bluuebunny/crossref_metadata_2025 huggingface dataset:
Gerrardinaceae: a new family of African flowering plants unresolved among Brassicales, Huerteales, Malvales, and Sapindales
Authors: Alford Mac H.
Published: May 2010

A new family of flowering plants, Gerrardinaceae M. H. Alford, is created for Gerrardina Oliver, an African genus of two species formerly allied to tribe Homalieae of Flacourtiaceae. Unlike Homalieae, now placed in Salicaceae s.l. (Malpighiales), Gerrardina has cunonioid leaf teeth, a cupular receptacular disk, introrse anther dehiscence, and apical placentation. Phylogenetic analyses of DNA sequence data from plastid rbcL and atpB indicate that Gerrardina is not closely allied with any family. It is unresolved among the “eurosids II” (“malvids”), a clade that includes Brassicales, Huerteales, Malvales, and Sapindales.
Klaseopsis and Archiserratula—two new genera segregated from Serratula (Compositae, Cardueae)
Authors: Martins Ludwig
Published: May 2010

Serratula chinensis and S. forrestii, both endemic to China, have been shown to be phylogenetically separated from all other species of Serratula and from each other in a previous molecular analysis, and are placed in the newly described genera Klaseopsis and Archiserratula, respectively. Full descriptions including illustrations are presented.
Genetic and epigenetic alterations after hybridization and genome doubling
Authors: Paun Ovidiu , Fay Michael F. , Soltis Douglas E. , Chase Mark W.
Published: May 2010

Hybridization and polyploidization are now recognized as major phenomena in the evolution of plants, promoting genetic diversity, adaptive radiation and speciation. Modern molecular techniques have recently provided evidence that allopolyploidy can induce several types of genetic and epigenetic events that are of critical importance for the evolutionary success of these plants: (1) chromosomal rearrangements within one or both parental genomes contribute toward proper meiotic pairing and isolation of the hybrid from its progenitors; (2) demethylation and activation of dormant transposable elements may trigger insertional mutagenesis and changes in local patterns of gene expression, facilitating rapid genomic reorganization; (3) rapid and reproducible loss of low copy DNA sequences appears to result in further differentiation of homoeologous chromosomes; and (4) organ‐specific up‐ or down‐regulation of one of the duplicated genes, may result in unequal expression or silencing one copy. All these alterations also have the potential, while stabilizing allopolyploid genomes, to produce novel expression patterns and new phenotypes, which together with increased heterozygosity and gene redundancy might confer on allopolyploids an elevated evolutionary potential, with effects at scales ranging from molecular to ecological. Although important advances have been made in understanding genomic responses to allopolyploidization, further insights are still expected to be gained in the near future, such as the direction and nature of the diploidization process, functional relevance of gene expression alterations, molecular mechanisms that result in adaptation to different ecologies/habitats, and ecological and evolutionary implications of recurrent polyploidization.
The openness of a flower and its number of flower‐visitor species
Authors: Olesen Jens M. , Dupont Yoko L. , Ehlers Bodil K. , Hansen Dennis M.
Published: May 2010

Using a sample of 1,403 flowering plant species, we tested the hypothesis that flower openness and flower‐visitor generalization level of a plant species correlate positively. The “flower‐visitor generalization level” Ln of a flowering plant species n, here defined as number of flower‐visiting animal species attracted to the flowers of n in a given study site, varied enormously among plant species. Its frequency distribution was extremely skewed. Within a study site, L also increased with number of flower‐visitor species A. In order to correct for this, we expressed L relatively, as the proportion of the total flower‐visitor fauna in a study site that visited a given plant species (relative generalization level, L/A). We listed the top‐10 most generalized species (both according to L and L/A) in the “world”, i.e., out of our sample of 1,403 plant species. Flower openness is defined as accessibility to the interior of the flower. We placed the blossom classes of Fægri & van der Pijl along a gradient, albeit not very well defined, of decreasing flower openness (dish‐bowl, bell‐funnel, head‐brush, tube, gullet, flag) and tested for any relationship to their generalization level. The classes differed slightly but significantly in their level of L/A. Tube, bell‐funnel, and dish‐bowl had the highest generalization level and flag, gullet, and head‐brush the lowest. Thus, flower openness and generalization level were not correlated. We discuss other factors influencing generalization level such as accessibility to pollen and nectar, morphology and behavior of visitor, and species diversity of the different functional types of visitors.
A phylogeny and new classification for Mesembryanthemoideae (Aizoaceae)
Authors: Klak Cornelia , Bruyns Peter V. , Hedderson Terry A.J.
Published: May 2010

We present a phylogeny for Mesembryanthemoideae (Aizoaceae) based on sampling of nearly all species and subspecies of the subfamily and analysis of cptrnL-F, rbcL-atpB, rps16, nrITS1 and morphology. The larger generaPhyllobolusandMesembryanthemumare not monophyletic. Although some clades can be circumscribed with morphological (often homoplasious) synapomorphies, several clades are impossible to characterise morphologically. We recognise a single genus,Mesembryanthemum, in Mesembryanthemoideae. The generaAptenia, Aridaria, Aspazoma, Brownanthus, Caulipsolon, Dactylopsis, Phyllobolus, Prenia, Psilocaulon, Sceletium, andSynaptophyllumare reduced to synonymy.Mesembryanthemum, which now consists of 101 species without recognised sections, can be distinguished by several uniquely derived morphological characters.Mesembryanthemum longipapillosum, which had recently been reduced to synonymy, is reinstated.
Classification of a large and widespread genus of Neotropical trees, Guatteria (Annonaceae) and its three satellite genera Guatteriella, Guatteriopsis and Heteropetalum
Authors: Erkens Roy H.J. , Chatrou Lars W. , Koek-Noorman Jifke , Maas Jan W. , Maas Paul J.M.
Published: May 2010

Guatteria (Annonaceae) is with ca. 265 species one of the largest genera of Neotropical trees together with Inga and Ocotea. Use of Guatteria in evolutionary studies has been hampered by taxonomic problems caused by lack of morphological variability in the genus. This study focuses on molecular phylogenetic relationships within Guatteria and its satellites Guatteriopsis, Guatteriella and Heteropetalum, and implications of these relationships for classification and character evolution. Results show that Guatteriopsis, Guatteriella and Heteropetalum should be merged with Guatteria. Heteropetalum may be recognized at subgeneric level because of its aberrant morphology and Guatteriopsis and Guatteriella might be given sectional status. Most of the currently recognised sections in Guatteria are probably non‐monophyletic. A completely new infrageneric classification of Guatteria would be premature, however, due to the lack of molecular and morphological synapomorphies to define the sections. Synapomorphies defining Guatteria s.str. probably evolved after divergence of several early branching lineages.
Metteniusaceae, an early‐diverging family in the lamiid clade
Authors: González Favio , Betancur Julio , Maurin Olivier , Freudenstein John V. , Chase Mark W.
Published: May 2010

A phylogenetic analysis based on a combined dataset of three genes, nuclear 18S rDNA and plastid rbcL and atpB, indicates that the enigmatic Neotropical genus Metteniusa is a member of the lamiid (euasterid I) clade. The genus appears as an isolated taxon near, but perhaps not related exclusively to, Oncothecaceae, which supports its recognition as a separate family.
Bangiadulcisgen. nov.: a new genus for freshwater filamentous Bangiales (Rhodophyta)
Authors: Nelson Wendy A.
Published: May 2010

A new monotypic genus,Bangiadulcis(Bangiales, Rhodophyta) is described to accommodate the freshwater, filamentous species found in Europe, North America, and Japan, previously known asBangia atropurpurea(Roth) C. Agardh.Bangiadulciscan be distinguished from other members of the Bangiales on the basis of cytological, reproductive, and ecological characters. Phylogenetic analyses of molecular sequence data have provided strong support for this distinct lineage.
The Thomas Walter Herbarium is not the herbarium of Thomas Walter
Authors: Ward Daniel B.
Published: May 2010

Evidence is strong that the specimens in the folio volume commonly known as the “Walter Herbarium,” Natural History Museum, London, and often assumed to be the basis for the names in Thomas Walter’s Flora Caroliniana (1788), are a collection gathered by John Fraser and, though seen and partially annotated by Walter, were in large part not employed by him in preparation of his book. In no case may a specimen be considered a holotype. A small number of specimens, of species from outside the area studied by Walter, may have been part of materials brought to him by Fraser, and may be interpreted as lectotypes. The great majority of specimens, though contemporary in time and often bearing Walter’s handwriting, are irrelevant to typification of the Walter names of his Flora. This argument is based on identification by photograph and direct examination of many of the specimens, on determination of the handwriting of the labels as of Walter or of Fraser, and on comparison of the names of the book with the specimens of the folio.
A 19th Century Brazilian botanical dictionary
Authors: Kirkbride Joseph H.
Published: May 2010

Joaquim de Almeida Pinto’s Diccionario de botanica brasileira was published in 1873. The new scientific names in it have not appeared in the principal indices of phanerogamic scientific names. There are 12 new generic names, 317 new specific epithets, 6 new varieties, and 1 new specific combination in the book. Seven of the specific epithets have later homonyms: Elephantopus littoralis, Erythroxylum stipulosum, Heliconia sylvestris, Hyptis incana, Paspalum aquaticum, Passiflora involucrata, and Salacia corymbosa.
The International Code of Botanical Nomenclature (ICBN), the International Code of Nomenclature for Cultivated Plants (ICNCP), and the cultigen
Authors: Spencer Roger D. , Cross Robert G.
Published: May 2010

We propose the adoption of the word cultigen to designate plants whose origin or selection is primarily due to intentional human activity. The word would be useful in general discourse about “wild” and “cultivated” plants and would clarify the respective scope, terminology and concepts of the International Code of Botanical Nomenclature (ICBN) and the International Code of Nomenclature for Cultivated Plants ICNCP. Associated with this proposal is the possibility of making the distinction between these two kinds of plants explicit through their names.
Phylogeny of Nolana (Nolaneae, Solanoideae, Solanaceae) as inferred from granule‐bound starch synthase I (GBSSI) sequences
Authors: Dillon Michael O. , Tu Tieyao , Soejima Akiko , Yi Tingshuang , Nie Zelong , Tye Alan , Wen Jun
Published: May 2010

The phylogenetic relationships of Nolana (Nolaneae, Solanaceae) were constructed using partial sequences (ca. 891 bp) of the granule‐bound starch synthase I (GBSSI) or the waxy gene. Nolana, with 89 species, is primarily distributed in coastal Chile (49 spp.) and Peru (43 spp.), and of these, four species are recorded in Peru and Chile, and another from the Galápagos Islands, Ecuador. Our phylogenetic analysis, utilizing a sampling of 63 of the 89 species, supports the monophyly of Nolana and recovered three clades with 95%–100% bootstrap support. Nolana sessiliflora is the sister taxon to the remainder of the genus. Two large, highly supported clades are evident; one containing taxa from Chile, Peru and the Galápagos Islands, and another containing taxa from Chile and Peru. Nolana galapagensis, an endemic to the Galápagos Islands, is suggested to be sister to N. arenicola in a clade that also includes N. adansonii from southern Peru and northern Chile. These two species differ substantially in habitat preference, habit, leaf shape, and mericarp morphology. The monophyly is confirmed for a morphologically cohesive group composed of N. acuminata, N. baccata, N. elegans, N. reichei, N. parviflora, N. pterocarpa, and N. paradoxa, a clade of essentially Chilean species.
Phylogeny of the Cyphomandra clade of the genusSolanum(Solanaceae) based on ITS sequence data
Authors: Bohs Lynn
Published: May 2010

About 13 major clades can be recognized within the genusSolanum(Solanaceae) based on chloroplast DNA sequence data. One of these is the Cyphomandra clade, which includes about 50 neotropical species. These have traditionally been placed into two or three sections:S. sectionPachyphylla(formerly recognized as the genusCyphomandra),S. sectionCyphomandropsis, andS. sectionGlaucophyllum(monotypic and sometimes placed inS. sectionCyphomandropsis). Phylogenetic relationships among 61 accessions of 35 species of the Cyphomandra clade are investigated using sequence data from the nuclear ITS region analyzed by parsimony and Bayesian inference. The Cyphomandra clade forms a monophyletic group, but the ITS data are equivocal as to the monophyly of sectionsPachyphyllaandCyphomandropsis. Four well‐supported groups of species can be recognized within the Cyphomandra clade; these conform in part to species groups proposed on the basis of morphology. The distribution of self‐incompatible and self‐compatible breeding systems is mapped onto the ITS cladogram, and patterns of evolution of enlarged anther connectives, osmophores, and volatile composition are discussed in light of hypothesized phylogenetic relationships.
Phylogeny and generic delimitation of Adelia (Euphorbiaceae) inferred from molecular and morphological data
Authors: De-Nova Jose Arturo , Sosa Victoria
Published: May 2010

Representative taxa of Euphorbiaceae subfam. Acalyphoideae, especially of tribe Adelieae, were sampled to investigate the phylogenetic relationships of the genus Adelia using morphological and molecular (chloroplast trnL-F IGS and rbcL, and nuclear ITS DNA sequences) characters. Parsimony and Bayesian analyses were conducted. A clade containing the three genera of tribe Adelieae (Lasiocroton, Leucocroton, Adelia) was recovered. Molecular and total evidence analyses confirmed the monophyly of the genus Adelia but no synapomorphic character states supporting the Adelia clade were recovered. Adelia cinerea did not form part of the Adelia clade in the morphological analysis but was included in Adelia based on total evidence. Three main clades were retrieved in the genus, the earliest formed by A. cinerea, a second by four Mexican species distributed in deciduous forest and desert scrub, and the third by the four remaining species distributed in tropical forest in Mexico, the Caribbean, Central and South America.
Suprageneric phylogenetics of Myrteae, the generically richest tribe in Myrtaceae (Myrtales)
Authors: Lucas Eve J. , Harris Stephen A. , Mazine Fiorella F. , Belsham Stephen R. , Nic Lughadha Eimear M. , Telford Annika , Gasson Peter E. , Chase Mark W.
Published: May 2010

To clarify relationships within the predominantly Neotropical and exclusively fleshy‐fruited Myrteae (49 genera and c. 2,500 species), we provide a phylogenetic hypothesis for evolutionary relationships between 31 of these genera by analyzing nuclear ITS and ETS ribosomal DNA, and plastid psbA‐trnH and matK DNA sequences from 75 Myrteae species and 13 outgroup taxa using parsimony and Bayesian inference. Four morphological characters are epitomized on the resulting trees, and biogeographical analyses are also performed. Myrteae are monophyletic, comprising seven clades plus two isolated taxa of unclear relationships. Morphological characters exhibit homoplasy, although in combination are useful for clade diagnosis. Biogeographical analyses are inconclusive regarding the ancestral area of the tribe, but South American colonization before northern radiation via the Andes appears likely. The largest genera, Eugenia and Myrcia s.l., have western and southeastern South American origins, respectively.
A taxonomic nightmare comes true: phylogeny and biogeography of glassworts (Salicornia L., Chenopodiaceae)
Authors: Kadereit Gudrun , Ball Peter , Beer Svetlana , Mucina Ladislav , Sokoloff Dmitry , Teege Patrick , Yaprak Ahmet E. , Freitag Helmut
Published: May 2010

In this study we analysed ETS sequence data of 164 accessions belonging to 31 taxa of Salicornia, a wide‐spread, hygrohalophytic genus of succulent, annual herbs of Chenopodiaceae subfam. Salicornioideae, to investigate phylogenetic and biogeographical patterns and hypothesise about the processes that shaped them Furthermore, our aim was to understand the reasons for the notorious taxonomic difficulties in Salicornia. Salicornia probably originated during the Miocene somewhere between the Mediterranean and Central Asia from within the perennial Sarcocornia and started to diversify during Late Pliocene/Early Pleistocene. The climatic deterioration and landscape‐evolution caused by orogenetic processes probably favoured the evolution and initial diversification of this annual, strongly inbreeding lineage from the perennial Sarcocornia that shows only very limited frost tolerance. The further diversification of Salicornia was promoted by at least five intercontinental dispersal events (2× to South Africa, at least 3× to North America) and at least two independent polyploidization events resulting in rapidly expanding tetraploid lineages, both of which are able to grow in lower belts of the saltmarshes than their diploid relatives. The diploid lineages of Salicornia also show rapid and effective range expansion resulting in both widespread genotypes and multiple genotypes in a given area. Reproductive isolation through geographical isolation after dispersal, inbreeding, and comparatively young age might be responsible for the large number of only weakly differentiated lineages. The sequence data show that the taxonomic confusion in Salicornia has two major reasons: (1) in the absence of a global revision and the presence of high phenotypic plasticity, the same widespread genotypes having been given different names in different regions, and (2) striking morphological parallelism and weak morphological differentiation led to the misapplication of the same name to different genotypes in one region.
Polyploidy, the major speciation mechanism in Muscari subgenus Botryanthus in the Iberian Peninsula
Authors: Suárez-Santiago Víctor N. , Salinas María J. , Romero-García Ana T. , Garrido-Ramos Manuel A. , de la Herrán Roberto , Ruiz-Rejón Carmelo , Ruiz-Rejón Manuel , Blanca Gabriel
Published: May 2010

Currently, three species of Muscari subg. Botryanthus are recognized in the Iberian Peninsula: two diploids (2n = 18), M. atlanticum and M. cazorlanum, and one morphologically variable species with three different ploidy levels, M. neglectum (2n = 36, 45, 54). We have made a comparative study of numerous Iberian populations to clarify the taxonomy and evolution of this group. To this end we carried out morphological and cytogenetic analyses, and phylogenetic analysis of the internal transcribed spacers of nuclear ribosomal DNA. Comparative and UPGMA analyses of the morphological characteristics show that the different ploidy levels of M. neglectum represent different species. We describe the pentaploid and hexaploid levels as two new species, M. olivetorum (2n = 45) and M. baeticum (2n = 54), each with an exclusive combination of morphological characters and a characteristic ecological behavior pattern. Phylogenetic study of ITS shows that the two new species are not autopolyploids from M. neglectum but allopolyploids. These findings are supported by the additivity of the three ITS variants found in M. olivetorum with the ITS of M. neglectum and M. baeticum, and also by morphology. Possible parents for both new species are proposed. Absence of homogenization between homeologous M. olivetorum nrDNA loci is explained by the absence of sexual reproduction and by nucleolar dominance, indicating that this is a recent species.
Genetic diversity and differentiation within and among Chilean populations ofAraucaria araucana (Araucariaceae) based on allozyme variability
Authors: Ruiz Eduardo , González Fidelina , Torres-Díaz Cristian , Fuentes Glenda , Mardones María , Stuessy Tod , Samuel Rosabelle , Becerra José , Silva Mario
Published: May 2010

Genetic diversity within and among ChileanAraucaria araucanapopulations was estimated using allozyme variability. A total of 537 individuals were sampled from nine populations. Twelve loci were scored in all populations and used for analyses. In general, the genetic variability ofA. araucanawere high as shown by mean expected heterozygosity (HE= 0.151), percentage of polymorphic loci (P= 91.7%), mean number of alleles per locus (A= 1.73) and mean number of alleles per polymorphic locus (AP= 2.4). Although the most of this genetic variation was within populations (HS= 0.151), an important proportion of the total genetic diversity (HT= 0.212) was among population (GST= 0.287). To analyze the relationships between populations we constructed a tree based on Nei’s genetic distances using UPGMA methods, and calculatedFSTbetween population pairs. Our results showed complex patterns of genetic relationships among ChileanAraucaria araucanapopulations. Tree topology suggested the existence of three distinct groups of populations: The first group included populations from low‐elevation central Andean range and Coastal range populations. The second group, included northern Andean populations. The third group of populations was composed of central high‐elevation Andean populations. These patterns of population clustering are congruent with multiple glacial refugia hypothesis. In order to understand the present patterns of distribution of the genetic diversity and post‐glacial colonization routes ofAraucaria araucana, paleogeographical, paleoclimatic and biogeographical evidence is discussed.
Are cuticular characters useful in solving generic relationships of problematic species of Lauraceae?
Authors: Nishida Sachiko , van der Werff Henk
Published: May 2010

We report on the cuticular features of a number of Lauraceae species belonging to the genera Aspidostemon, Beilschmiedia, Cryptocarya and Potameia, all from Madagascar. The goal of this project was to ascertain if cuticular features could be used to determine the generic placement of a poorly known species previously placed in Cryptocarya and Aspidostemon and of several specimens which combine characters of Potameia and Beilschmiedia. We conclude that cuticular features define groups of species or genera of Lauraceae and that these characters are a promising tool in solving the generic placement of poorly known species or specimens which possess characters typical of more than one genus.
A large scale plant survey: efficient vouchering with identification through morphology and DNA analysis
Authors: Dugan Laura E. , Wojciechowski Martin F. , Landrum Leslie R.
Published: May 2010

A large‐scale survey of the Central Arizona‐Phoenix Long‐Term Ecological Research study area was conducted in which many kinds of samples were collected (e.g., plant, insect, soil). The plant samples were of a smaller size than typical herbarium accessions due to limitations in personnel, storage space, available plant materials, and time. The vouchers were identified in the field if possible. The vast majority of the rest were identified in the herbarium morphologically after the survey; less than 5% of the vouchers remained unidentified. Of these, a subset were subjected to molecular analysis using sequences of the nuclear ribosomal ITS region and to a BLAST search of sequences in GenBank to find closely related taxa. The close relatives along with the unknown specimens were subjected to maximum parsimony analysis to identify the potential phylogenetic relationships of the unknown specimens. Through this analysis nine unknown plant accessions were identified to family, tribe, genus, and species. Once this level of identification was established, some specimens were reexamined morphologically and compared with potentially related taxa in the herbarium to confirm or improve identifications. We outline an efficient method for surveying and collecting plant vouchers for a large sampling area. We also demonstrate that one can combine morphological and molecular data in the identification process to produce more complete datasets.
The nomenclature of fossil Ephedraceae
Authors: Yang Yong
Published: May 2010

A review of recently published fossil Ephedraceae reveals a number of nomenclatural problems. “Liaoxia Cao & S.Q. Wu” and “Liaoxia chenii Cao & S.Q. Wu” were not validly published by Cao & S.Q. Wu in 1998 when they first described the fossils concerned. However, Liaoxia Cao & S.Q. Wu was validly published by Rydin, Wu & Friis in 2006 and Liaoxia cheniae (as “chenii ”) was also validly published by them, but as a new combination based on Ephedrites cheniae Guo & Wu (as “chenii ”), validly published in 2000, and should be cited as Liaoxia cheniae (Guo & Wu) Cao & S.Q. Wu in Rydin & al. The epithet is corrected to cheniae because it commemorates a lady, Prof. Chen Shouliang. The continued use of Ephedrites Göpp. & Berendt is recommended because of its straightforward meaning and long history of usage, providing nomenclatural stability. Transfer to Ephedrites of names recently published in Liaoxia is deferred until a recommendation is made on the recent proposal to conserve Ephedrites with a new type.
Increasing Story Quality through Planning and Revising: Effects on Young Writers with Learning Disabilities
Authors: Saddler Bruce , Asaro Kristie
Published: May 2010

In this study, supplemental writing instruction in planning and revising was used to improve the stories written by young writers with learning disabilities (LD) and poor writing skills. Six second-grade students practiced a strategy for planning and writing stories using the Self-Regulated Strategy Development (SRSD) approach and then revised their stories after instructor modeling of revising. After learning the strategy and practicing revisions, the students wrote post-instruction stories that were longer, more complete in terms of story grammar elements, and qualitatively better. The students also increased the amount of time they spent planning their stories at post-instruction as well as the number of revisions attempted.
The Effects of Instruction in an Inference Strategy on the Reading Comprehension Skills of Adolescents with Disabilities
Authors: Fritschmann Nanette Salim , Deshler Donald D. , Schumaker Jean Bragg
Published: May 2010

The purpose of this study was to determine the effects of teaching eight secondary students with disabilities, including seven with learning disabilities, a strategy for answering a variety of inferential questions. A multiple-baseline across-subjects design was employed. Outcome measures included scores on researcher-devised comprehension quizzes, a standardized test of reading comprehension, a strategy use test, a strategy knowledge test, and a reading satisfaction measure. Fidelity of implementation, instructional time, and maintenance of skills were also measured. Results suggest that students with disabilities can learn to use a strategy to answer a variety of inferential questions, and mastery of its use can result in improved scores on criterion-based and standardized measures of reading comprehension. In addition, students' satisfaction with their reading improved.
University Faculty Perceptions of Students with Learning Disabilities: Correlates and Group Differences
Authors: Murray Christopher , Wren Carol T. , Keys Christopher
Published: May 2010

This investigation examined faculty attitudes, beliefs, and practices with regard to students with learning disabilities (LD). An instrument was designed to measure attitudes and administered to all faculty in a large urban, private university. Responses from 192 faculty members were subjected to an exploratory factor analysis; results indicated that the instrument contained 12 reliable factors. Further, correlational analyses provided preliminary support for the instrument's construct validity by showing that major constructs were associated with each other in expected directions. Descriptive analyses indicated that faculty generally had positive perceptions about students with LD and were willing to spend time supporting students with LD. Consistent with prior research, faculty expressed greater willingness to provide minor, rather than major, accommodations. Group comparisons by faculty gender, academic unit, and rank are reported. The implications of these findings for future research and training efforts are discussed.
Observing Reading Instruction for Students with Learning Disabilities: A Synthesis
Authors: Swanson Elizabeth A.
Published: May 2010

This article synthesizes previous research studies examining reading instruction for students with learning disabilities (LD) through classroom observation methods. An extensive search of the research literature between 1980 and 2005 yielded 21 observation studies. Findings revealed that reading instruction for students with LD is generally of low quality, with little to no explicit instruction in phonics or comprehension strategy. Findings were consistent, whether studies were conducted more than 10 years ago or within the last few years. Estimates of time students with LD spend reading orally or silently are low. The most frequently observed grouping structure was whole-class instruction, regardless of the setting.
Matthew Effects for Whom?
Authors: Morgan Paul L. , Farkas George , Hibel Jacob
Published: May 2010

Which children are most at risk of experiencing a Matthew effect in reading? We investigated this question using population-based methodology. First, we identified children entering kindergarten on socio-demographic factors (i.e., gender, race/ethnicity, and socioeconomic status) known to index the relative risks and resources available to them as beginning readers. Second, we fitted growth curve models to the kindergarten-third-grade reading scores of these children as they participated in the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K) study. Third, we compared the relative reading achievement (as measured in standard deviation units from the sample's overall mean across the study's time points) of the children who were most and least at risk for reading disabilities. We found that the population subgroups most at risk for reading disabilities fell further behind typical readers over time. By contrast, those least at risk for reading disabilities did not move further ahead. Based on these findings, we conclude that a one-sided Matthew effect exists and that, moreover, it is likely to be experienced by children who are at greatest risk for reading disabilities.
Teacher Biases in the Identification of Learning Disabilities: An Application of the Logistic Multilevel Model
Authors: Sideridis Georgios D. , Antoniou Faye , Padeliadu Susana
Published: May 2010

The purpose of the present study was to investigate the presence of teacher biases with regard to identification of students with learning disabilities (LD). Factors related to teachers' gender, age, and experience, along with children's gender, were investigated. Results suggested that teacher gender is associated with biases with regard to identification of learning disabilities by a factor of 2:1. In other words, every child who is rated by female teachers as having an LD (who actually has LD) corresponds two children when rated by male teachers. Students' gender, on the other hand, did not differentially predict identification rates. Furthermore, teacher age and experience did not contribute significantly to student identification rates. The findings are discussed with regard to policy mandates and classification schemes.
Test Anxiety, Academic Achievement, and Self-Esteem among Arab Adolescents with and without Learning Disabilities
Authors: Peleg Ora
Published: May 2010

The aim of the current study was twofold: (a) to explore differences in test anxiety and self-esteem between adolescents with learning disabilities (LD) and those without them; (b) and to study the relationship between test anxiety and academic achievement. This research is the first to consider these relationships among Christian Arab adolescents living in Israel as an Eastern collectivist minority. Before the final examination of the first semester of the school year, 102 Christian Arab students completed Friedman and Bendas-Jacob's Test Anxiety Questionnaire (1997) and Rosenberg's Self-Esteem Inventory (1965), and teachers reported their academic grades. A series of one-way analyses of variance were run to check for differences between the two groups. On the whole, students with LD reported higher levels of test anxiety and lower levels of self-esteem than their nondisabled peers. Their intense distress can be expected to impair their academic performance.
A Time to Define: Making the Specific Learning Disability Definition Prescribe Specific Learning Disability
Authors: Kavale Kenneth A. , Spaulding Lucinda S. , Beam Andrea P.
Published: May 2010

Unlike other special education categories defined in U.S. law (Individuals with Disabilities Education Act), the definition of specific learning disability (SLD) has not changed since first proposed in 1968. Thus, although the operational definition of SLD has responded to new knowledge and understanding about the construct, the formal definition has remained static for 40 years, creating a schism between theory and practice. Using concepts gleaned from the scientific study of formal and operational definitions as well as the history of another special education category (i.e., mental retardation), in this article we demonstrate why change in the SLD definition is necessary. Finally, we propose a change in the SLD definition in federal regulations to redress the disconnect between theory and practice and restore integrity to the SLD field.
Achievement Goals of Students with ADHD
Authors: Barron Kenneth E. , Evans Steven W. , Baranik Lisa E. , Serpell Zewelanji N. , Buvinger Elizabeth
Published: May 2010

Although achievement goal theory is currently one of the dominant theoretical frameworks used to understand and improve student motivation (Brophy, 2004), little work has been done to evaluate the achievement goals of students with ADHD. After an initial review of achievement goal theory the current study begins to address four research questions: What are the achievement goals of students with ADHD? How do achievement goals of students with ADHD differ from those of students without ADHD? How are achievement goals related to other academic outcome variables for students with ADHD? Can current instructional practices be altered to promote optimal goals and motivation of students with ADHD? Results revealed a number of interesting differences for students with ADHD, especially concerning performance-avoidance goals. Implications are discussed.
Sociometric Status and Self-Image of Children with Specific and General Learning Disabilities in Dutch General and Special Education Classes
Authors: Bakker Joep T. A. , Denessen Eddie , Bosman Anna M. T. , Krijger Eva-Maria , Bouts Lex
Published: May 2010

This study focused on the relationship between both achievement level and diagnostic label and sociometric status and self-image of students in Dutch elementary education. In particular, differences between students with specific learning disabilities (SLD) and students with general learning disabilities (GLD) were studied, in regular as well as in special education. A total of 1,300 students participated, 861 in general and 439 in (separate) special education schools. Students with GLD were more often rejected and had a lower self-image than students with SLD. These results seemed to hold mainly for girls and for students with GLD in general education. No argument in favor of or against inclusive education can be advanced based on the results of this study, but the findings highlight the potential role of low achievement in peers' dislike of girls. Moreover, the results suggest the importance of investigating subgroups of students with LD in future research.
Preventing Early Mathematics Difficulties: The Feasibility of a Rigorous Kindergarten Mathematics Curriculum
Authors: Chard David J. , Baker Scott K. , Clarke Ben , Jungjohann Kathleen , Davis Karen , Smolkowski Keith
Published: May 2010

Concern about poor mathematics achievement in U.S. schools has increased in recent years. In part, poor achievement may be attributed to a lack of attention to early instruction and missed opportunities to build on young children's early understanding of mathematics. This study examined the development and feasibility testing of a kindergarten mathematics curriculum designed to focus on the development of early number sense, geometry, measurement, and mathematics vocabulary. A mixed-model analysis of covariance, using pretest score as a covariate, was used to determine the effect of the experimental curriculum on student achievement on a standardized measure of early mathematics. Achievement results as well as implementation fidelity and teacher satisfaction suggest that further empirical research on the efficacy of the curriculum is warranted.
Preventing Mathematics Difficulties in the Primary Grades: The Critical Features of Instruction in Textbooks as Part of the Equation
Authors: Bryant Brian R. , Bryant Diane Pedrotty , Kethley Caroline , Kim Sun A. , Pool Cathy , Seo You-Jin
Published: May 2010

High-quality core instruction in kindergarten and first and second grade is critical to prevent mathematics difficulties. Evidence-based critical features of instruction should be part of core instruction and be included in mathematics textbooks. This study examined lessons from kindergarten and first- and second-grade basal mathematics textbooks to determine the extent to which 11 critical features of instruction were present. Overall, results showed an “Approaching Acceptable” rating, meaning that the features were not fully incorporated. Implications include the need for textbook adoption committees to be mindful of the importance of including effective instructional practices when making textbook decisions and for teachers to scrutinize the components of lessons to determine if these features of effective instruction are included.
Self-Regulation Strategies to Improve Mathematical Problem Solving for Students with Learning Disabilities
Authors: Montague Marjorie
Published: May 2010

This article provides a review of research in cognitive strategy instruction for improving mathematical problem solving for students with learning disabilities (LD). The particular focus is on one of the salient components of this instructional approach — self-regulation. Seven studies utilizing this approach for teaching problem solving to students with LD were previously evaluated to determine its status as evidence-based practice. The results of this evaluation are described, and the self-regulation component embedded in the cognitive routine for each of the studies is presented. The article concludes with a discussion of several principles associated with research and practice in strategy instruction and some practical considerations for implementation in schools.
Achievement Goal Orientations, “Oughts,” and Self-Regulation in Students with and without Learning Disabilities
Authors: Sideridis Georgios D.
Published: May 2010

The purpose of the present study was to evaluate the regulation of goal orientations and strong “oughts” in students with learning disabilities (LD). Participants were 132 Greek students with state-identified LD using the achievement-discrepancy criterion, and 538 typical students. The first hypothesis tested was that feeling obliged to engage in an activity is grounded on fear and is associated with a network of avoidance-related behaviors. Results confirmed this hypothesis, as the ought-self explained significant amounts of variability in task avoidance, performance avoidance, and fear of failure. The second hypothesis was that the ought-self was associated with failure to regulate. Student groups were formed based on their adoption of mastery, performance approach, task avoidance, multiple-approach goals, and strong “oughts.” Results indicated that students with strong “oughts” persisted significantly less than students with approach forms of motivation. Regardless of their lack of persistence, however, students with strong “oughts” were not inferior in achievement, nor did they display heightened negative affect. By modeling the relationship between goals, achievement and psychopathology, results showed that the ought- self was negatively associated with achievement and positively associated with indices of anxiety and depression. Mean group analyses pointed to salient differences between students with and without LD on motivation, achievement and psychopathology.
Does Chronometry Have a Place in Assessing Math Disorders?
Authors: Beaujean A. Alexander , Knoop Andrew , Holliday Gregory
Published: May 2010

The purpose of this pilot study was to determine if a single math-based chronometric task could accurately discriminate between college students with and without a diagnosed math disorder. Analyzing data from 31 students (6 in the case group, 25 in the clinical comparison group), it was found that the single chronometric task could accurately predict students who did not have a diagnosed math disorder, but not students who had the diagnosis. Moreover, no other non-math psychometric task could add to the predictive power of the chronometric task, indicating that the role of chronometry warrants further study.
Enhancing Argumentative Essay Writing of Fourth-Grade Students with Learning Disabilities
Authors: Deatline-Buchman Andria , Jitendra Asha K.
Published: May 2010

A within-subject pretest-posttest comparison design was used to explore the effectiveness of a planning and writing intervention in improving the argumentative writing performance of five fourth-grade students with learning disabilities. Students were taught to collaboratively plan and revise their essays and independently write their essays using procedures articulated by Wong, Butler, Ficzere, and Kuperis (1996). Results demonstrated notable increases in students' written protocols on the quantitative criteria (e.g., number of words written, prewriting and composing times). However, only three of the five students made gains related to writing clarity and cogency. Students' performance improved from “below basic” to “basic” or “proficient” levels with respect to qualitative criteria (i.e., focus, content, and organization) on the statewide writing assessment. Although transfer effects to a different writing task, person, and setting were evident for all students on the quantitative criteria, these effects were mixed on the qualitative criteria. Social validity data indicated student and teacher satisfaction with the planning/writing intervention. Implications of the study for argumentative essay writing instruction are discussed.
How Should Middle-School Students with LD Approach Online Note Taking? A Mixed-Methods Study
Authors: Igo L. Brent , Riccomini Paul J. , Bruning Roger H. , Pope Ginger G.
Published: May 2010

This explanatory sequential mixed-methods study explored how the encoding of text ideas is affected when students with learning disabilities (LD) take notes from Web-based text. In the quantitative phase of the study, 15 students took three kinds of notes - typed, copy and paste, and written - with each kind of notes addressing a different topic. After taking notes, students performed poorly on two immediate measures of facts learning. Cued-recall test performances were best for topics noted by writing, whereas multiple-choice test performances were best for topics noted by copying and pasting. Students performed worse on the cued-recall test when it was readministered four days later. In the qualitative phase of the study, followup interviews indicated students preferred copying and pasting their notes (for practical reasons) and found typing notes to be distracting, which made learning problematic. A textual analysis of students' notes confirmed that students took mostly verbatim notes when typing or writing, which has been linked to shallow processing, and perhaps further accounts for the low level of learning that occurred. The mixing of quantitative and qualitative data (in the qualitative data analysis phase of the study), along with learning and motivation theories, provides justification for teachers to instruct middle-school students with LD to use copy and paste to take notes from Web-based sources.
The Effect of Comorbid AD/HD and Learning Disabilities on Parent-Reported Behavioral and Academic Outcomes of Children
Authors: Smith Thomas , Adams Gail
Published: May 2010

Data from the 2001 National Household Education Survey were examined to estimate the prevalence of comorbid AD/HD and LD among school-aged children in the United States and assess how this comorbidity was associated with selected parent-reported behavioral and academic outcomes. The observed prevalence of comorbidity coincided with estimates in previous studies. Parents of children with comorbid AD/HD + LD were significantly more likely than parents of children with LD-only to be contacted by teachers about behavioral problems at school. Additionally, students with comorbid disorders were more likely than students with AD/HD-only to show impaired academic outcomes. However, when compared to children with AD/HD-only, children with comorbidity did not show significantly impaired behavioral outcomes; and when compared to children with LD-only, they did not show significantly impaired academic outcomes.
Using Experimental Analysis to Determine Interventions for Reading Fluency and Recalls of Students with Learning Disabilities
Authors: Welsch Richard G.
Published: May 2010

This study assessed the efficacy of experimental analysis for determining a best intervention program for improving oral reading fluency for students with learning disabilities. Following a two-session baseline condition, four treatments to increase reading fluency (repeated reading, listening passage preview, repeated reading with easier material; and listening passage with easier materials) were administered in one session each for the purpose of briefly assessing which method was most effective for each student. The methods producing the highest response rate for each student were then subjected to an extended analysis. Finally, the best interventions for each student were implemented and their effectiveness was monitored across time. Functional relationships among the number of words read correct per minute and best intervention programs determined through brief experimental analysis were shown for all students in instructional passages. Generalized outcomes were consistent only when a reinforcement criterion for generalization was applied. Additionally, the best intervention program had an effect on the number of recalls for instructional passages. The results suggest that experimental analysis is an effective procedure for determining the comparative usefulness of instructional methods to increase oral reading fluency, especially within the context of a thorough educational assessment.