in discrete reaction time format were undertaken by seven groups of children: three groups with dyslexia with mean ages 8, 13, and 17 years; three groups of normally achieving children matched for age and IQ with the dyslexic groups; and a group of 10-year-old children with mild learning dificulties (slow learners) matched for reading age with the youngest dyslexic group. The children with dyslexia were significantly slower than even their chronological age-matched controls, and equivalent to their reading age-matched controls, on naming colors, digits, and letters, and significantly slower than even their reading age-matched controls on naming pictures of common objects. Overall, performance of the 17-year-old children with dyslexia was closest to that of the 8-year-old controls. Performance of the slow learners was equivalent to that of the youngest children with dyslexia. The results show that children with dyslexia have persistent-and unexpectedly severe-problems in naming speed for all stimuli, regardless of whether or not the stimulus requires grapheme-phoneme decoding.
Hemisphere-Specific Treatment of Dyslexia Subtypes
Authors: Van Strien Jan W. , Stolk Brigitte D. , Zuiker Sandra
Published: December 2008

Twenty children (12 boys, 8 girls; mean age = 10.4 years) with P-type dyslexia (accurate but slow and fragmented reading) and 20 children (12 boys, 8 girls; mean age = 10.3 years) with L-type dyslexia (hurried, inaccurate reading) were treated with visual hemisphere-specific stimulation employing the HEMSTIM computer program. Stimulation was produced by presenting words to the left (L-dyslexia) or to the right (P-dyslexia) visual field. Children in the control condition received treatment with neutral words, whereas children in the experimental condition received treatment with anxiety-laden words. After treatment, the children with L-dyslexia in the experimental group made fewer substantive errors and more fragmentations on a text-reading task than did the children with L-dyslexia in the control group. The results are explained as being the consequence of additional activation of the right hemisphere caused by the anxiety-laden words. It is concluded that children with L-dyslexia can benefit from the use of such words in the HEMSTIM program.
Developmental Right-Hemisphere Syndrome
Authors: Tsur Varda Gross , Shalev Ruth S. , Manor Orly , Amir Naomi
Published: December 2008

We report the clinical characteristics of the developmental right-hemisphere syndrome (DRHS), a nonverbal learning disability, in 20 children (9 girls and 11 boys; mean age = 9.5 years) who also manifested attention-deficit/hyperactivity disorder (ADHD), severe graphomotor problems, and marked slowness of performance. Diagnostic criteria for this study included (a) emotional and interpersonal difficulties; (b) paralinguistic communication problems; (c) impaired visuospatial skills, verbal IQ > performance IQ, and verbal IQ · 85; and either (d) dyscalculia or (e) neurological signs on the left side of the body. In this group, verbal IQ was significantly higher than performance IQ (106.6 · 13.0 vs. 85.1 · 13.1, respectively, p < .01). Arithmetic was the lowest score among the verbal subtests (7.8 · 3.5, p < .01) and Geometrical Design was the lowest score among the performance subtests (5.8 · 1.7). Thirteen children had soft neurological signs on the left side of the body. ADHD was seen in all 20 children, marked slowness of performance in 16, and severe graphomotor problems in 18. The latter two features have not been previously described as part of DRHS.
Comorbidity of Reading and Mathematics Disabilities
Authors: Light Jacquelyn Gillis , DeFries John C.
Published: December 2008

Although children with learning disabilities frequently manifest comorbid reading and mathematics deficits, the cause of this comorbidity is unknown. To assess the extent to which comorbidity between reading and mathematics deficits is due to genetic and environmental influences, we conducted a twin study of reading and mathematics performance. Data from 148 identical and 111 fraternal twin pairs in which at least one member of the pair had a reading disability were subjected to a cross-concordance analysis and also fitted to a bivariate extension of the basic multiple regression model for the analysis of selected twin data. Results of these analyses suggest that genetic and shared-environmental influences both contribute to the observed covariance between reading and mathematics deficits.
Use of a Check-off System to Improve Middle School Students' Story Compositions
Authors: Martin Kerri F. , Manno Carla
Published: December 2008

This study examined the effects of a self-management procedure designed to teach three 13-to 14-year-old middle school boys with learning and behavior problems to improve the completeness (inclusion of identified story elements) and quality (organization and coherence) of their story compositions. The procedure was based on two strategies: teaching the students to plan stories composed in a narrative style, and teaching them to monitor the inclusion of elements from the plan with a check-off system. A multiple baseline design was used to assess the effectiveness of the procedure, and a combination of holistic and atomistic ratings was used to assess the completeness and quality of the students' written work. Results indicated that stories were more complete when students used a simple check-off system to plan and monitor their work. In addition, there was a moderate correlation between the atomistic and holistic measures used to assess stories, with the total number of words written correlating most strongly (r = .49) with the overall rating for story quality.
Student Assistant for Learning from Text (SALT)
Authors: MacArthur Charles A. , Haynes Jacqueline B.
Published: December 2008

Student Assistant for Learning from Text (SALT) is a software system for developing hypermedia versions of textbooks designed to help students with learning disabilities and other low-achieving students to compensate for their reading difficulties. In the present study, 10 students with learning disabilities (3 young women and 7 young men ages 15 to 17) in Grades 9 and 10 read passages from a science textbook using a basic computer version and an enhanced computer version. The basic version included the components found in the printed textbook (text, graphics, outline, and questions) and a notebook. The enhanced version added speech synthesis, an on-line glossary, links between questions and text, highlighting of main ideas, and supplementary explanations that summarized important ideas. Students received significantly higher comprehension scores using the enhanced version. Furthermore, students preferred the enhanced version and thought it helped them learn the material better.
Using an Extracurricular Physical Activity Program to Enhance Social Skills
Authors: Bluechardt Mary H. , Shephard Roy J.
Published: December 2008

Roy J. Shephard The value of an individually supervised physical activity program with a strong social skills component was examined for 45 students with learning disabilities (34 boys, 11 girls; mean age = 9.4 ±1.1 years). Subjects were randomly divided into an experimental group of 23 students who received two 90-minute exercise sessions for each of 10 weeks, and a control group of 22 students who received equal individualized attention through extra academic instruction. Scores for the Bruininks-Oseretsky test of motor proficiency, teacher ratings of social behavior, and self-perceptions of academic and nonacademic competence showed strong effects of time, but no substantial time treatment interaction. Time effects on social behaviors persisted 3 months following treatment, suggesting that they reflected extra attention, rather than an expectancy, or halo, effect. There would seem to be merit in further exploring the value of extra attention, which here was provided to students with learning disabilities by volunteers with limited formal training.
Learning Disabilities, Employment Discrimination, and the ADA
Authors: Anderson Peggy L. , Kazmierski Stefan , Cronin Mary E.
Published: December 2008

The Americans with Disabilities Act (ADA) of 2990 was intended to prohibit discriminationagainst individuals wifh disabilities. Although the scope of this legislation is broad, there are aspects of Title I and Title I1 of the ADA that may be of particular interest f o persons with learning disabilities who are preparing for employment. This article discusses those aspects and presents case studies to demonstrate how the ADA could potentially be applied to typical situations. Suggestions are given for individuals with learning disabilities, their parents, and teachers with regard to employment preparation in seconda y and postseconda y settings.
Information-Processing Patterns in Specific Reading Disability
Authors: Watson Catherine , Willows Dale M.
Published: December 2008

This research investigated specific processing strengths and weaknesses among three groups of readers who ranged in age from 6 through 10 years. The first-grade unsuccessful and the older unsuccessful readers had similar information-processing patterns, whereas collectively they differed significantly from the first-grade successful readers on short-term auditory/working memory and decoding/encoding. When separately compared to the controls, the age-matched high-risk group showed additional weakness in rapid automatized naming, and the reading-level-matched older disabled group showed additional weakness in phonological coding as well as visual sequential memory. Examination of second-level classifications using cluster analysis suggested the presence of three potential subtypes among the 50 poor readers. All were characterized by difficulty in what was interpreted as symbolic processing/memory (Subtype 1), which occurred in combination with visual processing deficiencies (Subtype 2) and with deficits in both visual processing and rapid automatized naming (Subtype 3).
Contrast Sensitivity Differences Between Proficient and Disabled Readers Using Colored Lenses
Authors: Spafford Carol S. , Grosser George S. , Donatelle Joseph R. , Squillace Steven R. , Dana Jon P.
Published: December 2008

Colored overlays or lenses (e.g., Irlen lenses) have been used in attempts to remediate reading difficulties. The present study included four middle-socioeconomic status (SES) adults and four middle-SES children with reading disabilities as well as an equal number of nondisabled readers of the same age groups and SES. Examined were (a) the relationship of wavelength (lens color) to visual grating performance, (b) the effect of reading disability on performance with each lens-color/luminosity-grating combination, (c) group performances on a visual detection task with the clear and chromatic lenses, and (d) peripheral retinal brightness thresholds. The spatial frequency of the gratings (and not the lens color) permitted subjects with reading disabilities to be differentiated from the proficient readers. Subjects with reading disabilities displayed significantly lower contrast sensitivity when tested with sine-wave gratings, as well as displaying higher brightness thresholds in the peripheral retina.