Learning about Learning Disabled College Students.

ERIC Educational Resources Information Center

Spalding, Norma V.

Information in this paper is presented to help college instructors identify and assist learning disabled (LD) students. The paper first explains what learning disabilities are, emphasizing that while LD students exhibit a discrepancy between apparent learning ability and actual academic achievement, they are not mentally retarded or emotionally…

The Science and Politics of Gifted Students with Learning Disabilities: A Social Inequality Perspective

ERIC Educational Resources Information Center

Lovett, Benjamin J.

2013-01-01

Researchers and advocates who argue for increased recognition of gifted students with learning disabilities (G/LD students) often frame their arguments in terms of the need to increase the diversity and inclusiveness of gifted education. However, the criteria used to identify G/LD students are sufficiently vague and fluid that the G/LD category…

Creating Cartoons as Representation: Visual Narratives of College Students with Learning Disabilities

ERIC Educational Resources Information Center

Connor, David J.

2009-01-01

Students with learning disabilities (LD) are the largest sub-group of all students with disabilities attending college in the United States. However, due to the multiple difficulties involved in transitioning from school to college, many do not succeed during their first year. This article chronicles ways in which three students with LD negotiate…

Characteristic behaviors of students with LD who have teacher-identified math weaknesses.

PubMed

Bryant, D P; Bryant, B R; Hammill, D D

2000-01-01

Mathematics learning disabilities (LD) have gained increased attention over the last decade from both researchers and practitioners. A large percentage of students receiving learning disability services experience difficulties with mathematics, but little research has examined the specific mathematics behaviors of students with LD who have teacher-identified math weaknesses. This study examines the literature on mathematics LD and identifies specific behaviors from that body of research for the purpose of determining the extent to which those behaviors are observed in students with LD. Data are presented from observations of 391 special education professionals on 1724 students with LD, 870 of whom had identified math weaknesses and 854 of whom did not. Our results validate the existing literature and provide implications for teachers, researchers, and others interested in studying mathematics LD.

General Education Teachers' Perceptions of Accommodations for Students with Learning Disabilities in Inclusive Secondary Classrooms

ERIC Educational Resources Information Center

Steffes, Laurie A.

2010-01-01

The Individuals with Disabilities Educational Act requires all students with learning disabilities (LD) be given accommodations in general education classes to help balance their educational opportunities. In secondary public schools, the primary educators of students with LD are general education teachers; as such they are responsible for…

Educational Outcomes of Students First Diagnosed with Learning Disabilities in Postsecondary School

ERIC Educational Resources Information Center

Canto, Angela I.; Proctor, Briley E.; Prevatt, Frances

2005-01-01

The researchers examined the educational outcomes of three groups of college students who received an evaluation due to academic difficulties: those diagnosed with a learning disability (LD) who subsequently registered for services through the university student disability resource center; those diagnosed with an LD who did not register for…

The Effects of Inclusion on the Social Functioning of Students with Learning Disabilities.

ERIC Educational Resources Information Center

Vaughn, Sharon; And Others

1996-01-01

The social functioning of primary grade students identified as learning disabled (LD; n=16), low achieving (LA; n=27), or average/high achieving (AHA; n=21) was assessed at the beginning and end of the school year. Students with LD were less well liked, more frequently rejected, and had lower academic self-concept scores. However, LD students…

The Effects of a School-Based Program on the Reported Self-Advocacy Knowledge of Students with Learning Disabilities

ERIC Educational Resources Information Center

Mishna, Faye; Muskat, Barbara; Farnia, Fataneh; Wiener, Judith

2011-01-01

A school-based study examined self-reported self-advocacy knowledge of middle school students with learning disabilities (LD). Children with LD are vulnerable to experiencing psychosocial and academic problems. Self-advocacy is a protective factor as students with LD enter middle and high school, comprising knowledge of one's learning strengths…

Learning Styles, Learning Abilities and Learning Problems in College: An Exploration of Learning Disabilities in College Students. Final Report.

ERIC Educational Resources Information Center

Goldberg, Renee L.; Zern, David S.

The study examined differences between 57 learning disabled (LD) and 24 non-LD college students on measures of psychoeducational assessment. In addition, differences between LD students with good and poor academic performance were studied, and coping strategies were identified for both sub-groups. A variety of standardized tests were administered…

Applying Response to Intervention to Identify Learning Disabilities in Students with Visual Impairments

ERIC Educational Resources Information Center

Jones, Beth A.; Smith, Heather Haynes; Hensley-Maloney, Lauren; Gansle, Kristin A.

2015-01-01

When visual impairments (VI) and learning disabilities (LD) coexist, it is common for one (i.e., typically LD) to go unidentified. Some school districts may be reluctant to identify students with both VI and LD, potentially causing students to miss out on much-needed services. Child study teams can find support to address this dual diagnosis using…

The Effects of Disability-Focused Training on the Attitudes and Perceptions of University Staff

ERIC Educational Resources Information Center

Murray, Christopher; Lombardi, Allison; Wren, Carol T.

2011-01-01

This investigation examines the relationship between prior disability-focused training and university staff members' attitudes toward students with learning disabilities (LD). A survey containing items pertaining to prior disability-focused training experiences and attitudes about students with LD was administered to 300 university staff members.…

Attitudes in Education

ERIC Educational Resources Information Center

Biddle, Susan

2006-01-01

New legislative reforms have made the inclusion of learning disabled students in science classrooms a reality. In the past 40 years federal legislation mandating inclusion in the classroom has given students with learning disabilities (LD) the same educational opportunities as those without learning disabilities. The number of LD students…

A Foucaultian Critique of Learning Disability Discourses: Personal Narratives and Science

ERIC Educational Resources Information Center

Mazher, Waseem

2012-01-01

In this article, I present a critical discourse analysis (CDA) of two discourses in learning disabilities (LD)--the academic research literature on emotions of students labeled as LD and retrospective autobiographies from adults labeled as LD writing about their emotions as students. Drawing mainly on Foucaultian explanations of power, I…

Learning Disabilities and Anxiety: A Meta-Analysis

ERIC Educational Resources Information Center

Nelson, Jason M.; Harwood, Hannah

2011-01-01

This article presents the results of a meta-analysis of the empirical literature on anxious symptomatology among school-aged students with learning disabilities (LD) in comparison to their non-LD peers. Fifty-eight studies met inclusion criteria. Results indicate that students with LD had higher mean scores on measures of anxiety than did non-LD…

Columbo in the Classroom: An LD [Learning Disability] Experience in the Community College Setting.

ERIC Educational Resources Information Center

Matuskey, Patricia Varan; Losiewicz, Joan Michele

Guidelines are provided for faculty working with learning disabled (LD) students in the community college. After introductory material, the LD student is described as an individual of average or above average intelligence who demonstrates a significant discrepancy between intelligence and performance level because of problems in taking in,…

Backlash against the inclusion of students with learning disabilities in higher education: Implications for transition from post-secondary environments to work.

PubMed

Cook, Bryan G.; Gerber, Michael M.; Murphy, Jane

2000-01-01

Individuals with learning disabilities (LD), the largest group of people with disabilities in the United States, are attending college in greater numbers than ever before. Post-secondary training is critical for individuals with LD to make successful transitions into a changing and ever more demanding world of work. Research indicating that college faculty are willing to provide requested accommodations to students with LD suggests that they are increasingly likely to experience successful post-secondary outcomes, and therefore improve their vocational prospects. However, college students with LD and the accommodations they receive have recently garnered some highly critical press. These portrayals may portend problems in higher education for students with LD, who must self-identify and make specific accommodation requests to faculty in order to receive the instruction and testing environments that they require to succeed. Efforts to ensure that the LD label is not ubiquitously applied and that college faculty attempt to separate the idea of merit from achievement and implement instructional practices to better meet the educational needs of students with and without LD are recommended.

Effect of the Corrective Reading Program for Special Needs Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Mallory-Knight, Gwendolyn

2013-01-01

Implementing effective reading instruction is critical for schools. This study examined the effects of the Corrective Reading (CR) program on junior high students with learning disabilities (LD) and students with learning disabilities and attention deficit/hyperactivity disorder (LD/ADHD). The research questions were: What differences exist…

Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability

PubMed Central

Tolar, Tammy D.; Fuchs, Lynn; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L.

2014-01-01

Three cohorts of third-grade students (N = 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research traditions in defining math learning disability (LD) status: low achievement versus extremely low achievement and IQ-achievement discrepant versus strictly low-achieving LD. We use methods from these two traditions to form math problem solving LD groups. To evaluate group differences, we used MANOVA-based profile and canonical analyses to control for relations among the outcomes and regression to control for group definition variables. Results suggest that basic arithmetic is the key distinguishing characteristic that separates low-achieving problem solvers (including LD, regardless of definition) from typically achieving students. Word problem solving is the key distinguishing characteristic that separates IQ-achievement-discrepant from strictly low-achieving LD students, favoring the IQ-achievement-discrepant students. PMID:24939971

The First "R": Evidence-Based Reading Instruction for Students with Learning Disabilities

ERIC Educational Resources Information Center

Ritchey, Kristen D.

2011-01-01

Students with learning disabilities (LD) represent a significant proportion of students enrolled in U.S. schools. Research suggests that students with LD in reading benefit from specialized reading instruction, and effective reading instruction can be characterized as explicit, intensive, and systematic. Examples of evidence-based interventions…

The University Experiences of Students with Learning Disabilities

ERIC Educational Resources Information Center

McGregor, Karla K.; Langenfeld, Natalie; Van Horne, Sam; Oleson, Jacob; Anson, Matthew; Jacobson, Wayne

2016-01-01

To explore the university experiences of students with learning disabilities (LD), 63,802 responses to the 2014 Student Experience in the Research University Survey were analyzed. Compared to other students, those with self-reported LD (5.96 percent) had difficulty with assignments and had more obstacles caused by nonacademic responsibilities and…

Effect of CAI on Achievement of LD Students in English

ERIC Educational Resources Information Center

Sivaram, R. T.; Ramar, R.

2014-01-01

The present experimental study was undertaken with three objectives in view, (i) to identify students with language learning disabilities (ii) to develop CAI software to teach LD students through computer-assisted instruction and (iii) to measure the effectiveness of CAI with special reference to LD students. Two matched groups of LD students were…

Educating Students with Learning Disabilities in Taiwan

ERIC Educational Resources Information Center

Hsiao, Yun-Ju

2011-01-01

In East Asia, Taiwan is one of only a few countries that has a clear definition of learning disabilities (LD) as well as operational criteria for the identification of LD. In Taiwan, special education services for students with LD are mandated in the Special Education Act of 1984. According to the official statistics from the Taiwanese Special…

Special Education Integration-Unification Initiative for Students with Specific Learning Disabilities: An Investigation of Program Status and Impact. Final Report: Project R117E10145, August 15, 1991-August 14, 1992.

ERIC Educational Resources Information Center

Houck, Cherry Kendrick

This final report focused on research questions associated with reducing the segregation of students with learning disabilities (LD) in Virginia. A survey of special education supervisors, general education supervisors, building principals, general elementary and secondary education teachers, LD teachers, students with LD, and parents was…

The Effect of a Reading Accommodation on Standardized Test Scores of Learning Disabled and Non Learning Disabled Students.

ERIC Educational Resources Information Center

Meloy, Linda L.; Deville, Craig; Frisbie, David

The effect of the Read Aloud accommodation on the performances of learning disabled in reading (LD-R) and non-learning disabled (non LD) middle school students was studied using selected texts from the Iowa Tests of Basic Skills (ITBS) achievement battery. Science, Usage and Expression, Math Problem Solving and Data Interpretation, and Reading…

Assessing Learning Styles among Students with and without Learning Disabilities at a Distance-Learning University

ERIC Educational Resources Information Center

Heiman, Tali

2006-01-01

Differences in the learning styles of students with and without learning disabilities (LD) at a distance-learning university were examined. Two hundred and twelve students answered self-report questionnaires on their learning styles. Results revealed that students with LD preferred to use more stepwise processing, including memorizing and…

Teaching Adolescent Students with Learning Disabilities to Self-Advocate for Accommodations

ERIC Educational Resources Information Center

Prater, Mary Anne; Redman, Ashleigh Smith; Anderson, Darlene; Gibb, Gordon S.

2014-01-01

In the general education classroom students with learning disabilities (LD) often need academic accommodations to be successful. These accommodations are typically selected and implemented by their general education teachers, not by the students themselves. High school students with LD were taught to recognize when an accommodation was needed,…

Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading: An Alternative to the Discrepancy Model of LD

ERIC Educational Resources Information Center

Aaron, P. G.; Joshi, R. Malatesha; Gooden, Regina; Bentum, Kwesi E.

2008-01-01

Currently, learning disabilities (LD) are diagnosed on the basis of the discrepancy between students' IQ and reading achievement scores. Students diagnosed with LD often receive remedial instruction in resource rooms. The available evidence suggests that the educational policy based on this discrepancy model has not yielded satisfactory results.…

Culturally Responsive Practices for Culturally and Linguistically Diverse Students with Learning Disabilities

ERIC Educational Resources Information Center

Utley, Cheryl A.; Obiakor, Festus E.; Bakken, Jeffrey P.

2011-01-01

This article discusses culturally responsive frameworks, principles, pedagogy, and curriculum for general and special educators who work with culturally and linguistically diverse (CLD) students with learning disabilities (LD). Culturally responsive teaching has critical features that could benefit CLD students with LD. For example, culturally…

Science Instruction for Students with Learning Disabilities: A Meta-Analysis

ERIC Educational Resources Information Center

Therrien, William J.; Taylor, Jonte C.; Hosp, John L.; Kaldenberg, Erica R.; Gorsh, Jay

2011-01-01

Although science has received much attention as a political and educational initiative, students with learning disabilities (LD) perform significantly lower than their nondisabled peers. This meta-analysis evaluates the effectiveness of instructional strategies in science for students with LD. Twelve studies were examined, summarized, and grouped…

The National Learning Disabilities Postsecondary Databank: An Overview.

ERIC Educational Resources Information Center

Vogel, Susan A.; Leonard, Faith; Scales, William; Hayeslip, Peggy; Hermansen, Jane; Donnells, Linda

1998-01-01

A survey of postsecondary institutions (N=147) assessed support services, procedures, policies, and the proportions of students with learning disabilities (LD). Findings indicated .5% to almost 10% of students with LD. Factors affecting this group included size of the student body, type of institution, the institution's Carnegie classification,…

Reading and Writing Competencies of Adolescents with Learning Disabilities.

ERIC Educational Resources Information Center

Algozzine, Bob; And Others

1988-01-01

The study analyzed communication performance of tenth grade learning disabled (LD) students (N=1,098) on the Florida State Student Assessment Test-II (a minimum competency test). LD students demonstrated better literal communication skills and poorer interpretive and written communication skills. Employers (N=240) also supported the importance of…

A Systematic Review of Function-Based Interventions for Students with Learning Disabilities

ERIC Educational Resources Information Center

McKenna, John William; Flower, Andrea; Kyung Kim, Min; Ciullo, Stephen; Haring, Christa

2015-01-01

Students with learning disabilities (LD) experience pervasive academic deficits requiring extensive academic intervention; however, they may also engage in problem behaviors that adversely affect teaching and learning, thus lessening the potential impact of specialized instruction and supports. The learning deficits of students with LD are…

If Gifted/Learning Disabled Students Have Wisdom, They Have All Things!

ERIC Educational Resources Information Center

Kim, Jin-Young; Ko, Young-Gun

2007-01-01

This study explores how a historical genius with learning disabilities (LD) used his giftedness to surmount his disabilities. This study compared biographical data of a historical genius with LD to geniuses without LD using the posthumous diagnostic methodology. Niels Bohr, J. Robert Oppenheimer, and Enrico Fermi were selected for investigation.…

A Study of the School to Work Transition for Learning Disabled Students and the Learning Disabled Adult in Society in the Netherlands and Denmark. Final Report, April 14, 1984 to May 26, 1984.

ERIC Educational Resources Information Center

Gerber, Paul Jay

The report summarizes findings of 6 weeks spent in the Netherlands and Denmark to study services provided to learning disabled (LD) young adults and adults. The school to work transition for LD students is examined along with the LD adult in society, and comparisons are made between Dutch and Danish approaches. The Dutch system, highly structured…

Helping Students with Disabilities Transition to College: 21 Tips for Students with LD and/or ADD/ADHD

ERIC Educational Resources Information Center

Connor, David J.

2012-01-01

Making the transition from high school to college poses challenges for most students. Moving from a secure, regulated world of secondary education into an unfamiliar environment requiring greater independence can be a destabilizing experience. For students with learning disabilities (LD) and/or Attention Deficit Disorder (ADD), managing this…

Growth in Oral Reading Fluency of Spanish ELL Students with Learning Disabilities

ERIC Educational Resources Information Center

Rubin, Daniel Ian

2016-01-01

The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a student's home language is not English. For English language learner (ELL) students with LD, acquiring the necessary skills to read fluently is an even…

Classroom behavior and family climate in students with learning disabilities and hyperactive behavior.

PubMed

Margalit, M; Almougy, K

1991-01-01

The present study aimed to identify subtypes of the learning disabilities (LD) syndrome by examining classroom behavior and family climate among four groups of Israeli students ranging in age from 7 to 10 years: 22 students with LD and hyperactive behavior (HB), 22 nonhyperactive students with LD, 20 nondisabled students with HB, and 20 nondisabled nonhyperactive students. Schaefer's Classroom Behavior Inventory and Moos's Family Environmental Scale were administered to teachers and mothers, respectively. The results revealed that higher distractibility and hostility among both groups with HB differentiated between the two groups with LD. Families of children with HB were reported as less supportive and as emphasizing control less. The academic competence and temperament of the nondisabled students with HB were rated as similar to those of the two groups of students with LD. Both groups with LD were characterized by dependent interpersonal relations and by more conflictual families who fostered more achievement but less personal growth.

Interactions between Teachers and Learning Disabled and Non-Learning Disabled Adolescents.

ERIC Educational Resources Information Center

Powell, Lynda; And Others

An observational measurement system was used to examine the interaction of 14 learning disabled (LD) students (12-15 years old) and their teachers. Interactions were compared with those of 16 non LD students (12-16 years old). It was hypothesized that LDs would have fewer interactions with their teachers and that the proportion of negative…

Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities.

PubMed

Hen, Meirav; Goroshit, Marina

2014-01-01

Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA.

Phonetic Encoding and Its Impact on Short-Term Memory Abilities and Academic Tasks for Students with Learning Disabilities.

ERIC Educational Resources Information Center

Marini, Anthony E.

1990-01-01

The verbal encoding ability of 24 students (ages 14-20) with learning disabilities (LD) was compared to that of 24 non-learning-disabled subjects. LD subjects did not show a release from proactive interference, suggesting that such students are less likely to encode the phonetic features of words or use a phonetic code in short-term memory.…

Deconstructing barriers: perceptions of students labeled with learning disabilities in higher education.

PubMed

Denhart, Hazel

2008-01-01

This phenomenological study investigated barriers to higher education faced by 11 college students labeled with learning disabilities (LD) using their voice as the primary data. Data were analyzed and interpreted through a disability theory perspective revealing barriers stemmed largely from external social causes rather than individual pathology. Barriers included being misunderstood by faculty, being reluctant to request accommodations for fear of invoking stigma, and having to work considerably longer hours than nonlabeled peers. Findings indicated barriers could be overcome through raising faculty awareness about LD issues, engaging the assistance of the college LD specialist, and participation in a LD democratic empowerment community on campus.

The Strategic Use of Scaffolded Instruction in Social Studies Interventions for Students with Learning Disabilities

ERIC Educational Resources Information Center

Ciullo, Stephen; Dimino, Joseph A.

2017-01-01

Several components of specialized instruction have historically influenced text-based interventions for students with learning disabilities (LD). This article addresses the unique role of scaffolded instruction, focusing on supporting students with LD to help them to develop strategies that promote reading for understanding and writing in social…

College Students with ADHD and LD: Effects of Support Services on Academic Performance

ERIC Educational Resources Information Center

DuPaul, George J.; Dahlstrom-Hakki, Ibrahim; Gormley, Matthew J.; Fu, Qiong; Pinho, Trevor D.; Banerjee, Manju

2017-01-01

Two relatively common disabilities reported by college students are attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD). Many questions remain regarding how best to support these students and whether services such as advising, coaching, and tutoring lead to significant academic gains. The current study examined the…

Are Learning Disabled Students "Test-Wise?": An Inquiry into Reading Comprehension Test Items.

ERIC Educational Resources Information Center

Scruggs, Thomas E.; Lifson, Steve

1986-01-01

Two experiments compared the ability of learning disabled (LD) students and more typical age peers to answer such reading comprehension questions presented independently of reading passages. Results suggested a relative deficiency on the part of LD students with respect to reasoning strategies and test-taking skills. (Author/LMO)

Postsecondary Educational Aspirations and Enrollment of Students with Learning Disabilities: The Role of Secondary Schooling Experiences

ERIC Educational Resources Information Center

Park, Youn Jung

2013-01-01

While there have been steady increases in postsecondary education attendance by students with learning disabilities (LD), limited research has examined secondary schooling factors that may affect and promote their postsecondary educational aspirations and enrollment. Drawing on a sample of 370 students with LD from the National Longitudinal…

The Four-Year College Experience of One Student with Multiple Learning Disabilities

ERIC Educational Resources Information Center

Hadley, Wanda

2017-01-01

The number of students with learning disabilities (LD) attending postsecondary institutions with the intent of graduating and pursuing employment is progressively increasing. This paper was developed from the experiences of Mitchell's (a pseudonym) participation in a four-year research study with nine other college students with LD. At the end of…

Reading Comprehension & Social Information Processing of Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Kessler, Michele Lynn

2009-01-01

Students with learning disabilities (LD) often struggle with reading comprehension (Shaywitz, 2003), even after attaining basic decoding skills. Similar proportions of students with LD have also been found to differ from their typical peers in some aspect of social adjustment (Kavale & Forness, 1996). Yet there is very little known about the…

Inference Instruction to Support Reading Comprehension for Elementary Students with Learning Disabilities

ERIC Educational Resources Information Center

Hall, Colby; Barnes, Marcia A.

2017-01-01

Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing…

Effects of multimedia vocabulary instruction on adolescents with learning disabilities.

PubMed

Kennedy, Michael J; Deshler, Donald D; Lloyd, John Wills

2015-01-01

The purpose of this experimental study is to investigate the effects of using content acquisition podcasts (CAPs), an example of instructional technology, to provide vocabulary instruction to adolescents with and without learning disabilities (LD). A total of 279 urban high school students, including 30 with LD in an area related to reading, were randomly assigned to one of four experimental conditions with instruction occurring at individual computer terminals over a 3-week period. Each of the four conditions contained different configurations of multimedia-based instruction and evidence-based vocabulary instruction. Dependent measures of vocabulary knowledge indicated that students with LD who received vocabulary instruction using CAPs through an explicit instructional methodology and the keyword mnemonic strategy significantly outperformed other students with LD who were taught using the same content, but with multimedia instruction that did not adhere to a specific theoretical design framework. Results for general education students mirrored those for students with LD. Students also completed a satisfaction measure following instruction with multimedia and expressed overall agreement that CAPs are useful for learning vocabulary terms. © Hammill Institute on Disabilities 2013.

Learning Disabilities.

ERIC Educational Resources Information Center

Neuwirth, Sharyn

This booklet uses hypothetical case examples to illustrate the definition, causal theories, and specific types of learning disabilities (LD). The cognitive and language performance of students with LD is compared to standard developmental milestones, and common approaches to the identification and education of children with LD are outlined.…

Social Effects of Integrated Classrooms and Resource Room/ Regular Class Placements on Elementary Students with Learning Disabilities.

ERIC Educational Resources Information Center

Madge, Sally; And Others

1990-01-01

Social status of learning-disabled (LD) elementary students served by the Integrated Classroom Model was compared to that of LD elementary students in a regular class with resource room support. Results suggest that, although both groups had lower social status than nondisabled peers, ICM students blended into the classroom better. (Author/PB)

Getting the Bugs out with PESTS: A Mnemonic Approach to Spelling Sight Words for Students with Learning Disabilities

ERIC Educational Resources Information Center

Howard, Sue; DaDeppo, Lisa M. W.; De La Paz, Susan

2008-01-01

Difficulties with spelling can impact students' reading acquisition and writing, having a critical impact on overall literacy development. Students with learning disabilities (LD) often struggle with spelling. We describe a case study with three elementary-aged students with LD using a mnemonic approach to spelling sight words. Our approach,…

Test-Taking Skills of High School Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Lewandowski, Lawrence J.; Berger, Cassie; Lovett, Benjamin J.; Gordon, Michael

2016-01-01

This study assessed the test-taking skills of 776 high school students, 35 of whom were diagnosed with learning disabilities (LD). Students completed a computerized battery of timed reading tests as well as scales that assess test anxiety and test-taking perceptions. Students with LD obtained lower scores than the nondisabled group on all of the…

Learning Disability Identification Criteria and Reporting in Empirical Research: A Review of 2001-2013

ERIC Educational Resources Information Center

Williams, Jacob L.; Miciak, Jeremy; McFarland, Laura; Wexler, Jade

2016-01-01

This review documents the learning disabilities (LD) identification criteria and procedures utilized in empirical research including students with LD published from 2001 to 2013 in three journals dedicated to the study of LD. Results reveal several troublesome findings related to transparency in reporting and the coherence of the LD construct.…

Learning Disability Identification Consistency: The Impact of Methodology and Student Evaluation Data

ERIC Educational Resources Information Center

Maki, Kathrin E.; Burns, Matthew K.; Sullivan, Amanda

2017-01-01

Learning disability (LD) identification has long been controversial and has undergone substantive reform. This study examined the consistency of school psychologists' LD identification decisions across three identification methods and across student evaluation data conclusiveness levels. Data were collected from 376 practicing school psychologists…

Remediating Handwriting Skills for Learning Disabled Students.

ERIC Educational Resources Information Center

Highsmith, Victoria

The paper describes strategies for teaching six different handwriting skills to learning disabled (LD) elementary students. A rationale for each strategy precedes step-by-step procedural descriptions. Strategies in the following areas are described: (1) introducing LD children with motor coordination deficits to alphabetic symbols using sandpaper…

A Cursive Handwriting Skills Program for LD Students To Be Used by Regular and LD Teachers.

ERIC Educational Resources Information Center

McMillan, Ida L.

Many learning disabled students attending Avocado Elementary School in Homestead, Florida, were unable to write legibly when taught with available cursive handwriting programs. To redress the problem, a complete, sequential cursive handwriting program was devised for use with learning disabled and other students. The program combined tracing and…

Computer Mediated Communication: Social Support for Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Eden, Sigal; Heiman, Tali

2011-01-01

The study examined the relationships between the usage mode of four kinds of computerized mediated communication (CMC) by students with and without learning disabilities (LD) and perceived social and emotional support. Little is known about how undergraduate students with LD interpret and perceive CMC. We investigated the impact of the use of CMC…

Reading Achievement, Mastery, and Performance Goal Structures among Students with Learning Disabilities: A Nonlinear Perspective

ERIC Educational Resources Information Center

Sideridis, Georgios D.; Stamovlasis, Dimitrios; Antoniou, Faye

2016-01-01

The purpose of the present study was to examine the hypothesis that a nonlinear relationship exists between a performance-classroom climate and the reading achievement of adolescent students with learning disabilities (LD). Participants were 62 students with LD (Grades 5-9) from public elementary schools in northern Greece. Classroom climate was…

A Cross-National Comparison of Attributional Patterns toward Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Woodcock, Stuart; Jiang, Han

2018-01-01

Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and China. Australian and Chinese…

Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions

ERIC Educational Resources Information Center

Hansen, Kathryn D.; Dawson, Debra L.; Specht, Jacqueline A.

2017-01-01

Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easy-to-administer inventory exists to assess the…

Teaching Vocabulary with Students with Learning Disabilities Using Classwide Peer Tutoring and Constant Time Delay

ERIC Educational Resources Information Center

Hughes, Trudie A.; Fredrick, Laura D.

2006-01-01

This study examined the effectiveness and efficiency of combining classwide peer tutoring (CWPT) and constant time delay (CTD) on the academic performance of 3 students with learning disabilities (LD) and 15 students without LD enrolled in an inclusive sixth-grade language arts class. Treatment integrity checklists were used to measure the extent…

A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students with Learning Disabilities

ERIC Educational Resources Information Center

Williams, Kelly J.; Walker, Melodee A.; Vaughn, Sharon; Wanzek, Jeanne

2017-01-01

Spelling is one of the most challenging areas for students with learning disabilities (LD), and improving spelling outcomes for these students is of high importance. In this synthesis, we examined the effects of spelling and reading interventions on spelling outcomes for students with LD in Grades K through 12. A systematic search of peer-reviewed…

Mnemonics and the Learning Disabled Child.

ERIC Educational Resources Information Center

Mahan, Virginia

1993-01-01

This paper examines the various types and functions of mnemonic strategies that may be used to expedite recall in students with learning disabilities (LD), reviews research in this area, and outlines avenues for research. The paper concludes that mnemonic strategies have an untapped potential for improving LD students' learning, retention, and…

Comparison of the Performance of College Students Classified as ADHD, LD, and LD/ADHD in Foreign Language Courses

ERIC Educational Resources Information Center

Sparks, Richard L.; Javorsky, James; Philips, Lois

2005-01-01

In this study, college students classified as having attention deficit hyperactivity disorder (ADHD) who had fulfilled the foreign language (FL) requirement were compared with students classified as learning disabled (LD) or both LD and ADHD who had either substituted courses for the college FL requirement petition or had passed FL courses…

First-Year College Students with ADHD And/or LD: Differences in Engagement, Positive Core Self-Evaluation, School Preparation, and College Expectations

ERIC Educational Resources Information Center

DuPaul, George J.; Pinho, Trevor D.; Pollack, Brittany L.; Gormley, Matthew J.; Laracy, Seth D.

2017-01-01

Students with attention-deficit/hyperactivity disorder (ADHD) and/or learning disabilities (LD) experience significant challenges in making the transition from high school to college. This study examined the ways first-year college students with ADHD, LD, ADHD+LD, and comparison peers differ in engagement, core self-evaluation, high school…

College Students with Learning Disability Diagnoses: Who Are They and How Do They Perform?

ERIC Educational Resources Information Center

Sparks, Richard L.; Lovett, Benjamin J.

2009-01-01

The purpose of this study is to provide an up-to-date review of the literature on postsecondary students classified as having learning disabilities (LD). The review focused on the criteria by which students were classified as LD and the cognitive and achievement characteristics of the participants. From almost 400 studies, only 30% were empirical…

How Expert Secondary Special Education Teachers Conceptualize Teaching Literacy in Their Content Area to Students with Learning Disabilities

ERIC Educational Resources Information Center

Lauterbach, Alexandra A.

2013-01-01

This study provides insight into the cognition of expert content area teachers with specialized knowledge in teaching literacy to students with learning disabilities (LD), with the purpose of developing an understanding of expertise in teaching literacy in the content areas to secondary students with LD. This study used hermeneutic phenomenology…

From LD to Degree: Effective Techniques for the Student with a Learning Disability

ERIC Educational Resources Information Center

Del Viscovo, Joshua A.

2009-01-01

The purpose of this article is to espouse and highlight some essential ingredients for a student with learning disabilities and differences to survive outside of the K-12 setting. Many students with LD move to colleges and universities throughout the United States, and perhaps even the world. As they earn undergraduate and even graduate degrees,…

Applying Objective Diagnostic Criteria to Students in a College Support Program for Learning Disabilities

ERIC Educational Resources Information Center

Sparks, Richard L.; Lovett, Benjamin J.

2013-01-01

This study examined whether a large group of postsecondary students participating in a support program for students classified as having learning disabilities (LD) met criteria for five objective diagnostic models for LD: IQ-achievement discrepancy (1.0 SD, 1.5 SD, and greater than 2.0 SD) models, a "Diagnostic and Statistical Manual of…

Effects of a Strategic Intervention with iPad Practice on the Multiplication Fact Performance of Fifth-Grade Students with Learning Disabilities

ERIC Educational Resources Information Center

Ok, Min Wook; Bryant, Diane Pedrotty

2016-01-01

This study investigated the effects of explicit, strategic intervention with iPad application practice on the multiplication fact performance and strategy use of elementary students with learning disabilities (LD) using a single-case, multiple probe design across participants. Four fifth-grade students with LD received 15 1:1 intervention sessions…

A Theoretical Analysis of the Performance of Learning Disabled Students on the Woodcock-Johnson Psycho-Educational Battery.

ERIC Educational Resources Information Center

Shinn, Mark; And Others

Two studies were conducted to (1) analyze the subtest characteristics of the Woodcock-Johnson Psycho-Educational Battery, and (2) apply those results to an analysis of 50 fourth grade learning disabled (LD) students' performance on the Battery. Analyses indicated that the poorer performance of LD students on the Woodcock-Johnson Tests of Cognitive…

Information and Communication Technology Profiles of College Students with Learning Disabilities and Adequate and Very Poor Readers

ERIC Educational Resources Information Center

Fichten, Catherine S.; Nguyen, Mai N.; King, Laura; Barile, Maria; Havel, Alice; Mimouni, Zohra; Chauvin, Alexandre; Budd, Jillian; Raymond, Odette; Juhel, Jean-Charles; Asuncion, Jennison

2013-01-01

We interviewed 58 experts (30 in French, 28 in English) about potentially useful information and communication technologies (ICTs) for Québec college students with a learning disability (LD) and evaluated whether college students with an LD (n = 74), in fact, used these. We also compared ICT use, learning opportunities, and attitudes among three…

TELSQA and the Mainstreamed LD Social Studies Student.

ERIC Educational Resources Information Center

Tama, M. Carrol; Martinez, David H.

1988-01-01

Examines research about learning disabled (LD) students and presents an LD learning-style profile. Describes a learning activity, TELSQA, that social studies teachers can use to encourage reading comprehension. TELSQA asks students to identify title (T), examine material (E), look for important words (L), self-question (SQ), and answer…

The mediating role of internet connection, virtual friends, and mood in predicting loneliness among students with and without learning disabilities in different educational environments.

PubMed

Sharabi, Adi; Margalit, Malka

2011-01-01

This study evaluated a multidimensional model of loneliness as related to risk and protective factors among adolescents with learning disabilities (LD). The authors aimed to identify factors that mediated loneliness among 716 adolescents in Grades 10 through 12 who were studying in high schools or in Youth Education Centers for at-risk populations. There were 334 students with LD, divided into subgroups according to disability severity (three levels of testing accommodations), and 382 students without LD. Five instruments measured participants' socioemotional characteristics: loneliness, Internet communication, mood, and social and academic achievement-oriented motivation. Using structural equation modeling, the results confirmed the loneliness model and revealed that the use of the Internet to support interpersonal communication with friends predicted less intense loneliness, whereas virtual friendships with individuals whom students knew only online predicted greater loneliness. Positive and negative mood and motivation also predicted students' loneliness. In addition, the severity of LD predicted stronger loneliness feelings.

Relationships among Behavioral Profiles, Reading Performance, and Disability Labels: A Latent Class Analysis of Students in the ED, LD, and OHI Special Education Categories

ERIC Educational Resources Information Center

Weingarten, Zachary

2018-01-01

The aim of this study was to explore the variation in student behavior across the ED, LD, and OHI disability categories and to examine demographic, behavioral, and academic factors that may place students at risk for negative outcomes. This study used teachers' rating of students' in-class behavior to identify latent classes of students in the ED,…

Project Harmony - Success for the Learning Disabled in the Mainstream.

ERIC Educational Resources Information Center

Kirsch, Greg

An instructional and mainstreaming model for programming severely learning disabled (LD) elementary students is described, in which students receive instruction for one half of the school day in an LD classroom and are successfully mainstreamed in general education for the remaining part of the day is described. It is explained that components of…

Students with Learning Disabilities' Satisfaction, Employment, and Postsecondary Education Outcomes

ERIC Educational Resources Information Center

Rabren, Karen; Eaves, Ronald C.; Dunn, Caroline; Darch, Craig

2013-01-01

This study investigates the construct of satisfaction as a post-school outcome for students with learning disabilities (LD). More specifically, the effects of postsecondary education or training as well as employment are examined as they contribute to the overall satisfaction of young people with LD, one year after they exit high school. The…

Bending Back on High School Programs for Youth with Learning Disabilities

ERIC Educational Resources Information Center

Edgar, Eugene

2005-01-01

In this opinion piece, the author views several major problems facing those who care about students labeled has having learning disabilities (LD). He believes that while there are technical problems that educators should be able to fix (definition of LD, best instructional practices for students so identified, powerful secondary programs that…

Bilingual Learning Disability Services in Illinois--A Myth?: A Look at Policy.

ERIC Educational Resources Information Center

Assaf-Keller, Miryam

This paper reviews statutes and recommended practices established by the Illinois State Board of Education for the identification of learning disabilities (LD) in culturally and linguistically diverse exceptional (CLDE) students, and reports the findings of a survey on LD bilingual services provided to Hispanic students in the Chicago (Illinois)…

An Initial Investigation into the Role of Stereotype Threat in the Test Performance of College Students with Learning Disabilities

ERIC Educational Resources Information Center

May, Alison L.; Stone, C. Addison

2014-01-01

In a quasi-experimental evaluation of the possible role of stereotype threat in the academic performance of college students with learning disabilities (LD), students with (N = 29) and without (N = 62) identified LD took a simulated Verbal GRE® task in one of two conditions modeled after those used in past stereotype threat (ST) research. The task…

Weaknesses in Lexical-Semantic Knowledge Among College Students With Specific Learning Disabilities: Evidence From a Semantic Fluency Task

PubMed Central

McGregor, Karla K.; Oleson, Jacob

2017-01-01

Purpose The purpose of this study is to determine whether deficits in executive function and lexical-semantic memory compromise the linguistic performance of young adults with specific learning disabilities (LD) enrolled in postsecondary studies. Method One hundred eighty-five students with LD (n = 53) or normal language development (ND, n = 132) named items in the categories animals and food for 1 minute for each category and completed tests of lexical-semantic knowledge and executive control of memory. Groups were compared on total names, mean cluster size, frequency of embedded clusters, frequency of cluster switches, and change in fluency over time. Secondary analyses of variability within the LD group were also conducted. Results The LD group was less fluent than the ND group. Within the LD group, lexical-semantic knowledge predicted semantic fluency and cluster size; executive control of memory predicted semantic fluency and cluster switches. The LD group produced smaller clusters and fewer embedded clusters than the ND group. Groups did not differ in switching or change over time. Conclusions Deficits in the lexical-semantic system associated with LD may persist into young adulthood, even among those who have managed their disability well enough to attend college. Lexical-semantic deficits are associated with compromised semantic fluency, and the two problems are more likely among students with more severe disabilities. PMID:28267833

Weaknesses in Lexical-Semantic Knowledge Among College Students With Specific Learning Disabilities: Evidence From a Semantic Fluency Task.

PubMed

Hall, Jessica; McGregor, Karla K; Oleson, Jacob

2017-03-01

The purpose of this study is to determine whether deficits in executive function and lexical-semantic memory compromise the linguistic performance of young adults with specific learning disabilities (LD) enrolled in postsecondary studies. One hundred eighty-five students with LD (n = 53) or normal language development (ND, n = 132) named items in the categories animals and food for 1 minute for each category and completed tests of lexical-semantic knowledge and executive control of memory. Groups were compared on total names, mean cluster size, frequency of embedded clusters, frequency of cluster switches, and change in fluency over time. Secondary analyses of variability within the LD group were also conducted. The LD group was less fluent than the ND group. Within the LD group, lexical-semantic knowledge predicted semantic fluency and cluster size; executive control of memory predicted semantic fluency and cluster switches. The LD group produced smaller clusters and fewer embedded clusters than the ND group. Groups did not differ in switching or change over time. Deficits in the lexical-semantic system associated with LD may persist into young adulthood, even among those who have managed their disability well enough to attend college. Lexical-semantic deficits are associated with compromised semantic fluency, and the two problems are more likely among students with more severe disabilities.

Psychological Correlates of College Students Referred to a Learning Needs Center.

ERIC Educational Resources Information Center

Lefebvre, R. Craig

The paper considers issues in intelligence testing of learning disabled (LD) children and adults and reviews results of psychological testing of LD students at the University of Virginia (UVA). Tests administered include neurological screening tests and personality assessments where appropriate. It is explained that the matriculating LD student is…

Myths about Foreign Language Learning and Learning Disabilities

ERIC Educational Resources Information Center

Sparks, Richard L.

2016-01-01

Conventional wisdom in education has suggested that students who are classified as learning disabled (LD) will exhibit inordinate difficulties learning a foreign language (FL). Even when not explicitly stated, the notion that those classified as LD have a disability for FL learning is implied. However, while beliefs about this purported disability…

Academic Students' Attitudes toward Students with Learning Disabilities

ERIC Educational Resources Information Center

Gonen, Ayala; Grinberg, Keren

2016-01-01

Background: Learning disabilities (LD) are lifelong disabilities that affect all facets of a person's life. Aim: Identifying the relationship between academic students' attitudes toward learning disability, self-image, and selected factors. Methods: A questionnaire was distributed to 213 students from an academic center in Israel. Two different…

Developing the Concept of Perimeter and Area in Students with Learning Disabilities (LD)

ERIC Educational Resources Information Center

Kozulin, Alex; Kazaz, Sigalit

2017-01-01

The present research is aimed at developing an educational program effective for the development of the concepts of perimeter and area in students with LD and testing this program. The study combined action research with quasi-experimental design involving experimental (LD) and comparison (non-LD) groups. The intervention program consisted of 12…

Learning Disabled Students and Computers: A Teacher's Guide Book.

ERIC Educational Resources Information Center

Metzger, Merrianne; And Others

This booklet is provided as a guide to teachers working with learning disabled (LD) students who are interested in using computers as a teaching tool. The computer is presented as a powerful option to enhance educational opportunities for LD children. The author outlines the three main modes in educational computer use (tutor, tool, and tutee) and…

Intra-Group Motivational Analysis of Students with Learning Disabilities: A Goal Orientation Approach

ERIC Educational Resources Information Center

Sideris, Georgios D.; Tsorbatzoudis, Charalambos

2003-01-01

The purpose of the present study was to profile, using a K-means cluster analysis, the cognitive, motivational, affective, and goal orientation characteristics of elementary school students with and without learning disabilities (LD). Participants were 58 fifth and 6 sixth graders (29 typical and 29 LD) selected using stratified random procedures.…

Leveling the Digital Playing Field: Assessing the Learning Technology Needs of College-Bound Students with LD and/or ADHD

ERIC Educational Resources Information Center

Parker, David R.; Banerjee, Manju

2007-01-01

As increasing numbers of students with learning disabilities (LD) or attention-deficit/hyperactivity disorder (ADHD) transition to postsecondary education, they encounter a heightened need for proficiency with a wide range of learning technologies. Whereas the Individuals With Disabilities Education Improvement Act of 2004 (IDEIA) requires…

Deviant Behavior in Learning Disabled and Behaviorally Disordered Students as a Function of Level and Placement.

ERIC Educational Resources Information Center

Sindelar, Paul T.; And Others

1985-01-01

Resource and special class teachers of learning disabled (LD) and behaviorally disordered elementary and secondary students rated behaviorally disordered Ss as exhibiting more of five patterns of deviant behavior than LD Ss. Secondary Ss exhibited more rule breaking than elementary Ss; and special class Ss, more anxious, fearful behavior than…

Crafting an Argument in Steps: A Writing Process Model for Graduate and Professional Students with LD

ERIC Educational Resources Information Center

Kallestinova, Elena

2017-01-01

The paper discusses argument pedagogy for graduate and professional students with learning disabilities (LD) in the context of academic writing. To understand the nature and types of writing problems that graduate and professional students with LD experience, the author presents results of a university-wide survey with the students who did and did…

Postsecondary Students with Specific Learning Disabilities and with Attention Deficit Hyperactivity Disorder Should Not Be Considered as a Unified Group for Research or Practice

ERIC Educational Resources Information Center

Budd, Jillian; Fichten, Catherine S.; Jorgensen, Mary; Havel, Alice; Flanagan, Tara

2016-01-01

Objective: To examine similarities and differences among college/university students with ADHD, LD, and comorbid ADHD and LD on variables related to academic performance. Method: Students who self-reported ADHD (n = 42), LD (n = 72), or comorbid ADHD and LD (n = 42), completed an online questionnaire which evaluated grades, parental education,…

Social competence and collaborative guided inquiry science activities: Experiences of students with learning disabilities

NASA Astrophysics Data System (ADS)

Taylor, Jennifer Anne

This thesis presents a qualitative investigation of the effects of social competence on the participation of students with learning disabilities (LD) in the science learning processes associated with collaborative, guided inquiry learning. An inclusive Grade 2 classroom provided the setting for the study. Detailed classroom observations were the primary source of data. In addition, the researcher conducted two interviews with the teacher, and collected samples of students' written work. The purpose of the research was to investigate: (a) How do teachers and peers mediate the participation of students with LD in collaborative, guided inquiry science activities, (b) What learning processes do students with LD participate in during collaborative, guided inquiry science activities, and (c) What components of social competence support and constrain the participation of students with LD during collaborative, guided inquiry science activities? The findings of the study suggest five key ideas for research and teaching in collaborative, guided inquiry science in inclusive classrooms. First, using a variety of collaborative learning formats (whole-class, small-group, and pairs) creates more opportunities for the successful participation of diverse students with LD. Second, creating an inclusive community where students feel accepted and valued may enhance the academic and social success of students with LD. Third, careful selection of partners for students with LD is important for a positive learning experience. Students with LD should be partnered with academically successful, socially competent peers; also, this study suggested that students with LD experience more success working collaboratively in pairs rather than in small groups. Fourth, a variety of strategies are needed to promote active participation and positive social interactions for students with and without LD during collaborative, guided inquiry learning. Fifth, adopting a general approach to teaching collaborative inquiry that crosses curriculum borders may enhance success of inclusive teaching practices.

Similarities and Differences between Underachievers and Students Labeled Learning Disabled: Identical Twins with Different Mothers.

ERIC Educational Resources Information Center

Ysseldyke, James E.; And Others

School identified learning disabled (LD) fourth graders (N=50) were compared with 49 fourth graders who were underachieving in school (non-LD) but were not identified as LD. Both groups were administered a battery of psychoeducational tests and their performances were compared on all measures. Results indicated considerable similarities between…

Hope as a Mediator of Loneliness and Academic Self-Efficacy among Students with and without Learning Disabilities during the Transition to College

ERIC Educational Resources Information Center

Feldman, David B.; Davidson, Oranit B.; Ben-Naim, Shiri; Maza, Etai; Margalit, Malka

2016-01-01

The transition to college often occasions excitement as well as elevated stress for students. The latter may be especially the case for those with learning disabilities (LD), who can encounter problems both socially and academically. This study follows students both with and without LD during the first month of college to explore the relationships…

Impact of the Personal Strengths Program on Self-Determination Levels of College Students with LD and/or ADHD

ERIC Educational Resources Information Center

Farmer, Jennie L.; Allsopp, David H.; Ferron, John M.

2015-01-01

This study investigates the impact of The Personal Strengths Program (PSP) on seven college students with learning disabilities and/or attention deficit hyperactivity disorder (LD/ADHD) using a multiple baseline design. Students with LD/ADHD experience increased challenges in school settings and decreased post-secondary outcomes when compared with…

Mathematics education and learning disabilities in Spain.

PubMed

Casas, Ana Miranda; Castellar, Rosa García

2004-01-01

In the first part of this article, we describe the basic objectives of the math curriculum in Spain as well as the basic contents, teacher resources, and obstacles perceived in mathematics instruction. Second, we briefly describe the concept of learning disabilities (LD) as they are currently defined in Spain. As stated in the recent educational reform, a student with LD is any student with special educational needs. The emphasis is placed on the educational resources that these students need in order to achieve the curricular objectives that correspond to their age group or grade. Third, we comment specifically on the educational services model and the evaluation and instructional procedures for students with math learning disabilities. Finally, we describe some lines of research that have appeared in the last few years in Spain that have led to the development of new evaluation and intervention procedures for students with LD in computation and problem solving.

University students with learning disabilities advocating for change.

PubMed

Roer-Strier, D

2002-11-20

In recent decades Western psychology has conceptualized learning disabilities (LD) in terms of deficits and such related 'social emotional issues' as insecurity, low self-esteem and social isolation that can be rehabilitated through combined remedial teaching and psychological intervention. With increasing advocacy and legislation on behalf of people with disabilities in the US, UK and Australia, more resources are being made available to students with LD in institutions of higher education. Due to this increase in the quantity of services, written programmes and accommodations made to their needs, increased numbers of students with LD have been graduating successfully from institutions of higher education. This paper describes an option for treating students with LD that is based on a theoretical perspective that understands these students as an excluded population and emphasizes the importance of their empowerment. A project involving social work students with LD at Hebrew University in Jerusalem is presented as a case study. Case-study investigation, one of the common methods of qualitative research, explores social and human problems in their natural context. A 6-year evaluation of this project was conducted based on questionnaires, focus groups, documentation of all activities related to the project, in-depth interviews and outcome measures. The results suggest that the project developed in three stages: raising awareness, building partnerships, and lobbying for rights and services. Outcome measures indicate that the project was successful in lowering dropout rates and improving students' academic achievement. Analysis of interviews with students suggests that the project positively affected the students' perceptions by helping them reframe the social and emotional connotations of their learning disability. Students reported marked social and emotional change, including reduced stress and anxiety levels and increased self-esteem. Empowerment practices that are based on partnership, participation, advocacy and social change provide an alternative to rehabilitation via individual therapy.

The Effects of Cooperative and Individual Goal Structures on Learning Disabled and Nondisabled Students.

ERIC Educational Resources Information Center

Cosden, Merith; And Others

1985-01-01

Elementary children (N=138) in LD-NLD or NLD-LD (learning disabled - nonlearning disabled) dyads were individually tested on reading comprehension after study periods which emphasized either cooperative or individual study behaviors and goal incentives. There were sex differences in the impact of cooperative goal structures on attitudes,…

Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability

ERIC Educational Resources Information Center

Tolar, Tammy D.; Fuchs, Lynn; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L.

2016-01-01

Three cohorts of third-grade students (N = 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research traditions in defining math learning disability (LD) status: low achievement versus extremely low achievement and IQ-achievement discrepant versus strictly low-achieving LD. We use methods…

The Effects of Extended Time on Writing Performance

ERIC Educational Resources Information Center

Goegan, Lauren D.; Harrison, Gina L.

2017-01-01

The effects of extended time on the writing performance of university students with learning disabilities (LD) was examined. Thirty-eight students (19 LD; 19 non-LD) completed a collection of cognitive, linguistic, and literacy measures, and wrote essays under regular and extended time conditions. Limited evidence was found to support the…

Weaknesses in Lexical-Semantic Knowledge among College Students with Specific Learning Disabilities: Evidence from a Semantic Fluency Task

ERIC Educational Resources Information Center

Hall, Jessica; McGregor, Karla K.; Oleson, Jacob

2017-01-01

Purpose: The purpose of this study is to determine whether deficits in executive function and lexical-semantic memory compromise the linguistic performance of young adults with specific learning disabilities (LD) enrolled in postsecondary studies. Method: One hundred eighty-five students with LD (n = 53) or normal language development (ND, n =…

Comparisons of Self-Determination among Students with Autism, Intellectual Disability, and Learning Disabilities: A Multivariate Analysis

ERIC Educational Resources Information Center

Chou, Yu-Chi; Wehmeyer, Michael L.; Palmer, Susan B.; Lee, Jaehoon

2017-01-01

This study examined differences in self-determination among students with autism spectrum disorders (ASD), students with intellectual disability (ID), and students with learning disabilities (LD). A total of 222 participants with an equal size group for each of the three disability categories were selected to participate in the comparison of total…

Helping Students with LD to Succeed: The Role of Teachers' Hope, Sense of Coherence and Specific Self-Efficacy

ERIC Educational Resources Information Center

Levi, Uzi; Einav, Michal; Raskind, Ilana; Ziv, Orit; Margalit, Malka

2013-01-01

Teachers play a critical role in facilitating the academic achievements of students with learning disabilities (LD). The personal resources of teachers, such as sense of coherence (SOC) and hopeful thinking, may predict self-perception of the competency and efficacy they possess to help students with LD acquire needed learning skills. Several…

LD in AD 2000.

ERIC Educational Resources Information Center

Smith, Bert Kruger

The author discusses potential problems and benefits for learning disabled (LD) students in the year 2000. Considered are developments in three areas: human engineering (such as the role of amniocentesis in prevention of disabilities), education (including new audiovisual technology and a restructuring of secondary education), and human…

Links among Social Status, Service Delivery Mode, and Service Delivery Preference in LD, Low-Achieving, and Normally Achieving Elementary-Aged Children.

ERIC Educational Resources Information Center

Le Mare, Lucy; de la Ronde, Marie

2000-01-01

Relations among social status, current service delivery, and service delivery preferences were examined in 42 students with learning disabilities (LD), 40 low-achieving, and 42 average/high-achieving students in grades 2-4 and 6-7. Most students preferred pullout service to in-class service. Only among LD students were self- and peer-rated social…

Social Anxiety among Arab Adolescents with and without Learning Disabilities in Various Educational Frameworks

ERIC Educational Resources Information Center

Peleg, Ora

2011-01-01

The aim of the current study is to examine differences in social anxiety between learning disabled (LD) and non-learning disabled (non-LD) students, taking into account educational placement. The present research is the first to consider the above relations among Christian Arab adolescents living in Israel as an Eastern collectivist minority. On…

Using the Minnesota Multiphasic Personality Inventory-2 to Develop a Scale to Identify Test Anxiety among Students with Learning Disabilities

ERIC Educational Resources Information Center

Lufi, Dubi; Awwad, Abeer

2013-01-01

The purpose of this article was to describe an initial step developing a new scale to identify individuals with learning disabilities (LD) and test anxiety. Eighty-eight students answered the "Minnesota Multiphasic Personality Inventory-2" (MMPI-2). The participants were drawn from the following three groups: (a) adults with LD and test…

Academic procrastination and feelings toward procrastination in LD and non-LD students: Preliminary insights for future intervention.

PubMed

Hen, Meirav

2018-01-01

Academic procrastination is a prevalent behavior that negatively influences students' performance and well-being. The growing number of students with learning disabilities (LD) in higher education communities leads to the need to study and address academic procrastination in this unique population of students and to develop ways to prevent and intervene. The present study examined the difference in academic procrastination between LD, non-LD, and supported LD college students in Israel. Findings indicated a significant difference between the three groups, both in academic procrastination and in the desire to change this behavior. Interestingly, supported LD students were similar to non-LD students in all parameters of academic procrastination; however, they expressed less desire to change this behavior than unsupported LD students. These findings highlight the effect of general academic support on academic procrastination in LD students. Future studies will need to further explore the specific elements of support that most contribute to the reduction of academic procrastination in LD students. Specific support programs for academic procrastination in LD students who take into account the findings of these future studies can then be developed and studied.

The STEM and CTE Pipeline for Community College Students with Learning Disabilities

NASA Astrophysics Data System (ADS)

Morgan, Micaela Victoria Cesario

The technological nature of the world we live in has produced a need for a workforce that is technologically savvy and possesses 21st century skills and abilities. Given that students with a learning disability (LD) may be an untapped source of science, technology, engineering, and mathematics (STEM) or career and technical education (CTE) potential, it is important to understand 1) whether LD students are capable of pursuing STEM and CTE fields and 2) what will aid them in successfully pursuing those fields. The two studies presented aim to answer those questions through a latent profile and latent class analysis. The results from the first study indicated that there are two STEM capable profiles of LD students: High-STEM and CTE Capability or Low-STEM Capability. It was found that female LD students were significantly more likely to be in the High-STEM and CTE Capability profile (.75, p < .05) by 2.11 times and that African-American LD students were significantly more likely to be found in the Low-STEM Capability profile (-1.31, p < .10). It was also more prevalent for LD students to pursue either STEM or CTE at the 2-year college regardless of what profile they resided in. Understanding a students' STEM or CTE capability can play a role in how they prepare and plan for their future. For the second study it was found that LD students could be categorized into three engagement classes: Highly Engaged LD Students, Moderately Engaged LD Students, and Poorly Engaged LD Students. Again, gender played a role in students' classification and it was found that female students were significantly more likely to be in the Moderately Engaged class (.22, p < .05). Results from this study also indicate that the 2-year pathway is the most traversed by LD students. LD students who were engaged in their IEP process, possess self-determination, and are able to utilize accommodations were more successful in pursuing a STEM and CTE field. Implications for postsecondary institutions will be discussed.

Effects of Extended Time Allotments on Reading Comprehension Performance of College Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Lewandowski, Lawrence; Cohen, Justin; Lovett, Benjamin J.

2013-01-01

Students with disabilities often receive test accommodations in schools and on high-stakes tests. Students with learning disabilities (LD) represent the largest disability group in schools, and extended time the most common test accommodation requested by such students. This pairing persists despite controversy over the validity of extended time…

Graduation Prospects of College Students with Specific Learning Disorder and Students with Mental Health Related Disabilities

ERIC Educational Resources Information Center

Jorgensen, Mary; Budd, Jillian; Fichten, Catherine S.; Nguyen, Mai N.; Havel, Alice

2018-01-01

This study's goal was to compare aspects related to academic persistence of two groups of college students with non-visible disabilities: 110 Canadian two and four-year college students--55 with mental health related disabilities and 55 with Specific Learning Disorder (LD). Results show that students with mental health related disabilities were…

Width, Length, and Height Conceptions of Students with Learning Disabilities

ERIC Educational Resources Information Center

Güven, N. Dilsad; Argün, Ziya

2018-01-01

Teaching responsive to the needs of students with learning disabilities (LD) can be provided through understanding students' conceptions and their ways of learning. The current research, as a case study based on qualitative design, aimed to investigate the conceptions of students with learning disabilities with regard to the different…

Classroom Behavior Patterns of EMH, LD, and EH Students.

ERIC Educational Resources Information Center

McKinney, James D.; Forman, Susan G.

1982-01-01

Investigated whether classroom teachers could differentiate among educable mentally handicapped (EMH), learning disabled (LD), and emotionally handicapped (EH) students based on perceptions of classroom behavior patterns. Ratings from classroom behavior inventory scales revealed that EMH students were distinguished by low intelligence, creativity,…

The Relationship of Self-Determination Skills, Use of Accommodations, and Use of Services to Academic Success in Undergraduate Juniors and Seniors with Learning Disabilities

ERIC Educational Resources Information Center

Humphrey, Marja J. B.

2010-01-01

Students with disabilities are entering colleges and universities across the nation in ever-increasing numbers, with the greatest percentage being students with learning disabilities (LD). Yet, students with disabilities often do not graduate from college at the same rate as students without disabilities. Self-determination is an important skill…

Teachers' Understanding of Learning Disabilities.

ERIC Educational Resources Information Center

Anderson, David W.; Coleman, Diana L.

A survey of 135 Pennsylvania regular classroom teachers (kindergarten through grade 8) examined their understanding of learning disabilities (LD) and the degree to which they felt prepared to work with LD students. The survey sought information on: (1) teacher preparation, knowledge, and experience related to identifying and working with LD…

Introducing Algebra through the Graphical Representation of Functions: A Study among LD Students

ERIC Educational Resources Information Center

Sauriol, Jennifer

2013-01-01

This longitudinal study evaluates the impact of a new Algebra 1 course at a High School for language-based learning-disabled (LD) students. The new course prioritized the teaching of relationship graphs and functions as an introduction to algebra. Across three studies, the dissertation documents and evaluates the progress made by LD high school…

The Effects of a Growth Mindset Intervention on the Beliefs about Intelligence, Effort Beliefs, Achievement Goal Orientations, and Academic Self-Efficacy of LD Students with Reading Difficulties

ERIC Educational Resources Information Center

Baldridge, Mary Caufield

2010-01-01

The overall purpose of this study was to examine the effects of a "growth mindset" intervention on the beliefs about intelligence, effort beliefs, achievement goals, and academic self-efficacy of learning disabled (LD) students with reading difficulties. The treatment group consisted of 12 high school LD students with reading difficulties. This…

Socioemotional self-perceptions, family climate, and hopeful thinking among students with learning disabilities and typically achieving students from the same classes.

PubMed

Idan, Orly; Margalit, Malka

2014-01-01

This study aimed at examining the adjustment of students with learning disabilities (LD) and at exploring the mediating role of hope. By means of a multidimensional approach, the interactions between risk and protective factors emerging from internal and external resources among 856 high school students (10th to 12th grades) were analyzed. A total of 529 typically achieving students and 327 students with LD attending general education classes in seven high schools completed seven instruments measuring sense of coherence, basic psychological needs, loneliness, family climate, hope, academic self-efficacy, and effort. The students' achievements in English, history, and mathematics were collected. The analysis used structural equation modeling, and the results emphasized the significant role of hope as a mediator between risk and protective factors and academic self-efficacy and its significance for students with and without LD in explaining achievements and effort investment.

Visual Persistence and Information Pick-up in Learning Disabled Children.

ERIC Educational Resources Information Center

Mazer, Suzanne R.; And Others

1983-01-01

Two experiments tested possible explanations for previous research demonstrating lower span of apprehension for learning disabled students. In experiment 1, the length of visual persistence was less for LD subjects, while in experiment 2, the rate of information pick-up was slower for LD subjects. (CL)

"An adjective is a word hanging down from a noun": learning to write and students with learning disabilities.

PubMed

Harris, Karen R; Graham, Steve

2013-04-01

By the upper elementary grades, writing becomes an essential tool both for learning and for showing what you know. Students who struggle significantly with writing are at a terrible disadvantage. Data from the National Assessment of Educational Progress indicate that only 25% of students can be classified as competent writers; students with learning disabilities (LD) have even greater problems with writing than their normally achieving peers and frequently demonstrate a deteriorating attitude toward writing after the primary grades. In this article, we focus on composing and the writing process, and examine the knowledge base about writing development and instruction among students with LD. We address what research tells us about skilled writers and the development of writing knowledge, strategies, skill, and the will to write, and how this relates to students with LD. Next, we summarize what has been learned from research on writing development, effective instruction, and the writing abilities of students with LD in terms of effective instruction for these students. Finally, we indicate critical areas for future research.

Academic Coping Skills and College Expectations of Learning Disabled High School Students.

ERIC Educational Resources Information Center

Dietrich, Amy P.; Kelly, Susan M.

This study assessed the level of academic coping skills being employed by 59 college-bound high school students with learning disabilities (LD), assessed the college-related expectations of these students, and compared these skills and expectations with those identified as essential by successful college students with learning disabilities.…

College Success of Students with Psychiatric Disabilities: Barriers of Access and Distraction

ERIC Educational Resources Information Center

McEwan, Robert C.; Downie, Robert

2013-01-01

This study explored the barriers to success experienced by students with psychiatric disabilities (PD) enrolled in college programs. The students in the PD group were compared to a matched group of students with learning disabilities (LD) on graduation rates, endurance levels, grade point averages, self-assessment of cognitive, academic, and…

Are We Exacerbating Students' Learning Disabilities? An Investigation of Preservice Teachers' Attributions of the Educational Outcomes of Students with Learning Disabilities

ERIC Educational Resources Information Center

Woodcock, Stuart; Vialle, Wilma

2011-01-01

While claims of the importance of attribution theory and teachers' expectations of students for student performance are repeatedly made, there is little comprehensive research identifying the perceptions preservice teachers have of students with learning disabilities (LD). Accordingly, 444 Australian preservice primary school teachers were…

Socioemotional and Behavioural Adaptation of Students with Disabilities: The Significance of Teacher-Student Attachment-Like Relationships

ERIC Educational Resources Information Center

Granot, David

2016-01-01

The present study explores the extent to which maternal attachment and teacher--student attachment-like relationships explain the socioemotional adaptation of students with disabilities. Participants consisted of 65 dyads of homeroom teachers and their students (from a middle-to-low-class area in Northern Israel) with learning disabilities (LD),…

The School Adjustment of Rural Adolescents with and without Disabilities: Variable and Person-Centered Approaches

ERIC Educational Resources Information Center

Farmer, Thomas W.; Hall, Cristin M.; Weiss, Margaret P.; Petrin, Robert A.; Meece, Judith L.; Moohr, Michele

2011-01-01

This study examined the school adjustment of adolescents with disabilities and their nondisabled peers in a national sample of rural high school students. The total sample consisted of 7,376 students: 6,704 nondisabled students, 70 students with emotional and behavioral disorders (EBD), 512 students with learning disabilities (LD), and 90 students…

Coaching and College Success

ERIC Educational Resources Information Center

Richman, Erica Lynn; Rademacher, Kristen N.; Maitland, Theresa Laurie

2014-01-01

Students with learning disabilities (LD) and Attention Deficit/Hyperactivity Disorder (ADHD) represent the largest segment of college students with documented disabilities. Despite enhanced access to accommodations under the Americans with Disabilities Amendments Act, this growing population continues to take longer to complete a college education…

Making the nursing curriculum more inclusive for students with specific learning difficulties (SpLD): embedding specialist study skills into a core module.

PubMed

Wray, Jane; Aspland, Jo; Taghzouit, Jayne; Pace, Kerry

2013-06-01

Wray et al. (2012) found that providing specialist 'add on' study skills sessions to students with SpLD increased the likelihood of progression and earlier identification. However, 48% of students identified as 'at risk' of having a SpLD did not pursue further assessment/support, which is of concern. OBJECTIVES/DESIGN/PARTICIPANTS/SETTINGS: The study aimed to explore the impact of embedding nine study skills sessions designed for students with SpLD into the mainstream curriculum on pre-registration nursing students in one HEI in the north of England. Two cohorts (September 2009 (n=257) and February 2010 (n=127)) took part; a total of 300 students completed a student feedback questionnaire (201 from September 2009, 99 from February 2010 (response rates of 87% and 80%)). The study used an outcome evaluation approach (Watson et al., 2008) to explore the impact of the sessions using a range of measures: (i) a student feedback questionnaire, (ii) length of time from registration to first contact with Disability Services, and (iii) progression data. Overall, the sessions were received very positively, especially those on essay writing, reflection and learning techniques. Students in the study cohorts made contact with Disability Services 4-6 weeks earlier than other cohorts; referrals were also higher. Equally, students with SpLD with access to study skills had higher rates of progression (e.g. 87% in 2009) than in years with no sessions (e.g. 62% in 2008); progression rates were comparable to their non-disabled peers. Mainstreaming what had previously been a reasonable adjustment made time- and resource-savings for the institution. Such approaches to embedding are important in encouraging and retaining talented and able students. Copyright © 2012 Elsevier Ltd. All rights reserved.

Improving Test-Taking Skills of LD Adolescents.

ERIC Educational Resources Information Center

Markel, Geraldine

1981-01-01

A multicomponent model to improve test taking skills of learning disabled (LD) adolescents is proposed to encourage anxiety management, problem solving skills, assertiveness, study skills, and student confidence and control. The role of the LD consultant in this process is described. (CL)

Using Assistive Technology to Increase Vocabulary Acquisition and Engagement for Students with Learning Disabilities in the High School Science Classroom

NASA Astrophysics Data System (ADS)

Slemrod, Tal

There is a growing recognition of the importance and effectiveness of instruction in the STEM subjects, including science. The movement towards increased requirements and expectations in science presents a challenge to both students and teachers as many students with Learning Disabilities (LD) often particularly struggle in their science classes. The purpose of this study was to investigate the use of an assistive technology (AT) intervention targeting the acquisition of science vocabulary for adolescents with LD in a general education secondary biology classroom. Participants for this study included 3 secondary students with LD who were enrolled in a biology class. An alternating treatment design was used to compare the effects of a keyword mnemonic vocabulary intervention via index cards or iPod touch on student, vocabulary acquisition, academic engagement and disruptive behavior. All students' acquired the content vocabulary equally well during both conditions. When using the AT, students' engagement increased compared to baseline conditions. It was clear that the students had a strong interest in using AT to increase their grades and engagement, however the teachers had little access and training on using AT to support their students with disabilities.

Exploring the Diagnosis of "Gifted/LD": Characterizing Postsecondary Students with Learning Disability Diagnoses at Different IQ Levels

ERIC Educational Resources Information Center

Lovett, Benjamin J.; Sparks, Richard L.

2010-01-01

Increasing numbers of students are being diagnosed as simultaneously gifted and having a learning disability, although the identification procedures and characteristics of these students are matters of continuing debate. In the present study, postsecondary students with learning disability diagnoses (N = 357) were grouped according to their IQ…

Bare Bones: An Introduction to Physical Anthropology. Alternative Techniques for Teaching Physical Anthropology to Learning Disabled Students in the University.

ERIC Educational Resources Information Center

Sands, Catherine J. MacMillan

The booklet describes approaches to teaching learning disabled students introductory physical anthropology, as related by a professor involved in the Higher Education for Learning Disabled Students (HELDS) program. The author suggests ways to identify LD students through observation of short attention span, restlessness, and marked discrepancies…

Working with Learning Disabled Writers: Some Perspectives. Research to Practice.

ERIC Educational Resources Information Center

Bardine, Bryan

Although most learning disabled (LD) adult learners have a strong desire to enhance their writing skills, many obstacles hinder their success. Characteristics of LD students found in their writing or actions include the following: frustration; poor study/note taking skills; test anxiety; lack of social skills; a difficult time following oral…

Effects of Multimedia Vocabulary Instruction on Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Kennedy, Michael J.; Deshler, Donald D.; Lloyd, John Wills

2015-01-01

The purpose of this experimental study is to investigate the effects of using content acquisition podcasts (CAPs), an example of instructional technology, to provide vocabulary instruction to adolescents with and without learning disabilities (LD). A total of 279 urban high school students, including 30 with LD in an area related to reading, were…

Teaching Learning Disabled Adolescents to Set Realistic Goals.

ERIC Educational Resources Information Center

Tollefson, Nona; And Others

Sixty-one learning disabled (LD) adolescents in four junior high schools were randomly assigned to experimental or control groups as part of an effort to teach LD students to set realistic goals so they might experience success and satisfaction in school. Ss in the experimental group made achievement contracts and predicted their performance in…

An Application of Attribution Theory to Developing Self-Esteem in Learning Disabled Adolescents.

ERIC Educational Resources Information Center

Tollefson, Nona; And Others

The effect of an attribution retraining program intended to teach 35 learning disabled (LD) junior high school students to attribute achievement outcomes to the internal factor of effort was examined in the study. The research was concerned with LD adolescents' perceptions of personal (internal) and environmental (external) causality as…

The relation of LD and gender with emotional intelligence in college students.

PubMed

Reiff, H B; Hatzes, N M; Bramel, M H; Gibbon, T

2001-01-01

This study examined the relation of learning disabilities (LD) and gender with emotional intelligence in 128 college students. Fifty-four students with LD (32 men and 22 women) and 74 without LD (34 men and 40 women) attending two colleges and one university participated in the study. Emotional intelligence was assessed using the Emotional Quotient Inventory (EQ-i; BarOn,1997), a self-report instrument designed to measure interpersonal and intrapersonal skills, stress management, adaptability, and general mood. A 2-way multivariate analysis of variance (MANOVA) was performed to examine the main effects of LD and gender and the interaction of the two main effects on the five composites of the EQ-i. Students with LD had fewer credits and lower scholastic aptitude test (SAT) scores, high school grade point averages (GPAs), and college GPAs than students without LD; women students were older and had higher college GPAs than men students. Results of the MANOVA indicated significant main effects of both LD and gender; no significant interaction occurred. Post hoc univariate analyses of the five composites revealed significant differences between students with LD and students without LD on stress management and adaptability, significant differences between men and women students on interpersonal skills, and significant differences of the interaction of LD and gender on interpersonal skills.

Students' Perceptions of a Postsecondary LD/ADHD Support Program

ERIC Educational Resources Information Center

Mytkowicz, Patricia; Goss, Diane

2012-01-01

Colleges are seeking ways to better serve the growing population of students with learning disabilities (LD) and/or Attention Deficit Hyperactivity Disorder (ADHD). In making decisions about how to best facilitate students' success, it is important to listen to their voices as they describe their experiences and offer unique insights. The…

On the Origins of Helpless Behavior of Students with Learning Disabilities: Avoidance Motivation?

ERIC Educational Resources Information Center

Sideridis, Georgios D.

2003-01-01

The purpose of the present study was to examine the presence of helplessness in students with learning difficulties (LD), and evaluate the role of goal orientations as antecedents of helplessness, negative affect, and psychopathology. Following induction of failure, results suggested that students with LD displayed increased negative affectivity,…

Social Information Processing in Students with and without Learning Disabilities.

ERIC Educational Resources Information Center

McNamara, John K.

This paper examines differences between students with and without learning disabilities (LD) in processing social information within the context of a social information processing model. It proposes that language problems may not be the sole cause for poor social skills in students with learning disabilities and suggests that social remediation…

Using Video Modeling and Video Prompting to Teach Core Academic Content to Students with Learning Disabilities

ERIC Educational Resources Information Center

Kellems, Ryan O.; Edwards, Sean

2016-01-01

Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…

Issues in the Identification of Minority College Students with Learning Disabilities.

ERIC Educational Resources Information Center

Heggoy, Synnove; Grant, Dale

This study examined differences in the manifestation of learning disabilities (LD) between minority and non-minority students at a southeastern public college. Profiles of non-minority and minority college students not previously identified as learning disabled and with a history of academic difficulty were compared. Among trends noted in both…

Is anxiety more common in school students with newly diagnosed specific learning disabilities? A cross-sectional questionnaire-based study in Mumbai, Maharashtra, India.

PubMed

Thakkar, A N; Karande, S; Bala, N; Sant, H; Gogtay, N J; Sholapurwala, R

2016-01-01

School students with specific learning disabilities (SpLDs) experience chronic academic underachievement and resultant stress. The present study aimed to determine if school students with newly diagnosed SpLD were more likely to have anxiety than their regular peers. The study cases (aged 8-15 years) were recruited from our institute's learning disability clinic. The matched controls were recruited from four schools in Mumbai, Maharashtra, India. Anxiety was measured using the Spence Children's Anxiety Scale (SCAS)-child self-report version questionnaire. Median SCAS scores and the proportion of students with an SCAS score in the "clinical anxiety" range were compared between the groups. SCAS scores were significantly higher in 8-11-year-old learning-disabled male and female students (P < 0.0001 for both groups) and 12-15-year-old female students (P = 0.004), as compared with matched controls. A significantly higher number of learning-disabled students were found to have "clinical anxiety" [24.64% vs. 4.35%, crude odds ratio (OR) = 7.19, 95% confidence interval (CI) 2.91-17.78, P = 0.0001], as compared with the controls regardless of gender, age group, presence of comorbid attention-deficit/hyperactivity disorder (ADHD), or associated medical conditions. A significantly higher proportion of 8-11-year-old learning-disabled students, especially males, were found to have "clinical anxiety" as compared with 12-15-year-old learning-disabled students (crude OR = 4.38, 95% CI 1.94-9.92, P = 0.0004). Gender, presence of comorbid ADHD or associated medical conditions, and type of school attended or curriculum did not impact the prevalence of "clinical anxiety" in learning-disabled students. Students with newly diagnosed SpLD have greater odds of being "clinically anxious" relative to their regular peers. We recommend screening for anxiety in children with SpLD immediately after diagnosis so that their optimum rehabilitation can be facilitated.

The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities

PubMed Central

Compton, Donald L.; Fuchs, Lynn S.; Fuchs, Douglas; Lambert, Warren; Hamlett, Carol

2012-01-01

The purpose of this study was to examine the cognitive and academic profiles associated with learning disability (LD) in reading comprehension, word reading, applied problems, and calculations. The goal was to assess the specificity hypothesis, in which unexpected underachievement associated with LD is represented in terms of distinctive patterns of cognitive and academic strengths and weaknesses. At the start of 3rd grade, the authors assessed 684 students on five cognitive dimensions (nonverbal problem solving, processing speed, concept formation, language, and working memory), and across Grades 3 through 5, the authors assessed performance in each academic area three to four times. Based on final intercept, the authors classified students as LD or not LD in each of the four academic areas. For each of these four LD variables, they conducted multivariate cognitive profile analysis and academic profile analysis. Results, which generally supported the specificity hypothesis, are discussed in terms of the potential connections between reading and mathematics LD. PMID:21444929

The cognitive and academic profiles of reading and mathematics learning disabilities.

PubMed

Compton, Donald L; Fuchs, Lynn S; Fuchs, Douglas; Lambert, Warren; Hamlett, Carol

2012-01-01

The purpose of this study was to examine the cognitive and academic profiles associated with learning disability (LD) in reading comprehension, word reading, applied problems, and calculations. The goal was to assess the specificity hypothesis, in which unexpected underachievement associated with LD is represented in terms of distinctive patterns of cognitive and academic strengths and weaknesses. At the start of 3rd grade, the authors assessed 684 students on five cognitive dimensions (nonverbal problem solving, processing speed, concept formation, language, and working memory), and across Grades 3 through 5, the authors assessed performance in each academic area three to four times. Based on final intercept, the authors classified students as LD or not LD in each of the four academic areas. For each of these four LD variables, they conducted multivariate cognitive profile analysis and academic profile analysis. Results, which generally supported the specificity hypothesis, are discussed in terms of the potential connections between reading and mathematics LD.

Anxiety, Depression, and Coping Skills Among Mexican School Children: A Comparison of Students With and Without Learning Disabilities

PubMed Central

Gallegos, Julia; Langley, Audra; Villegas, Diana

2012-01-01

The purpose of this study was to compare severity and risk status for anxiety and depression with coping skills among 130 Mexican school children with learning disabilities (LD) and 130 school children without LD. This research is the first to explore the emotional difficulties of Mexican children with LD. Children completed the Spanish version of the Spence Children’s Anxiety Scale and Children’s Depression Inventory, and the Cuestionario de Afrontamiento (Coping Skills Questionnaire). Results indicated that a higher percentage of children with LD were at risk for anxiety (22.3% vs. 11.5%) and depression (32% vs. 18%). No statistically significant differences were found for coping skills. Results support the idea that there is an increased awareness of comorbid depression and anxiety among students with LD and a need to promote early identification and intervention in schools. Efforts should focus on better understanding the relationship between social-emotional difficulties and academic achievement and on developing effective interventions to support children with LD. PMID:24223470

Comparability of Self-Concept among Learning Disabled, Normal, and Gifted Students.

ERIC Educational Resources Information Center

Winne, Phillip H.; And Others

1982-01-01

Using 60 fourth- to seventh-grade learning disabled (LD), normal, and gifted students, the comparability of representations of self-concept across groups was analyzed for the Sears and Coopersmith inventories. (Author/SW)

Improving learning with science and social studies text using computer-based concept maps for students with disabilities.

PubMed

Ciullo, Stephen; Falcomata, Terry S; Pfannenstiel, Kathleen; Billingsley, Glenna

2015-01-01

Concept maps have been used to help students with learning disabilities (LD) improve literacy skills and content learning, predominantly in secondary school. However, despite increased access to classroom technology, no previous studies have examined the efficacy of computer-based concept maps to improve learning from informational text for students with LD in elementary school. In this study, we used a concurrent delayed multiple probe design to evaluate the interactive use of computer-based concept maps on content acquisition with science and social studies texts for Hispanic students with LD in Grades 4 and 5. Findings from this study suggest that students improved content knowledge during intervention relative to a traditional instruction baseline condition. Learning outcomes and social validity information are considered to inform recommendations for future research and the feasibility of classroom implementation. © The Author(s) 2014.

Modifying Learning Strategies for Classroom Success

ERIC Educational Resources Information Center

O'Brien, Chris

2005-01-01

Students with Learning Disabilities (LD) often experience significant difficulty with academic content at the secondary level due to weaknesses in reading comprehension, written expression, math skills, and vocabulary learning skills. This article will highlight the usefulness of learning strategies for ensuring success of students with LD in the…

Attention Deficit Disorder: A Wolf in Sheep's Clothing...Again.

ERIC Educational Resources Information Center

Sawyer, Walter E.

1989-01-01

Examines the trend of using Attention Deficit Disorder (ADD), commonly known as hyperactivity, to classify students as learning disabled (LD). Notes that ADD characteristics are frequently observed in children with reading problems, and argues that misclassifying students as LD denies them appropriate reading instruction. (MM)

Using the Comprehensive Support Model to Work with Culturally and Linguistically Diverse Students with Learning Disabilities

ERIC Educational Resources Information Center

Obiakor, Festus E.; McCollin, Michelle J.

2011-01-01

The whole village must take responsibility for the education of its children and youth. This is particularly critical for children from culturally and linguistically diverse (CLD) backgrounds with learning disabilities (LD). Since the establishment of the LD category, there have been different and conflicting rationalizations for the extremely…

Helping Adolescents with ADHD & Learning Disabilities: Ready-To-Use Tips, Techniques, and Checklists for School Success.

ERIC Educational Resources Information Center

Greenbaum, Judith; Markel, Geraldine

This manual is intended to provide practical guidance to teachers of adolescents with attention deficit hyperactivity disorder (ADHD) and/or learning disabilities (LD) through specific techniques, teaching strategies, checklists, and student case histories. The 12 chapters address the following topics: (1) an overview of ADHD and LD including…

Variability of Performance: A "Signature" Characteristic of Learning Disabled Children?

ERIC Educational Resources Information Center

Fuchs, Douglas; And Others

Two studies were conducted to compare the performance instability of children (grades 3-9) labeled learning disabled/brain injured (LD/BI) to the performance instability of emotionally handicapped (EH) children. In the first study, 50 LD/BI and 37 EH students were measured on three third grade reading passages twice, once within one sitting and…

Adolescents with Learning Disabilities as Writers: Are We Selling Them Short?

ERIC Educational Resources Information Center

Schumaker, Jean B.; Deshler, Donald D.

2009-01-01

This article chronicles the evolution of a programmatic line of research on strategic writing instruction for adolescents with learning disabilities (LD) conducted by staff and affiliates of the University of Kansas Center for Research on Learning. The goal associated with this research is that students with LD learn the writing skills that they…

Predictors of Positive Mood and Negative Mood among Children with Learning Disabilities and Their Peers

ERIC Educational Resources Information Center

Sharabi, Adi; Margalit, Malka

2014-01-01

Positive and negative mood have often been considered indicators of wellbeing, affecting behavior and adjustment. This study evaluated the personal and familial predictors of positive and negative mood among 1,024 Israeli students (children with learning disabilities [LD]: 302 boys, 198 girls; children without LD: 308 boys, 216 girls). They were…

Learning Disabilities. Final Report.

ERIC Educational Resources Information Center

Delaware State Dept. of Education, Dover.

This report responds to Delaware state legislation requiring the development of proposed revised regulations for the classification of students as learning disabled (LD). The report first describes the current system, noting that in 1997 15 percent of the student population were served under the Individuals with Disabilities Education Act and over…

A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities

PubMed Central

Williams, Kelly J.; Walker, Melodee A.; Vaughn, Sharon; Wanzek, Jeanne

2016-01-01

Spelling is one of the most challenging areas for students with learning disabilities (LD), and improving spelling outcomes for these students is of high importance. In this synthesis, we examined the effects of spelling and reading interventions on spelling outcomes for students with LD in Grades K through 12. A systematic search of peer-reviewed literature published between 2004 and 2014 was conducted using electronic databases and hand searches of relevant journals. To be eligible for inclusion, studies had to meet the following criteria: (a) Participants were identified with LD and were in Grades K through 12, (b) designs were either treatment/comparison or single case, (c) a reading or spelling intervention was implemented, (d) at least one spelling outcome was measured, and (e) instruction was in English. Ten studies met criteria for inclusion in the synthesis, and effectiveness ranged from ineffective to highly effective. Findings demonstrated that spelling outcomes for taught words were improved for students with LD with the use of explicit instruction or self-correction strategies. PMID:26733209

A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities.

PubMed

Williams, Kelly J; Walker, Melodee A; Vaughn, Sharon; Wanzek, Jeanne

Spelling is one of the most challenging areas for students with learning disabilities (LD), and improving spelling outcomes for these students is of high importance. In this synthesis, we examined the effects of spelling and reading interventions on spelling outcomes for students with LD in Grades K through 12. A systematic search of peer-reviewed literature published between 2004 and 2014 was conducted using electronic databases and hand searches of relevant journals. To be eligible for inclusion, studies had to meet the following criteria: (a) Participants were identified with LD and were in Grades K through 12, (b) designs were either treatment/comparison or single case, (c) a reading or spelling intervention was implemented, (d) at least one spelling outcome was measured, and (e) instruction was in English. Ten studies met criteria for inclusion in the synthesis, and effectiveness ranged from ineffective to highly effective. Findings demonstrated that spelling outcomes for taught words were improved for students with LD with the use of explicit instruction or self-correction strategies.

How to Find Good Apps: An Evaluation Rubric for Instructional Apps for Teaching Students with Learning Disabilities

ERIC Educational Resources Information Center

Ok, Min Wook; Kim, Min Kyung; Kang, Eun Young; Bryant, Brian R.

2016-01-01

Computers can be an effective teaching method for students with learning disabilities (LD). The use of mobile devices as education tools for students with disabilities has received considerable attention in special education recently. Parents, teachers, and professionals look for effective applications (i.e., apps) that meet the needs of their…

Culturally Responsive Reading Instruction for Students with Learning Disabilities

ERIC Educational Resources Information Center

Kourea, Lefki; Gibson, Lenwood; Werunga, Robai

2018-01-01

As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students' learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and…

Comprehension Questioning Small Group Reading Instruction for Urban Students with Learning Disabilities

ERIC Educational Resources Information Center

Jones, Valerie

2012-01-01

It is evident from reading research that students with learning disabilities (LD) greatly benefit from teacher-student interactions during small group comprehension instruction (e.g., Berkeley, Scruggs, & Mastropieri, 2010). Given that questioning takes up the vast majority of instructional interactions between teachers and students (Chin,…

Take a Byte: Technology for 2e Students

ERIC Educational Resources Information Center

Collins, Linda E.

2016-01-01

"Twice-exceptional," also referred to as "2e," is a term used to describe gifted children who have the characteristics of gifted students and give evidence of one or more disabilities as defined by federal or state eligibility criteria. These disabilities may include specific learning disabilities (SpLD), speech and language…

Recollections of learning-disabled adolescents of their schooling experiences: a qualitative study.

PubMed

Karande, Sunil; Mahajan, Vidur; Kulkarni, Madhuri

2009-09-01

Little is known about the actual impact of the schooling experience on adolescents with specific learning disability (SpLD). To analyze the recollections of adolescents with SpLD who were undergoing education in regular mainstream schools. Prospective interview-based study conducted in our clinic. Adolescents' responses to a semi-structured interview were audio-taped, transcribed verbatim and interpreted by content analysis. The number of participants was determined by 'saturation sampling,' resulting in a total of 30 adolescents. Twelve (40%) adolescents had 'overall' neutral recollections, 9 (30%) had 'overall' positive recollections and 9 (30%) had 'overall' negative recollections about having SpLD during their schooling. Fourteen (46.7%) adolescents stated 'getting provisions' as good features, whereas 7 (23.3%) stated 'feeling different from classmates' and 6 (20%) stated 'being teased by classmates about their disability' as bad features of having SpLD. Nineteen (63.3%) adolescents remembered classroom teachers being supportive, while 7 (23.3%) remembered being insulted by them. Of the 21 adolescents who had undergone remedial education, only 10 (47.6%) acknowledged that it had benefited them. Twenty-one (70%) adolescents stated that availing provisions helped in getting better marks in examinations. Ten (33.3%) adolescents had negative recollections about their parents' behavior in relation to their disability. Twenty (66.7%) adolescents wanted changes in their school to help students with SpLD. Improving the knowledge of classroom teachers, classmates and family members about SpLD and about the rationale of provisions will help reduce the unpleasant experiences students with SpLD undergo during their schooling years.

A Resource Manual for Community College Faculty to Support Students with Learning Disabilities

ERIC Educational Resources Information Center

Cheng, Laura

2013-01-01

According to the 23rd Annual Report to Congress, U.S. Department of Education, one out of every five people in the United States has a learning disability (LD). The dropout rate among these students is high, and students with learning disabilities are also less likely to attend 4-year colleges and universities. Although a majority of students with…

English language learners with learning disabilities interacting in a science class within an inclusion setting

NASA Astrophysics Data System (ADS)

Ayala, Vivian Luz

In today's schools there are by far more students identified with learning disabilities (LD) than with any other disability. The U.S. Department of Education in the year 1997--98 reported that there are 38.13% students with LD in our nations' schools (Smith, Polloway, Patton, & Dowdy, 2001; U.S. Department of Education, 1999). Of those, 1,198,200 are considered ELLs with LD (Baca & Cervantes. 1998). These figures which represent an increase evidence the need to provide these students with educational experiences geared to address both their academic and language needs (Ortiz, 1997; Ortiz, & Garcia, 1995). English language learners with LD must be provided with experiences in the least restrictive environment (LRE) and must be able to share the same kind of social and academic experiences as those students from the general population (Etscheidt & Bartlett, 1999; Lloyd, Kameenui, & Chard, 1997) The purpose of this research was to conduct a detailed qualitative study on classroom interactions to enhance the understanding of the science curriculum in order to foster the understanding of content and facilitate the acquisition of English as a second language (Cummins, 2000; Echevarria, Vogt, & Short, 2000). This study was grounded on the theories of socioconstructivism, second language acquisition, comprehensible input, and classroom interactions. The participants of the study were fourth and fifth grade ELLS with LD in a science elementary school bilingual inclusive setting. Data was collected through observations, semi-structured interviews (students and teacher), video and audio taping, field notes, document analysis, and the Classroom Observation Schedule (COS). The transcriptions of the video and audio tapes were coded to highlight emergent patterns on the type of interactions and language used by the participants. The findings of the study intend to provide information for teachers of ELLs with LD about the implications of using classroom interactions point to: students more actively engaged, an increase in the acquisition of L2, development of science content vocabulary, and a willingness of students to take risks.

Gender Differences in Intelligence, Language, Visual-Motor Abilities, and Academic Achievement in Students with Learning Disabilities: A Review of the Literature.

ERIC Educational Resources Information Center

Vogel, Susan A.

1990-01-01

Among conclusions of the review of the literature are that learning-disabled (LD) females have lower IQ's and more severe academic achievement deficits in some aspects of reading and math, but are somewhat better in visual-motor abilities, spelling, and written language mechanics than LD males. (Author/DB)

Children with and without Learning Disabilities: A Comparison of Processes and Outcomes Following Group Counseling

ERIC Educational Resources Information Center

Leichtentritt, Judith; Shechtman, Zipora

2010-01-01

This study compared outcomes and processes in counseling groups of an expressive-supportive modality for children with learning disabilities (LD) and without them (NLD). Participants were 266 students (ages 10-18), all referred for emotional, social, and behavioral difficulties; of these, 123 were identified with LD and 143 were not. There were 40…

Applied Explanatory Style, Self-Esteem, and Early-Adolescents with Learning Disabilities: An Informational Website for Helping Professionals

ERIC Educational Resources Information Center

Saks, Brian C.

2010-01-01

Approximately 2.6 million students are diagnosed with a learning disability (LD) in the United States. There are many negative psychological and psychosocial consequences that can be attributed to having a LD, including a decrease in self- esteem. Low self-esteem has been shown to be liked to depression, suicidal ideation, and anxiety. Early…

Relative Recency Judgments in Learning Disabled Children: A Semi-Automatic Process.

ERIC Educational Resources Information Center

Stein, Debra K.; And Others

The ability of 20 learning disabled (LD) and 20 non-LD students (mean age of 9 years) to process temporal order information was assessed by employing a relative recency judgment task. Ss were administered lists composed of pictures of everyday objects and were then asked to indicate which item appeared latest on the list (that is, most recently).…

An Epidemiological Study of Learning Disabled Adolescents in Secondary Schools: Details of the Methodology.

ERIC Educational Resources Information Center

Schumaker, Jean B.; And Others

The first in a series of papers details the methodology of a study on the environmental setting of the learning disabled (LD) adolescent with attention given to interventions applied on behalf of the LD adolescent, conditions under which he/she operates, and support systems available to the student. Sections address the procedures for selecting…

A Study of the Role of Central Auditory Processing in Learning Disabilities: A Prospectus Submitted to the Department of Speech.

ERIC Educational Resources Information Center

Murray, Hugh

Proposed is a study to evaluate the auditory systems of learning disabled (LD) students with a new audiological, diagnostic, stimulus apparatus which is capable of objectively measuring the interaction of the binaural aspects of hearing. The author points out problems with LD definitions that exclude neurological disorders. The detection of…

The use of morphological knowledge in spelling derived forms by learning-disabled and normal students.

PubMed

Carlisle, J F

1987-01-01

Currently popular systems for classification of spelling words or errors emphasize the learning of phoneme-grapheme correspondences and memorization of irregular words, but do not take into account the morphophonemic nature of the English language. This study is based on the premise that knowledge of the morphological rules of derivational morphology is acquired developmentally and is related to the spelling abilities of both normal and learning-disabled (LD) students. It addresses three issues: 1) how the learning of derivational morphology and the spelling of derived words by LD students compares to that of normal students; 2) whether LD students learn derived forms rulefully; and 3) the extent to which LD and normal students use knowledge of relationships between base and derived forms to spell derived words (e.g. "magic" and "magician"). The results showed that LD ninth graders' knowledge of derivational morphology was equivalent to that of normal sixth graders, following similar patterns of mastery of orthographic and phonological rules, but that their spelling of derived forms was equivalent to that of the fourth graders. Thus, they know more about derivational morphology than they use in spelling. In addition, they were significantly more apt to spell derived words as whole words, without regard for morphemic structure, than even the fourth graders. Nonetheless, most of the LD spelling errors were phonetically acceptable, suggesting that their misspellings cannot be attributed primarily to poor knowledge of phoneme-grapheme correspondences.

Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self-Concept and Academic Goals

ERIC Educational Resources Information Center

Nunez, Jose Carlos; Gonzalez-Pienda, Julio A.; Gonzalez-Pumariega, Soledad; Roces, Cristina; Alvarez, Luis; Gonzalez, Paloma; Cabanach, Ramon G.; Valle, Antonio; Rodriguez, Susana

2005-01-01

The aim of this article was fourfold: first, to determine whether there are significant differences between students with (N=173) and without learning disabilities (LD; N=172) in the dimensions of self-concept, causal attributions, and academic goals. Second, to determine whether students with LD present a uniform attributional profile or whether…

Mathematics Assessment Accommodations: Implications of Differential Boost for Students with Learning Disabilities

ERIC Educational Resources Information Center

Lindstrom, Jennifer H.

2010-01-01

The inclusion of students with learning disabilities (LD) in assessment is deemed critical to improve the quality of educational opportunities for these students and to provide meaningful and useful information about student performance. Mandated inclusion and accountability for progress raise many interesting questions regarding how to fairly,…

Creating Success for Students with Learning Disabilities in Postsecondary Foreign Language Courses

ERIC Educational Resources Information Center

Skinner, Michael E.; Smith, Allison T.

2011-01-01

The number of students with learning disabilities (LD) attending postsecondary institutions has increased steadily over the past two decades. Many of these students have language-based learning difficulties that create barriers to success in foreign language (FL) courses. Many institutions have responded by providing these students with exemptions…

Comprehension Research: New Directions and Ideas for LD Teachers.

ERIC Educational Resources Information Center

Clary, Linda Mixon; Sheppo, Karen G.

Research on teaching methods is reviewed for improving the reading comprehension of learning disabled (LD) students. Among the approaches noted are the structured overview, in which the teacher and/or students arrange important concepts and terms in a graphic design for introduction and discussion before reading; use of story grammars to outline…

Teaching the Presidential Elections Using Media Literacy in the LD Classroom

ERIC Educational Resources Information Center

Siegel, Jaclyn Kahn

2017-01-01

This paper examines how an educator at a school for students with learning disabilities (LD) used various types of media to engage her students, to develop their academic and executive functioning skills, and to heighten their awareness of media literacy and the 2012 and 2106 Presidential elections. Teacher-created curriculum materials and…

The Willingness and Ability of Postsecondary Faculty to Provide Academic Accommodations to Students with Learning Disabilities

ERIC Educational Resources Information Center

McCarron, Elizabeth C.

2017-01-01

Faculty are responsible for providing the academic accommodations needed and used by students with learning disabilities (SWLD). Since learning disabilities (LD) are hidden, faculty may question the need for, efficacy of, and fairness of accommodations. Yet academically accommodating SWLD is important to academic success and persistence. This…

Deconstructing Barriers: Perceptions of Students Labeled with Learning Disabilities in Higher Education

ERIC Educational Resources Information Center

Denhart, Hazel

2008-01-01

This phenomenological study investigated barriers to higher education faced by 11 college students labeled with learning disabilities (LD) using their voice as the primary data. Data were analyzed and interpreted through a disability theory perspective revealing barriers stemmed largely from external social causes rather than individual pathology.…

Differences in Performance between Students with Learning Disabilities and Mild Mental Retardation: Implications for Categorical Instruction

ERIC Educational Resources Information Center

Caffrey, Erin; Fuchs, Douglas

2007-01-01

We reviewed eight studies that described learning differences between students with learning disabilities (LD) and students with mild mental retardation (MMR). A total of 639 students, 6-20 years old, participated in these studies. Study authors examined students' inductive reasoning and their performance during guided inquiry and more lengthy…

If the Book Fits: Selecting Appropriate Texts for Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Leko, Melinda M.; Mundy, Charlotte A.; Kang, Hyun-Ju; Datar, Sujata D.

2013-01-01

Many adolescents with learning disabilities (LD) experience difficulties reading. To improve reading outcomes for these students, research has demonstrated the importance of providing students with appropriate texts. Appropriate texts are those that match both the reading and interest levels of students and are often credited with reducing…

Using a Digital Pen to Support Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Ok, Min Wook; Rao, Kavita

2017-01-01

Secondary students with learning disabilities (LD) can benefit from using assistive and instructional technologies to support content and skill acquisition. Digital pens have features that can be beneficial for students who struggle with comprehension, note taking, and organization. Livescribe pens, in particular, provide a variety features that…

Strategies for Teaching Algebra to Students with Learning Disabilities: Making Research to Practice Connections

ERIC Educational Resources Information Center

Strickland, Tricia K.; Maccini, Paula

2010-01-01

To improve student success in mathematics, the use of research-based interventions is necessary to help secondary students with learning disabilities (LD) access the algebra curriculum. The authors provide an overview of the following research-based approaches: explicit instruction, graduated instructional sequence, technology, and graphic…

Mastery Goal Orientation, Hope, and Effort among Students with Learning Disabilities

ERIC Educational Resources Information Center

Sapio, Melissa

2010-01-01

Student hope and effort are often considered by educators to be important factors related to learning and achievement. Yet few studies have been conducted to understand the relation between these constructs and achievement motivation, particularly within the academically vulnerable population of students with learning disabilities (LD). The…

Resiliency Instructional Tactics: African American Students with Learning Disabilities

ERIC Educational Resources Information Center

Jones, Vita L.

2011-01-01

Schools and classrooms, if well conceived, can serve as protective environments for the positive development of African American students with learning disabilities (LD) (Keogh & Weisner, 1993). Many African American students who lack resiliency often struggle with life's challenges and may be predisposed to negative outcomes in life, so the focus…

Characteristics of Transition Planning and Services for Students with High-Incidence Disabilities

ERIC Educational Resources Information Center

Trainor, Audrey A.; Morningstar, Mary E.; Murray, Angela

2016-01-01

Transition planning is conceptually and empirically linked to successful postschool outcomes for adolescents with disabilities and has been legally mandated for more than two decades. Unfortunately, young adults with high-incidence disabilities, including learning disabilities (LD), emotional disabilities (ED), and attention-deficit/hyperactivity…

Is anxiety more common in school students with newly diagnosed specific learning disabilities? A cross-sectional questionnaire-based study in Mumbai, Maharashtra, India

PubMed Central

Thakkar, AN; Karande, S; Bala, N; Sant, H; Gogtay, NJ; Sholapurwala, R

2016-01-01

Background and Objectives: School students with specific learning disabilities (SpLDs) experience chronic academic underachievement and resultant stress. The present study aimed to determine if school students with newly diagnosed SpLD were more likely to have anxiety than their regular peers. Materials and Methods: The study cases (aged 8-15 years) were recruited from our institute's learning disability clinic. The matched controls were recruited from four schools in Mumbai, Maharashtra, India. Anxiety was measured using the Spence Children's Anxiety Scale (SCAS)-child self-report version questionnaire. Median SCAS scores and the proportion of students with an SCAS score in the “clinical anxiety” range were compared between the groups. Results: SCAS scores were significantly higher in 8-11-year-old learning-disabled male and female students (P < 0.0001 for both groups) and 12-15-year-old female students (P = 0.004), as compared with matched controls. A significantly higher number of learning-disabled students were found to have “clinical anxiety” [24.64% vs 4.35%, crude odds ratio (OR) = 7.19, 95% confidence interval (CI) 2.91-17.78, P = 0.0001], as compared with the controls regardless of gender, age group, presence of comorbid attention-deficit/hyperactivity disorder (ADHD), or associated medical conditions. A significantly higher proportion of 8-11-year-old learning-disabled students, especially males, were found to have “clinical anxiety” as compared with 12-15-year-old learning-disabled students (crude OR = 4.38, 95% CI 1.94-9.92, P = 0.0004). Gender, presence of comorbid ADHD or associated medical conditions, and type of school attended or curriculum did not impact the prevalence of “clinical anxiety” in learning-disabled students. Interpretation and Conclusions: Students with newly diagnosed SpLD have greater odds of being “clinically anxious” relative to their regular peers. We recommend screening for anxiety in children with SpLD immediately after diagnosis so that their optimum rehabilitation can be facilitated. PMID:26482116

Strategic Note-Taking for Middle-School Students with Learning Disabilities in Science Classes

ERIC Educational Resources Information Center

Boyle, Joseph R.

2010-01-01

While today's teachers use a variety of teaching methods in middle-school science classes, lectures and note-taking still comprise a major portion of students' class time. To be successful in these classes, middle-school students need effective listening and note-taking skills. Students with learning disabilities (LD) are poor note-takers, which…

An Evaluation of Two Methods for Teaching United States History to Students with Learning Disabilities

ERIC Educational Resources Information Center

Winchester, Katherine; Darch, Craig; Eaves, Ronald C.; Shippen, Margaret E.; Ern, Greg; Bell, Bedarius

2009-01-01

We compared two approaches to teaching United States history to students with learning disabilities (LD). We randomly assigned students in seventh through ninth grades (n = 44) to separate treatment groups (strategy-based instruction or traditional instruction). In both approaches, students were taught identical content on two units of the Civil…

A Review of Story Mapping Instruction for Secondary Students with LD

ERIC Educational Resources Information Center

Boon, Richard T.; Paal, Michael; Hintz, Anna-Maria; Cornelius-Freyre, Melissa

2015-01-01

The purpose of this article is to provide a review on the effectiveness of story mapping to improve the reading comprehension skills of middle and high school (Grades 6-12) students with learning disabilities (LD). An extensive review of the special education research-base revealed twelve (N = 12) story mapping intervention studies that met our…

Engaging Adolescents with LD in Higher Order Thinking about History Concepts Using Integrated Content Enhancement Routines

ERIC Educational Resources Information Center

Bulgren, Janis; Deshler, Donald D.; Lenz, B. Keith

2007-01-01

The understanding and use of historical concepts specified in national history standards pose many challenges to students. These challenges include both the acquisition of content knowledge and the use of that knowledge in ways that require higher order thinking. All students, including adolescents with learning disabilities (LD), are expected to…

Writing Self-Efficacy and Self-Regulated Strategy Development Instruction: Perceptions of Three Sixth-Grade Students with Learning Disabilities

ERIC Educational Resources Information Center

Kinsler, Kathryn Lynn

2017-01-01

Students with learning disabilities (LD) continue to fall behind their typical peers in the area of writing (Graham & Harris, 2011; National Joint Committee on Learning Disabilities, 2008). Studies indicate that self-efficacy influences writing performance and that self-regulation may be an important aspect of both metacognitive and affective…

Cue Cards: A Self-Regulatory Strategy for Students with Learning Disabilities

ERIC Educational Resources Information Center

Conderman, Greg; Hedin, Laura

2011-01-01

General and special educators have used many instructional strategies to help students with learning disabilities (LD) succeed in school. One of those strategies is cue cards. As a vehicle for supporting evidence-based practices, cue cards help students (a) learn academic and behavioral steps, principles, procedures, processes, and rules; (b)…

Facilitating Academic and Mental Health Resilience in Students with a Learning Disability

ERIC Educational Resources Information Center

Piers, Lisa; Duquette, Cheryll A.

2016-01-01

This qualitative study explored the educational journeys of five postsecondary students with learning disabilities (LD) from the perspective of the students and their families. Using a resilience lens, it examined the challenges that they faced and the capacities and resources that facilitated their resilience and helped them achieve their current…

Exploring Metacognitive Strategy Use during Note-Taking for Students with Learning Disabilities

ERIC Educational Resources Information Center

Boyle, Joseph R.; Rosen, Sonia M.; Forchelli, Gina

2016-01-01

This mixed-methods study analysed over 200 interviews from 20 seventh-grade students with learning disabilities (LD). Students were instructed how to use a note-taking intervention during science lectures. The interview analyses were supported by pre- and post-intervention quantitative data. Data suggest that the intervention helped students…

Using Inquiry-Based Instruction for Teaching Science to Students with Learning Disabilities

ERIC Educational Resources Information Center

Aydeniz, Mehmet; Cihak, David F.; Graham, Shannon C.; Retinger, Larryn

2012-01-01

The purpose of this study was to examine the effects of inquiry-based science instruction for five elementary students with learning disabilities (LD). Students participated in a series of inquiry-based activities targeting conceptual and application-based understanding of simple electric circuits, conductors and insulators, parallel circuits, and…

Initial Understandings of Fraction Concepts Evidenced by Students with Mathematics Learning Disabilities and Difficulties: A Framework

ERIC Educational Resources Information Center

Hunt, Jessica H.; Welch-Ptak, Jasmine J.; Silva, Juanita M.

2016-01-01

Documenting how students with learning disabilities (LD) initially conceive of fractional quantities, and how their understandings may align with or differ from students with mathematics difficulties, is necessary to guide development of assessments and interventions that attach to unique ways of thinking or inherent difficulties these students…

Social Skills of Slovenian Primary School Students with Learning Disabilities

ERIC Educational Resources Information Center

Schmidt, Majda; Prah, Alenka; Cagran, Branka

2014-01-01

Social skills of students with special needs play a very important role in their successful integration into inclusive learning environments. The aim of present empirical research was to establish whether students with learning disabilities (LD) attending grades 7-9 of regular primary school in Slovenia experience difficulties in social skills…

Integrated Reading and Writing Interventions for Students with Learning Disabilities: A Review of the Literature

ERIC Educational Resources Information Center

Kang, Eun Young; McKenna, John William; Arden, Sarah; Ciullo, Stephen

2016-01-01

In this systematic review of literature that spans 1975-2015, integrated reading and writing interventions for students with learning disabilities (LD) or students with academic difficulties were evaluated to understand the extant research, identify encouraging practices, and guide future research. Ten studies met inclusion criteria and each study…

Non-cognitive Characteristics of Gifted Students With Learning Disabilities: An In-depth Systematic Review

PubMed Central

Beckmann, Else; Minnaert, Alexander

2018-01-01

Gifted students who also have learning disabilities (G/LD) are often overlooked when students are assessed either for giftedness or specific learning disabilities. The cognitive and non-cognitive characteristics of these G/LD students are habitually discussed only briefly alongside identification and intervention issues and, beyond that, the relevance of non-cognitive characteristics is often left unconsidered. Accordingly, this study aims to conduct an in-depth review of the non-cognitive characteristics of these students for identification and intervention purposes. Detailed analysis was performed on 23 publications. High levels of negative emotions, low self-perception, and adverse interpersonal relationships, as well as high levels of motivation, coping skills and perseverance were found among these students. A common characteristic was a high degree of frustration with the academic situation. The study reveals that these students show considerably duality in their non-cognitive characteristics which requires tailored counseling skills to provide effective support for their learning needs. PMID:29731728

Non-cognitive Characteristics of Gifted Students With Learning Disabilities: An In-depth Systematic Review.

PubMed

Beckmann, Else; Minnaert, Alexander

2018-01-01

Gifted students who also have learning disabilities (G/LD) are often overlooked when students are assessed either for giftedness or specific learning disabilities. The cognitive and non-cognitive characteristics of these G/LD students are habitually discussed only briefly alongside identification and intervention issues and, beyond that, the relevance of non-cognitive characteristics is often left unconsidered. Accordingly, this study aims to conduct an in-depth review of the non-cognitive characteristics of these students for identification and intervention purposes. Detailed analysis was performed on 23 publications. High levels of negative emotions, low self-perception, and adverse interpersonal relationships, as well as high levels of motivation, coping skills and perseverance were found among these students. A common characteristic was a high degree of frustration with the academic situation. The study reveals that these students show considerably duality in their non-cognitive characteristics which requires tailored counseling skills to provide effective support for their learning needs.

A Nationwide Epidemiologic Modeling Study of LD: Risk, Protection, and Unintended Impact

ERIC Educational Resources Information Center

McDermott, Paul A.; Goldberg, Michelle M.; Watkins, Marley W.; Stanley, Jeanne L.; Glutting, Joseph J.

2006-01-01

Through multiple logistic regression modeling, this article explores the relative importance of risk and protective factors associated with learning disabilities (LD). A representative national sample of 6- to 17-year-old students (N = 1,268) was drawn by random stratification and classified by the presence versus absence of LD in reading,…

Problem representation and mathematical problem solving of students of varying math ability.

PubMed

Krawec, Jennifer L

2014-01-01

The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD, n = 25), low-achieving students (LA, n = 30), and average-achieving students (AA, n = 29). The primary interest was to analyze the processes students use to translate and integrate problem information while solving problems. Paraphrasing, visual representation, and problem-solving accuracy were measured in eighth grade students using a researcher-modified version of the Mathematical Processing Instrument. Results indicated that both students with LD and LA students struggled with processing but that students with LD were significantly weaker than their LA peers in paraphrasing relevant information. Paraphrasing and visual representation accuracy each accounted for a statistically significant amount of variance in problem-solving accuracy. Finally, the effect of visual representation of relevant information on problem-solving accuracy was dependent on ability; specifically, for students with LD, generating accurate visual representations was more strongly related to problem-solving accuracy than for AA students. Implications for instruction for students with and without LD are discussed.

Themes and Dimensions of Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Mustian, April L.; Cuenca-Sanchez, Yojanna

2012-01-01

Students with emotional and behavioral disorders (EBD) are one of the most underserved populations in today's schools (Kauffman, Mock, & Simpson, 2011). Many of these students also have additional disabilities in conjunction with an EBD identification, such as Learning Disabilities (LD), Attention Deficit Disorder (ADD), Attention Deficit…

Virtual Connections, Personal Resources, Loneliness, and Academic Self-Efficacy among College Students with and without LD

ERIC Educational Resources Information Center

Sharabi, Adi; Sade, Sarit; Margalit, Malka

2016-01-01

The goals of the study were first to compare the social and academic well-being (loneliness and academic self-efficacy (ASE) among college students with and without learning disabilities (LD), as well as three personal strengths (hope, optimism and sense of coherence (SOC). The second goal was to identify the predicting factors to their loneliness…

Improving Science Achievement and Attitudes of Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Sanders-White, Pamela

2013-01-01

The primary purpose of this study was to investigate the effect of structured note-taking compared to traditional note-taking on the acquisition of scientific knowledge for students with and without learning disabilities (LD) and students with reading difficulties (RD). An additional purpose was to examine whether the two note-taking methods…

Story Mapping and Its Effects on the Writing Fluency and Word Diversity of Students with Learning Disabilities

ERIC Educational Resources Information Center

Li, Daqi

2007-01-01

Students with learning disabilities (LD) often experience difficulties in writing fluently and using a diversity of words. To help these students, specific and effective writing strategies must be incorporated into instruction and demonstrated to them through modeling. This study examined the effectiveness of using a story map and story map…

Note-Taking Skills of Middle School Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Boyle, Joseph R.

2010-01-01

For middle school students with learning disabilities (LD), one major component of learning in content area classes, such as science, involves listening to lectures and recording notes. Lecture learning and note-taking are critical skills for students to succeed in these classes. Despite the importance of note-taking skills, no research has been…

Note-Taking and Secondary Students with Learning Disabilities: Challenges and Solutions

ERIC Educational Resources Information Center

Boyle, Joseph R.

2012-01-01

As more secondary students with learning disabilities (LD) enroll in advanced content-area classes and are expected to pass state exams, they are faced with the challenge of mastering difficult concepts and abstract vocabulary while learning content. Once in these classes, students must learn from lectures that move at a quick pace, record…

Learning Technologies Management System (LiTMS): A Multidimensional Service Delivery Model for College Students with Learning Disabilities and ADHD

ERIC Educational Resources Information Center

Parker, David R.; White, Cheri E.; Collins, Laura; Banerjee, Manju; McGuire, Joan M.

2009-01-01

Today's college students are expected to utilize a variety of learning technologies to succeed in higher education. Students with learning disabilities (LD) and/or Attention-Deficit/Hyperactivity Disorders (ADHD) can encounter barriers to equal access and effective learning in this new digital environment, including the development of proficiency…

The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students with Learning Disabilities

ERIC Educational Resources Information Center

Krawec, Jennifer; Huang, Jia; Montague, Marjorie; Kressler, Benikia; de Alba, Amanda Melia

2013-01-01

This study investigated the effectiveness of "Solve It!" instruction on students' knowledge of math problem-solving strategies. "Solve It!" is a cognitive strategy intervention designed to improve the math problem solving of middle school students with learning disabilities (LD). Participants included seventh- and eighth-grade…

Educational Practices and Services for Students with Learning Disabilities in Oman: Proposed Guidelines

ERIC Educational Resources Information Center

Al-Hilawani, Yasser A.

2015-01-01

The purpose of this paper is to provide description, analyses, and insights with respect to the procedures and services currently available to students enrolled in the learning disability (LD) program in Oman. Traditionally, students in Oman were identified based on low academic achievement by the end of first grade without applying any…

Teacher Interpersonal Behavior and Adolescents' Motivation in Mathematics: A Comparison of Learning Disabled, Average, and Talented Students, Chapter 3

ERIC Educational Resources Information Center

Lapointe, Judith M.; Legault, Frederic; Batiste, Seth J.

2005-01-01

This study examined student perceptions of teacher behavior in three motivational variables (self-efficacy beliefs, intrinsic value, and test anxiety in mathematics) for adolescents enrolled in three distinct schooling tracks. Questionnaires were administered to 111 learning disabled (LD), 224 average (AV) and 258 talented students (TA). Some…

Learning Disabilities and Achieving High-Quality Education Standards

ERIC Educational Resources Information Center

Gartland, Debi; Strosnider, Roberta

2017-01-01

This is an official document of the National Joint Committee on Learning Disabilities (NJCLD), of which Council for Learning Disabilities is a long-standing, active member. With this position paper, NJCLD advocates for the implementation of high-quality education standards (HQES) for students with learning disabilities (LD) and outlines the…

Gifted Students with Learning Disabilities: Who Are They?

ERIC Educational Resources Information Center

Lovett, Benjamin J.; Lewandowski, Lawrence J.

2006-01-01

More than 20 years ago, psychologists first described gifted students with learning disabilities (LD). In the past decade, several sets of identification criteria have been proposed for this population. Many of the suggested assessment practices are unsupported by research in psychoeducational assessment, and some have been directly contradicted…

The Effect of Eliciting Repair of Mathematics Explanations of Students with Learning Disabilities

ERIC Educational Resources Information Center

Liu, Jia; Xin, Yan Ping

2017-01-01

Mathematical reasoning is important in conceptual understanding and problem solving. In current reform-based, discourse-oriented mathematics classrooms, students with learning disabilities (LD) encounter challenges articulating or explaining their reasoning processes. Enlightened by the concept of conversational repair borrowed from the field of…

Collaborative Strategic Reading for Students with Learning Disabilities in Upper Elementary Classrooms

ERIC Educational Resources Information Center

Boardman, Alison G.; Vaughn, Sharon; Buckley, Pamela; Reutebuch, Colleen; Roberts, Greg; Klingner, Janette

2016-01-01

Sixty fourth- and fifth-grade general education teachers were randomly assigned to teach Collaborative Strategic Reading (CSR; Klingner, Vaughn, Boardman, & Swanson, 2012), a set of reading comprehension strategies, or to a business-as-usual comparison group. Results demonstrate that students with learning disabilities (LD) who received CSR…

The LD Teacher's Language Arts Companion[TM]: A Multisensory Approach.

ERIC Educational Resources Information Center

Wadlington, Elizabeth M.; Currie, Paula S.

This book presents a multisensory approach for teaching language arts skills to students in grades 3-10 with learning disabilities. It is intended for teachers, parents, speech-language pathologists, and other professionals who work with students with learning disabilities. An introduction discusses multisensory instruction and the benefits of…

Testing the effectiveness of problem-based learning with learning-disabled students in biology

NASA Astrophysics Data System (ADS)

Guerrera, Claudia Patrizia

The purpose of the present study was to investigate the effects of problem-based learning (PBL) with learning-disabled (LD) students. Twenty-four students (12 dyads) classified as LD and attending a school for the learning-disabled participated in the study. Students engaged in either a computer-based environment involving BioWorld, a hospital simulation designed to teach biology students problem-solving skills, or a paper-and-pencil version based on the computer program. A hybrid model of learning was adopted whereby students were provided with direct instruction on the digestive system prior to participating in a problem-solving activity. Students worked in dyads and solved three problems involving the digestive system in either a computerized or a paper-and-pencil condition. The experimenter acted as a coach to assist students throughout the problem-solving process. A follow-up study was conducted, one month later, to measure the long-term learning gains. Quantitative and qualitative methods were used to analyze three types of data: process data, outcome data, and follow-up data. Results from the process data showed that all students engaged in effective collaboration and became more systematic in their problem solving over time. Findings from the outcome and follow-up data showed that students in both treatment conditions, made both learning and motivational gains and that these benefits were still evident one month later. Overall, results demonstrated that the computer facilitated students' problem solving and scientific reasoning skills. Some differences were noted in students' collaboration and the amount of assistance required from the coach in both conditions. Thus, PBL is an effective learning approach with LD students in science, regardless of the type of learning environment. These results have implications for teaching science to LD students, as well as for future designs of educational software for this population.

Let Me Try to Make It Clearer. Alternative Techniques for Teaching Traditional English Grammar to Learning Disabled Students in the University.

ERIC Educational Resources Information Center

Zink, Karl E.

A faculty member involved with the Higher Education for Learning Disabled Students (HELDS) project describes ways in which an English grammar course was modified to accommodate LD students. The course, designed to compensate for students' inadequacies in grammar, is described in terms of four phases: (1) the introductory period (in which LD…

Conceptualizing RTI in 21st-Century Secondary Science Classrooms: Video Games' Potential to Provide Tiered Support and Progress Monitoring for Students with Learning Disabilities

ERIC Educational Resources Information Center

Marino, Matthew T.; Beecher, Constance C.

2010-01-01

Secondary schools across the United States are adopting response to intervention (RTI) as a means to identify students with learning disabilities (LD) and provide tiered instructional interventions that benefit all students. The majority of current RTI research focuses on students with reading difficulties in elementary school classrooms.…

The Impact of Executive Function Skills on Writing: A Comparison of Fifth-Grade Students with Learning Disabilities and Students with Typical Development

ERIC Educational Resources Information Center

Nathan, Anne Michelle

2009-01-01

This study explored the relationship between verbal fluency skills and writing skills in developing writers. There were three research questions addressed: (1) Was there a difference between fifth-grade students who have a learning disability (LD) in written language and fifth-grade students with typical development (TD) on the Delis-Kaplan…

Colleges or Universities with L.D. Programs.

ERIC Educational Resources Information Center

Association for Children and Adults with Learning Disabilities, Pittsburgh, PA.

The listing describes approximately 50 colleges and universities with programs for learning disabled (LD) students. Descriptions are arranged alphabetically by state and include the college's name, address, telephone number, name of contact person, and brief description. Among services listed are textbooks on cassette; academic, career, and…

LD College Writers: An Annotated Bibliography.

ERIC Educational Resources Information Center

Best, Linda

Seven research-based papers on writing disorders of learning-disabled college students are listed and reviewed. The papers deal with persistent auditory language deficits in adults with learning disabilities; error patterns and instructional alternatives relating to college learning-disabled writers; syntactic complexity in written expression;…

Junior / Community College Students with Learning Disabilities and Their Use of Information and Communication Technologies (ICTs)

ERIC Educational Resources Information Center

Nguyen, Mai Nhu; Fichten, Catherine; King, Laura; Barile, Maria; Mimouni, Zohra; Havel, Alice; Raymond, Odette; Juhel, Jean-Charles; Jorgensen, Shirley; Chauvin, Alexandre; Gutberg, Jennifer; Budd, Jillian; Hewlett, Maureen; Heiman, Tali; Gaulin, Chris; Asuncion, Jennison

2013-01-01

Junior / community college students who have learning disabilities (LD), such as dyslexia, often do not maximize their use of information and communication technologies (ICTs) for school work. They do not use many of these technologies nor do they know as much about them as other students. These are the results of an Adaptech Research Network…

Reading Fluency and Students with Reading Disabilities: How Fast Is Fast Enough to Promote Reading Comprehension?

ERIC Educational Resources Information Center

O'Connor, Rollanda E.

2018-01-01

The goal of improving reading rate and fluency is to positively impact reading comprehension; however, it is unclear how fast students with learning disabilities (LD) need to read to reap this benefit. The purpose of this research was to identify the point of diminishing return for students who were dysfluent readers. Participants included 337…

Including Students with Learning Disabilities in Mainstream Classes: A 2-Year Spanish Study Using a Collaborative Approach to Intervention.

ERIC Educational Resources Information Center

Cardona, Cristina

This study evaluated the effectiveness of an inclusive program for students (grades 2 through 4) with mild learning disabilities (LD) in four elementary schools in Spain. It compared two support strategies, a within-class integrated program versus resource room approach with students having either high or low learning potential. The study also…

Attributional Style as a Predictor of Academic Success for Students with Learning Disabilities and/or Attention Deficit Disorder in Postsecondary Education.

ERIC Educational Resources Information Center

Tominey, Matthew F.

This report discusses a study of 31 postsecondary students (20 males and 11 females) with learning disabilities (LD) and/or with attention deficit hyperactivity disorder (ADHD) that examined college achievement and attributional styles. Students completed a combined Academic Attributional Style and Coping with Academic Failures Questionnaire.…

Prevalence and Patterns of Learning Disabilities in School Children.

PubMed

Padhy, Susanta Kumar; Goel, Sonu; Das, Shyam Sinder; Sarkar, Siddharth; Sharma, Vijaylaxmi; Panigrahi, Mahima

2016-04-01

To assess the prevalence and patterns of learning disabilities (LD) in school going children in a northern city of India. The present cross-sectional study comprised of three-staged screening procedure for assessing learning disabilities of 3rd and 4th grade students studying in government schools. The first stage comprised of the teacher identifying at-risk student. In the second stage, teachers assessed at-risk students using Specific Learning Disability-Screening Questionnaire (SLD-SQ). The third stage comprised of assessment of the screen positive students using Brigance Diagnostic Inventory (BDI) part of NIMHANS Index of Specific Learning Disabilities for identifying the cases of LD. A total of 1211 (33.6%) children out of the total screened (n = 3600) were identified as at-risk by the teachers at the first stage. Of them, 360 were found to screen positive on the second stage using SLD-SQ. The most common deficits were missing out words or sentences while reading, misplacing letters or words while reading or writing, and making frequent mistake in spelling while writing or reading. Of these, 108 children were confirmed to have learning disability on the third stage using BDI, which represented 3.08% of the total population. Learning disability is an important concern in young school aged children. Early identification of such students can help in early institution of intervention and suitable modifications in teaching techniques.

Cognitive diversity in undergraduate engineering: Dyslexia

NASA Astrophysics Data System (ADS)

Fitzpatrick, Velvet R.

In the United States, institutions have established multiple programs and initiatives aimed at increasing the diversity of both faculty and students in engineering as means to produce a workforce that will better serve society. However, there are two major problems in addressing engineering student diversity. First, the engineering education research community has paid little attention to date as to how engineering education research characterizes diversity in its broadest sense. Second, research on persons with disabilities in undergraduates engineering, a population of interests within diversity, is minimal. Available disability studies tend to be skewed toward physical disabilities, leading to a neglect of cognitive differences such as learning disabilities (LD). In addition, disability research questions and study designs are inherently steeped in ability bias. The purpose of this dissertation is to explore the meaning of ability for students with dyslexia while in undergraduate engineering and establish the significance of cognitive diversity, focusing on LD and more specifically dyslexia, in undergraduate engineering education and answer the following research question: How do undergraduate engineering students with dyslexia experience ability while pursuing and persisting in engineering? The motivation was to lay the groundwork for future engineering education studies on undergraduate students with LD in general but dyslexia in specific. The first goal was to conduct a critical literature review pertaining to the academic strengths of undergraduate students with LD, specifically, dyslexia and the second goal was to describe how undergraduate engineering students with dyslexia experience ability. The intent was not to redefine dyslexia or disability. The intent is to provide an inclusive account of dyslexia, weakness and strengths, within the field of engineering education. This study was conducted from a qualitative inquiry approach, within the social constructivism paradigm, and utilized purposive sampling to identify appropriate participants. The thematic analysis methodological framework was used to portray a rich, complex description of experiences in which undergraduate engineering students with dyslexia constructed meaning around ability while pursuing and persisting in engineering. Eight students participated and semi-structured interviews were the data source. The findings are presented in three parts. First, significant findings that were also salient amongst the general undergraduate engineering student populations are presented. This is done to make a clear demarcation from those significant findings found to be unique to undergraduate engineering students with dyslexia presented in the themes: relationships, early exposure to engineering, and securing an internship or co-op position. Second, the four themes that developed from the analysis will were discussed: alignment, dissociation, ideal education environments, and time. Third, additional findings for further investigation were proposed: the role of remediation practices, the representation of dyslexia in media, gender differences in extracurricular activities that constructed different meanings of ability, the prevalence of co-occurring LD amongst the participants, and the visualization of science, engineering, mathematics concepts. The study is closed with a discussion; findings are discussed with respect to relevant research in the conclusion.

Associations between Prior Disability-Focused Training and Disability-Related Attitudes and Perceptions among University Faculty

ERIC Educational Resources Information Center

Murray, Christopher; Lombardi, Allison; Wren, Carol T.; Keys, Christopher

2009-01-01

This investigation examined the relationship between prior disability-focused training and university faculty members' attitudes towards students with learning disabilities (LD). A survey containing items designed to measure faculty attitudes was sent to all full-time faculty at one university. Analyses of 198 responses indicated that faculty who…

A Two Hundred Year History of Learning Disabilities

ERIC Educational Resources Information Center

Carlson, Shirley

2005-01-01

The purpose of this paper was to track the history of learning disabilities and collect intervention theories which might be helpful for adult college students suffering from any number of learning disabilities (LD). There is a vast difference between a learning difficulty and a learning disability; an individual with learning difficulty can learn…

A Preliminary Discourse Analysis of Constructivist-Oriented Mathematics Instruction for a Student with Learning Disabilities

ERIC Educational Resources Information Center

Xin, Yan Ping; Liu, Jia; Jones, Sarah R.; Tzur, Ron; Si, Luo

2016-01-01

Reform efforts in mathematics education arose, in part, in response to constructivist works on conceptual learning. However, little research has examined how students with learning disabilities (LD) respond to constructivist-oriented instruction in mathematics, particularly in moment-to-moment interactions. To understand the nature of…

English and the Learning-Disabled Student: A Survey of Research.

ERIC Educational Resources Information Center

Siegel, Gerald

The author reviews literature on teaching the learning disabled (LD) in college English classrooms. He notes work by V. Davis which suggests the following methods and techniques: (1) reinforce coping techniques the students have already developed; (2) provide help with reading tasks through summaries of vocabulary; (3) allow taping of classes (to…

The Perceived Success of Tutoring Students with Learning Disabilities: Relations to Tutee and Tutoring Variables

ERIC Educational Resources Information Center

Michael, Rinat

2016-01-01

The current study examined the contribution of two types of variables to the perceived success of a tutoring project for college students with learning disabilities (LD): tutoring-related variables (the degree of engagement in different tutoring activities and difficulties encountered during tutoring), and tutee-related variables (learning…

Prioritizing Elementary School Writing Instruction: Cultivating Middle School Readiness for Students with Learning Disabilities

ERIC Educational Resources Information Center

Ciullo, Stephen; Mason, Linda

2017-01-01

Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide…

Mnemonic Instruction in Science and Social Studies for Students with Learning Problems: A Review

ERIC Educational Resources Information Center

Lubin, Jacqueline; Polloway, Edward A.

2016-01-01

Over the years, mnemonic instruction has been promoted as an effective strategy to teach students with learning problems including learning disabilities (LD) or mild intellectual disability (MID). This paper discusses mnemonic instruction, including types, versatility in use, and effectiveness with struggling learners. Specific emphasis then is…

Adapting Lessons for the Special Needs Student

ERIC Educational Resources Information Center

Sheehan, James J.; Sibit, Shawn A.

2005-01-01

The population of American schools has continually become more diverse over time and so too have the needs of the students as well as the responsibilities of teachers. One must include in this multicultural amalgam those who have learning disabilities (LD). Arguably, nowhere else in society are disabilities so openly recognized and acknowledged as…

Reading Instruction for Students with Learning Disabilities: An Observation Study Synthesis (1980-2014)

ERIC Educational Resources Information Center

Walker, Melodee A.; Stevens, Elizabeth A.

2017-01-01

This article synthesizes observation studies investigating reading instruction for students with learning disabilities (LD) in Grades K-12. A systematic search of the literature between 1980 and 2014 resulted in the identification of 25 studies. In addition to replicating and extending E. A. Swanson's synthesis, the research questions of studies…

Salient Predictors of School Dropout among Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Doren, Bonnie; Murray, Christopher; Gau, Jeff M.

2014-01-01

The purpose of this study was to identify the unique contributions of a comprehensive set of predictors and the most salient predictors of school dropout among a nationally representative sample of students with learning disabilities (LD). A comprehensive set of theoretically and empirically relevant factors was selected for examination. Analyses…

Predictive Efficiency of Direct, Repeated Measurement: An Analysis of Cost and Accuracy in Classification.

ERIC Educational Resources Information Center

Marston, Doug; And Others

Two studies were conducted to examine the efficacy of direct measurement, standardized achievement tests, and aptitude-achievement discrepancy scores in distinguishing learning disabled (LD) and nonlearning disabled (NLD) students in grades 3 to 6. For both reading (Study I) and written expression (Study II), students' scores on direct and…

An Assistive Computerized Learning Environment for Distance Learning Students with Learning Disabilities

ERIC Educational Resources Information Center

Klemes, Joel; Epstein, Alit; Zuker, Michal; Grinberg, Nira; Ilovitch, Tamar

2006-01-01

The current study examines how a computerized learning environment assists students with learning disabilities (LD) enrolled in a distance learning course at the Open University of Israel. The technology provides computer display of the text, synchronized with auditory output and accompanied by additional computerized study skill tools which…

Solving Word Problems using Schemas: A Review of the Literature

PubMed Central

Powell, Sarah R.

2011-01-01

Solving word problems is a difficult task for students at-risk for or with learning disabilities (LD). One instructional approach that has emerged as a valid method for helping students at-risk for or with LD to become more proficient at word-problem solving is using schemas. A schema is a framework for solving a problem. With a schema, students are taught to recognize problems as falling within word-problem types and to apply a problem solution method that matches that problem type. This review highlights two schema approaches for 2nd- and 3rd-grade students at-risk for or with LD: schema-based instruction and schema-broadening instruction. A total of 12 schema studies were reviewed and synthesized. Both types of schema approaches enhanced the word-problem skill of students at-risk for or with LD. Based on the review, suggestions are provided for incorporating word-problem instruction using schemas. PMID:21643477

Response to Intervention: An Examination of the Impact of the Model in Increasing the Reading Fluency Levels for Third and Fourth Grade At-Risk Learners

ERIC Educational Resources Information Center

Haughton-Williams, Judith

2009-01-01

Since the inception of the Individual with Disabilities Education Act (IDEA) of 1975, an increasing percentage of children between the ages of 3-21 have been identified as students with learning disabilities (LD). Reports from the National Center of Learning Disabilities (2000) have suggested that monitoring of student learning is frequently…

Perception of Nonverbal Social Cues by Regular Education, ADHD, and ADHD/LD Students.

ERIC Educational Resources Information Center

Hall, Cathy W.; Peterson, Andrea D.; Webster, Raymond E.; Bolen, Larry M.; Brown, Michael B.

1999-01-01

Study examined ability of attention deficit hyperactive disorder (ADHD) children with and without learning disability to perceive nonverbal social cues. ADHD/LD children demonstrated significant difficulty in comparison to their peers in effectively perceiving paralanguage cues. This group also showed significant improvement on the Postures and…

Applying LD Documentation Guidelines at the Postsecondary Level: Decision Making with Sparse or Missing Data

ERIC Educational Resources Information Center

Banerjee, Manju; Madaus, Joseph W.; Gelbar, Nicholas

2015-01-01

A key issue in fostering transition to postsecondary education for students with disabilities is documentation verifying the nature of the disability and supporting the need for services and reasonable accommodations. Documentation guidelines assist postsecondary disability service providers in making decisions about eligibility and reasonable…

Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities.

PubMed

Bryant, D P; Bryant, B R

1998-01-01

Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

The Effect of Achievement Test Selection on Identification of Learning Disabilities within a Patterns of Strengths and Weaknesses Framework

PubMed Central

Miciak, Jeremy; Taylor, Pat; Denton, Carolyn A.; Fletcher, Jack M.

2014-01-01

Purpose Few empirical investigations have evaluated learning disabilities (LD) identification methods based on a pattern of cognitive strengths and weaknesses (PSW). This study investigated the reliability of LD classification decisions of the concordance/discordance method (C/DM) across different psychoeducational assessment batteries. Methods C/DM criteria were applied to assessment data from 177 second grade students based on two psychoeducational assessment batteries. The achievement tests were different, but were highly correlated and measured the same latent construct. Resulting LD identifications were then evaluated for agreement across batteries on LD status and the academic domain of eligibility. Results The two batteries identified a similar number of participants as having LD (80 and 74). However, indices of agreement for classification decisions were low (kappa = .29), especially for percent positive agreement (62%). The two batteries demonstrated agreement on the academic domain of eligibility for only 25 participants. Conclusions Cognitive discrepancy frameworks for LD identification are inherently unstable because of imperfect reliability and validity at the observed level. Methods premised on identifying a PSW profile may never achieve high reliability because of these underlying psychometric factors. An alternative is to directly assess academic skills to identify students in need of intervention. PMID:25243467

Prevalence of LD From Parental and Professional Perspectives: A Comparison of the Data From the National Survey of Children's Health and the Office of Special Education Programs' Reports to Congress.

PubMed

Pullen, Paige C

Since the emergence of the field of learning disabilities (LD) in the late 1960s and early 1970s, controversy has surrounded issues regarding methods used for identification. The prevalence of students identified as LD increased steadily from the 1970s until the beginning of the 21st century, at which time it has decreased until at least 2011 (the most current data available from the U.S. Office of Education). In this article, I compare the prevalence rates of children aged 6 to 17 years being served in schools according to the Office of Special Education Programs with the prevalence rates as reported by parents on the National Survey of Children's Health. To date, no such comparison has been made that takes into account parents' knowledge of their children's disabilities. Results of the analyses reveal that parents report that their children have LD at a significantly higher rate than what is reported by schools of students receiving LD services. Most important, the longitudinal trend from 2001 to 2011 indicates that parents are reporting a slight increase whereas the Office of Special Education Programs is reporting a dramatic decrease in LD.

The Effect of Differentiating Instruction Using Multiple Intelligences on Achievement in and Attitudes towards Science in Middle School Students with Learning Disabilities

ERIC Educational Resources Information Center

Gomaa, Omema Mostafa Kamel

2014-01-01

This study investigated the effect of using differentiated instruction using multiple intelligences on achievement in and attitudes towards science in middle school students with learning disabilities. A total of 61 students identified with LD participated. The sample was randomly divided into two groups; experimental (n= 31 boys )and control (n=…

Theory of Planned Behavior Predicts Graduation Intentions of Canadian and Israeli Postsecondary Students with and without Learning Disabilities/Attention Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Fichten, Catherine S.; Heiman, Tali; Jorgensen, Mary; Nguyen, Mai Nhu; Havel, Alice; King, Laura; Budd, Jillian; Amsel, Rhonda

2016-01-01

We tested the ability of Ajzen's Theory of Planned Behavior (TPB) model to predict intention to graduate among Canadian and Israeli students with and without a learning disability/attention deficit hyperactivity disorder (LD/ADHD). Results based on 1486 postsecondary students show that the model's predictors (i.e., attitude, subjective norms,…

The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014

PubMed Central

Stevens, Elizabeth A.; Walker, Melodee A.; Vaughn, Sharon

2016-01-01

Fluent word reading is hypothesized to facilitate reading comprehension by improving automatic word reading, thus releasing a reader’s cognitive resources to focus on meaning. Many students with learning disabilities (LD) struggle to develop reading fluency, which affects reading comprehension. This synthesis extends Chard, Vaughn, and Tyler’s (2002) review, synthesizing fluency intervention research from 2001 to 2014. The search yielded 19 studies examining reading fluency and comprehension outcomes of reading fluency interventions for students with LD in kindergarten through 5th grade. Results showed repeated reading (RR), multicomponent interventions, and assisted reading with audiobooks produced gains in reading fluency and comprehension. Providing a model of fluent reading and performance feedback, using easier level text, setting a performance criterion, and practicing RR with peers also contributed to improved outcomes. Findings suggest that RR remains the most effective intervention for improving reading fluency for students with LD. Limitations include sample size, only three group design studies, and infrequent use of standardized measures. PMID:27067939

The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014.

PubMed

Stevens, Elizabeth A; Walker, Melodee A; Vaughn, Sharon

Fluent word reading is hypothesized to facilitate reading comprehension by improving automatic word reading, thus releasing a reader's cognitive resources to focus on meaning. Many students with learning disabilities (LD) struggle to develop reading fluency, which affects reading comprehension. This synthesis extends Chard, Vaughn, and Tyler's (2002) review, synthesizing fluency intervention research from 2001 to 2014. The search yielded 19 studies examining reading fluency and comprehension outcomes of reading fluency interventions for students with LD in kindergarten through 5th grade. Results showed repeated reading (RR), multicomponent interventions, and assisted reading with audiobooks produced gains in reading fluency and comprehension. Providing a model of fluent reading and performance feedback, using easier level text, setting a performance criterion, and practicing RR with peers also contributed to improved outcomes. Findings suggest that RR remains the most effective intervention for improving reading fluency for students with LD. Limitations include sample size, only three group design studies, and infrequent use of standardized measures.

Cyberbullying experience and gender differences among adolescents in different educational settings.

PubMed

Heiman, Tali; Olenik-Shemesh, Dorit

2015-01-01

Cyberbullying refers to a negative activity aimed at deliberate and repeated harm through the use of a variety of electronic media. This study examined the Internet behavior patterns and gender differences among students with learning disabilities who attended general education and special education classes, their involvement in cyberbullying, and the relationships among being cyberbullied, their responses, and their coping strategies. The sample consisted of 149 students with learning disabilities (LD) attending general education classes, 116 students with comorbid LD attending special education classes, and 242 typically achieving students. All the students, studying in middle and high schools, completed a self-report cyberbullying questionnaire. Findings indicate that although no significant differences emerged in the amount of surfing hours and students' expertise in the use of the Internet, students attending special education classes are more likely to be cybervictims and cyberperpetrators; girls are more likely to be cybervictims, whereas boys are more likely to be cyberperpetrators. These results contribute to our understanding of students' involvement in cyberbullying and can serve as a basis for developing preventive programs as well as intervention programs for students and for educational school teams. © Hammill Institute on Disabilities 2013.

The differential effects of teaching addition through strategy instruction versus drill and practice to students with and without learning disabilities.

PubMed

Tournaki, Nelly

2003-01-01

Forty-two second-grade general education students and 42 students with learning disabilities (LD) were taught basic, one-digit addition facts (e.g., 5 + 3 = _). Students received instruction via (a) a minimum addend strategy, (b) drill and practice, or (c) control. The effectiveness of the two methods was measured through students' accuracy and latency scores on a posttest and a transfer task (e.g., 5 + 3 + 7 =_). Students with LD improved significantly only in the strategy condition, as compared to drill-and-practice and control conditions, whereas general education students improved significantly both in the strategy and the drill-and-practice conditions as compared to the control condition. However, in the transfer task, students from all groups became significantly more accurate only in the strategy condition, while all students were significantly faster than their control group peers regardless of teaching method. The implications for teachers' differential choices of methods of instruction for students with different learning characteristics are discussed.

Asynchronous Online Access as an Accommodation on Students with Learning Disabilities and/or Attention-Deficit Hyperactivity Disorders in Postsecondary STEM Courses

ERIC Educational Resources Information Center

Graves, Laura; Asunda, Paul A.; Plant, Stacey J.; Goad, Chester

2011-01-01

The purpose of this study was to investigate whether asynchronous online access of course recordings was beneficial to students with learning disabilities (LD) and/or Attention Deficit/Hyperactivity Disorder (ADHD) enrolled in science, technology, engineering, and mathematics (STEM) courses. Data were collected through semi-structured interviews…

Addressing the Needs of Students with Learning Disabilities during Their Interaction with the Web

ERIC Educational Resources Information Center

Curcic, Svjetlana

2011-01-01

Purpose: The purpose of this study is to examine the effectiveness of instruction in information problem solving within the world wide web (the web) environment. The participants were 20 seventh and eighth grade students with a learning disability (LD) in reading. An experimental pretest-posttest control group method was used to investigate the…

Students' with Disabilities Experience and Description of Integrating into an Academic Community in Higher Education: A Phenomenological Study

ERIC Educational Resources Information Center

Randolph, Terresa Shavawn

2012-01-01

Using a qualitative design, this study offers an understanding of the lived experience of students with attention deficit hyperactive disorder (ADHD), learning disability (LD), or traumatic brain injuries (TBI) who are integrating into an academic community within a higher education institution located in the southern United States. Additionally,…

Improving Science Scores of Middle School Students with Learning Disabilities through Engineering Problem Solving Activities

ERIC Educational Resources Information Center

Starling, A. Leyf Peirce; Lo, Ya-Yu; Rivera, Christopher J.

2015-01-01

This study evaluated the differential effects of three different science teaching methods, namely engineering teaching kit (ETK), explicit instruction (EI), and a combination of the two methods (ETK+EI), in two sixth-grade science classrooms. Twelve students with learning disabilities (LD) and/or attention deficit hyperactivity disorder (ADHD)…

Positive Psychology and Self-Efficacy: Potential Benefits for College Students with Attention Deficit Hyperactivity Disorder and Learning Disabilities

ERIC Educational Resources Information Center

Costello, Carla A.; Stone, Sharon L. M.

2012-01-01

In this article, the authors examine strategies for supporting college students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) from the conceptual frameworks of positive psychology and self-efficacy theory. Higher education professionals can use principles taken from the relatively new field of positive…

Using Second Life with Learning-Disabled Students in Higher Education

ERIC Educational Resources Information Center

McKinney, Stephanie; Horspool, Agi; Willers, Renee; Safie, Omar; Richlin, Laurie

2009-01-01

The educational potential of Second Life is still in the process of being developed and harnessed. According to Stephanie McKinney, Agi Horspool, Renee Willers, Omar Safie, and Laurie Richlin, an essential step in this development will be to figure out how to use Second Life to support learning-disabled (LD) students who face numerous challenges…

Preparing Students with Learning Disabilities for Writing Tasks: Introduction to a Special Issue

ERIC Educational Resources Information Center

Sperling, Marko; Grünke, Matthias

2017-01-01

Just as composing a story, a report, or an argumentative essay is challenging for most students with LD, so it is challenging for teachers in inclusive settings to instruct them (Gillespie & Kiuhara, 2017; Grünke & Leonard Zabel, 2015). The articles in this issue of "Insights into Learning Disabilities" are geared towards special…

Why are they late? Timing abilities and executive control among students with learning disabilities.

PubMed

Grinblat, Nufar; Rosenblum, Sara

2016-12-01

While a deficient ability to perform daily tasks on time has been reported among students with learning disabilities (LD), the underlying mechanism behind their 'being late' is still unclear. This study aimed to evaluate the organization in time, time estimation abilities, actual performance time pertaining to specific daily activities, as well as the executive functions of students with LD in comparison to those of controls, and to assess the relationships between these domains among each group. The participants were 27 students with LD, aged 20-30, and 32 gender and age-matched controls who completed the Time Organization and Participation Scale (TOPS) and the Behavioral Rating Inventory of Executive Function-Adult version (BRIEF-A). In addition, their ability to estimate the time needed to complete the task of preparing a cup of coffee as well as their actual performance time were evaluated. The results indicated that in comparison to controls, students with LD showed significantly inferior organization in time (TOPS) and executive function abilities (BRIEF-A). Furthermore, their time estimation abilities were significantly inferior and they required significantly more time to prepare a cup of coffee. Regression analysis identified the variables that predicted organization in time and task performance time among each group. The significance of the results for both theoretical and clinical implications are discussed. What this paper adds? This study examines the underlying mechanism of the phenomena of being late among students with LD. Following a recent call for using ecologically valid assessments, the functional daily ability of students with LD to prepare a cup of coffee and to organize time were investigated. Furthermore, their time estimation and executive control abilities were examined as a possible underlying mechanism for their lateness. Although previous studies have indicated executive control deficits among students with LD, to our knowledge, this is the first analysis of the relationships between their executive control and time estimation deficits and their influence upon their daily function and organization in time abilities. Our findings demonstrate that students with LD need more time in order to execute simple daily activities, such as preparing a cup of coffee. Deficient working memory, retrospective time estimation ability and inhibition predicted their performance time and organization in time abilities. Therefore, this paper sheds light on the mechanism behind daily performance in time among students with LD and emphasizes the need for future development of focused intervention programs to meet their unique needs. Copyright © 2016 Elsevier Ltd. All rights reserved.

The proposed changes for DSM-5 for SLD and ADHD: international perspectives--Australia, Germany, Greece, India, Israel, Italy, Spain, Taiwan, United Kingdom, and United States.

PubMed

Al-Yagon, Michal; Cavendish, Wendy; Cornoldi, Cesare; Fawcett, Angela J; Grünke, Matthias; Hung, Li-Yu; Jiménez, Juan E; Karande, Sunil; van Kraayenoord, Christina E; Lucangeli, Daniela; Margalit, Malka; Montague, Marjorie; Sholapurwala, Rukhshana; Sideridis, Georgios; Tressoldi, Patrizio E; Vio, Claudio

2013-01-01

This article presents an international perspective of the proposed changes to the DSM-5 for learning disabilities (LD) and attention-deficit/hyperactivity disorders (ADHD) across ten countries: Australia, Germany, Greece, India, Israel, Italy, Spain, Taiwan, the United Kingdom, and the United States. We provide perspectives of the present situation for youth with LD and youth with ADHD and describe the legislation, prevalence rates, and educational systems that serve students with disabilities in the respective countries. We also present a discussion of the expected impact of the proposed changes for the diagnosis of LD and ADHD in each country.

Cognitive Addition: Comparison of Learning Disabled and Academically Normal Children.

ERIC Educational Resources Information Center

Geary, David C.; And Others

To isolate the process deficits underlying a specific learning disability in mathematics achievement, 77 academically normal and 46 learning disabled (LD) students in second, fourth or sixth grade were presented 140 simple addition problems using a true-false reaction time verification paradigm. (The problems were on a video screen controlled by…

The Effect of Metacognitive Strategy Training on Science Process Skills and Science Self Efficacy among First Year Prep Students with Learning Disabilities

ERIC Educational Resources Information Center

Gomaa, Omema Mostafa Kamel

2016-01-01

This study investigated the effect of using metacognitive strategy training on science process skills and science self efficacy in learning disabled first year prep students. A total of 60 students identified with LD were invited to participate. The sample was randomly divided into two groups; experimental (n = 30 boys) and control (n = 30 boys ).…

The Effect of the Child's Disability on United Arab Emirates In-Service Teachers' Educational Decisions regarding Gifted and Talented Children

ERIC Educational Resources Information Center

Elhoweris, Hala

2008-01-01

This study investigated the effect of the disability labels: learning disabilities (LD), physical disabilities (PHD) and emotional and behavioural disorder (EBD), on United Arab Emirates public school general education and special education teachers' willingness to refer and place students in gifted and talented programmes. A total of 269…

iPad versus Handwriting: Pilot Study Exploring the Writing Abilities of Students with Learning Disabilities

ERIC Educational Resources Information Center

Corkett, Julie K.; Benevides, Tina

2016-01-01

Written expression is an essential skill to actively function in today's society. For many learners, especially those with a learning disability (LD), writing can be a source of frustration. Technology in its various forms, holds promise to assist students in this area. The current study examines the role that tablet technology, specifically,…

Relationships between Cattell-Horn-Carroll (CHC) Cognitive Abilities and Math Achievement within a Sample of College Students with Learning Disabilities

ERIC Educational Resources Information Center

Proctor, Briley

2012-01-01

This study examined the relationship between cognitive abilities and math achievement within a sample of college students with learning disabilities (LD). The cognitive abilities were seven areas identified by Stratum II of the Cattell-Horn-Carroll (CHC) theory of cognitive abilities, in addition to the eighth area of Working Memory. Math…

A Synthesis of Interventions for Improving Oral Reading Fluency of Elementary Students with Learning Disabilities

ERIC Educational Resources Information Center

Kim, Min Kyung; Bryant, Diane Pedrotty; Bryant, Brian R.; Park, Yujeong

2017-01-01

A synthesis of the research literature was conducted from 2004 to 2014 on interventions designed to build oral reading fluency for elementary students with learning disabilities (LD). An extensive search yielded a total of 12 intervention studies. Among the 12 studies, the majority (n = 9) implemented repeated reading with or without a model.…

Examining the Effects of SRSD in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities

ERIC Educational Resources Information Center

Miller, Katie M.; Little, Mary E.

2018-01-01

The purpose of this study was to determine the effectiveness of an instructional package, Self-Regulated Strategy Development, a cognitive strategy instructional model (POW + TREE), in combination with video self-modeling (VSM) on the improvement on the written expression of three third-grade students with learning disabilities (LD). This…

Beyond the Mask: Analysis of Error Patterns on the KTEA-3 for Students with Giftedness and Learning Disabilities

ERIC Educational Resources Information Center

Ottone-Cross, Karen L.; Dulong-Langley, Susan; Root, Melissa M.; Gelbar, Nicholas; Bray, Melissa A.; Luria, Sarah R.; Choi, Dowon; Kaufman, James C.; Courville, Troy; Pan, Xingyu

2017-01-01

An understanding of the strengths, weaknesses, and achievement profiles of students with giftedness and learning disabilities (G&LD) is needed to address their asynchronous development. This study examines the subtests and error factors in the Kaufman Test of Educational Achievement--Third Edition (KTEA-3) for strength and weakness patterns of…

Comparative Outcomes of Two Instructional Models for Students with Learning Disabilities: Inclusion with Co-Teaching and Solo-Taught Special Education

ERIC Educational Resources Information Center

Tremblay, Philippe

2013-01-01

We compared two instructional models (co-teaching inclusion and solo-taught special education) for students with learning disabilities (LD) with regard to their effect on academic achievement and class attendance. Twelve inclusive classes (experimental group) and 13 special education classes (control group) participated in the study. In grade 1,…

Effectiveness of Mathematical Word Problem Solving Interventions for Students with Learning Disabilities and Mathematics Difficulties: A Meta-Analysis

ERIC Educational Resources Information Center

Lein, Amy E.

2016-01-01

This meta-analysis synthesized the findings from 23 published and five unpublished experimental or quasi-experimental group design studies on word problem-solving instruction for K-12 students with learning disabilities (LD) and mathematics difficulties (MD). A secondary purpose of this meta-analysis was to analyze the relation between treatment…

Examining How Students with Diverse Abilities Use Diagrams to Solve Mathematics Word Problems

ERIC Educational Resources Information Center

van Garderen, Delinda; Scheuermann, Amy; Jackson, Christa

2013-01-01

This study examined students' understanding of diagrams and their use of diagrams as tools to solve mathematical word problems. Students with learning disabilities (LD), typically achieving students, and gifted students in Grades 4 through 7 ("N" = 95) participated. Students were presented with novel mathematical word problem-solving…

Efficacy of a Systematic Prompt Reduction Strategy in Teaching Independent Composition. [Final Report.

ERIC Educational Resources Information Center

Harriman, Nancy; Schloss, Patrick J.

The use of systematic prompting and monitoring to increase written sentence production during a ten-minute assigned composition task was investigated with 78 learning disabled (LD) students in grades 7-12. Subjects were classified as LD, were receiving special education services, and evidenced at least a 2-year lag in written language skills. Six…

School-Related Stress and Depression in Adolescents with and without Learning Disabilities: An Exploratory Study

ERIC Educational Resources Information Center

Feurer, D. Paige; Andrews, Jac J. W.

2009-01-01

This study examined school-related stress and depression in adolescents with and without learning disabilities. A total of 87 students (38 learning-disabled and 49 nondisabled) from secondary schools in Calgary completed questionnaires on depressive symptoms and on school-related stress. Results indicated that the adolescents with LD reported…

Social and Emotional Learning for Children with Learning Disability: Implications for Inclusion

ERIC Educational Resources Information Center

Cavioni, Valeria; Grazzani, Ilaria; Ornaghi, Veronica

2017-01-01

This paper discusses the key role of social and emotional learning programmes for children with Learning Disability (LD). The first part of the paper discusses the difficulties students with learning disability may encounter in their education, such as issues related to peer group acceptance, friendship and social isolation, low self-efficacy and…

Graphic organizers and their effects on the reading comprehension of students with LD: a synthesis of research.

PubMed

Kim, Ae-Hwa; Vaughn, Sharon; Wanzek, Jeanne; Wei, Shangjin

2004-01-01

Previous research studies examining the effects of graphic organizers on reading comprehension for students with learning disabilities (LD) are reviewed. An extensive search of the professional literature between 1963 and June 2001 yielded a total of 21 group design intervention studies that met the criteria for inclusion in the synthesis. Using graphic organizers (i.e., semantic organizers, framed outlines, cognitive maps with and without a mnemonic) was associated with improved reading comprehension overall for students with LD. Compared to standardized reading measures, researcher-developed comprehension measures were associated with higher effect sizes. Initial gains demonstrated when using graphic organizers were not revealed during later comprehension tasks or on new comprehension tasks.

Temperament and Social-Emotional Difficulties: The Dark Side of Learning Disabilities.

PubMed

Buonomo, Ilaria; Fiorilli, Caterina; Geraci, Maria Angela; Pepe, Alessandro

2017-01-01

The authors compared the relations between general psychological difficulties and dimensions of temperament in children with and without learning disability (LD). The main aim was to analyze whether and to what extent children's temperament dimensions contribute to their general psychological difficulties when LD diagnosis, age, and gender are taken into account. Participants were 52 elementary school children 7-11 years old (M age = 8.61 years, SD = 1.21 years). Twenty-six of them had been diagnosed with LD. Six teachers rated their pupils with and without LD in relation to their general psychological difficulties (Strengths and Difficulties Questionnaire) and temperament dimensions (Italian Questionnaires of Temperament). In children with LD, the main dimensions of temperament with the power to predict general psychological difficulties (i.e., emotionality and social orientation) concern these students' relationships with others (teachers and peers). The findings of the current study draw educators' and practitioners' attention to the fact that children's temperamental characteristics may affect how they experience their LD, with significant implications for their later social adjustment.

Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students

ERIC Educational Resources Information Center

Pfannenstiel, Kathleen Hughes; Bryant, Diane Pedrotty; Bryant, Brian R.; Porterfield, Jennifer A.

2015-01-01

Students with mathematics difficulties and learning disabilities (LD) typically struggle with solving word problems. These students often lack knowledge about efficient, cognitive strategies to utilize when solving word problems. Cognitive strategy instruction has been shown to be effective in teaching struggling students how to solve word…

Life Span Transitions for a Student with LD: Mother-Daughter Perspectives

ERIC Educational Resources Information Center

Cumming, Therese M.; Smedley, Emily N.

2017-01-01

Transition planning and processes can greatly influence the quality of schooling transitions for students with learning disabilities. Student-focused planning and family involvement are two integral components of transition planning that do not always receive the emphasis that they deserve. The educational transitions of one student are examined…

Peer tutoring for college students with learning disabilities: perceptions of tutors and tutees.

PubMed

Vogel, Gila; Fresko, Barbara; Wertheim, Cheruta

2007-01-01

Peer tutoring is a commonly provided support service for students with learning disabilities (LD) in institutions of higher education. A large-scale survey was conducted to evaluate the PERACH peer tutoring project for students with LD at 25 universities, regional colleges, and teacher training colleges in Israel. The purpose of the study was to understand the tutoring process from the point of view of both tutees and tutors with respect to 5 main areas: tutees' needs, focus of tutoring activities, difficulties surrounding the tutoring endeavor, importance of similar study experiences, and satisfaction with the project. It is our supposition that major discrepancies in perceptions are likely to undermine the effectiveness of the tutoring. Similarities and differences in perceptions were identified, and implications that can be useful in guiding service providers are discussed.

The Effects of a Story-Mapping Procedure to Improve the Comprehension Skills of Expository Text Passages for Elementary Students with Learning Disabilities

ERIC Educational Resources Information Center

Stagliano, Christina; Boon, Richard T.

2009-01-01

The purpose of this study was to examine the effects of using a story-mapping procedure to improve and enhance the reading comprehension skills using expository text passages for 3 fourth-grade students with learning disabilities (LD). The study was conducted in the resource classroom in which the participants regularly received reading…

Effects of Two Types of Self-Regulatory Instruction Programs on Students with Learning Disabilities in Writing Products, Processes, and Self-Efficacy

ERIC Educational Resources Information Center

Garcia-Sanchez, Jesus-Nicasio; Fidalgo-Redondo, Raquel

2006-01-01

We examined the differential effects of the social cognitive model of sequential skill acquisition (SCM intervention) and the self-regulated strategy development model (SRSD intervention) for writing. One hundred and twenty-one 5th- and 6th-grade Spanish students with learning disabilities (LD) and/or low achievement (LA) were randomly assigned…

Analysis of Educational Setting, Teacher Training, and the Modeling and Instruction of Metacognitive Strategies for Students with Learning Disabilities in Jewish Day Schools

ERIC Educational Resources Information Center

Rothwachs, Yisrael

2010-01-01

Employment of metacognitive strategies has been documented as a key factor in academic success. For students with learning disabilities (LD), however, exposure to these strategies is crucial to both their academic and social growth. While there has been much research demonstrating the importance of modeling metacognitive strategies for students…

Programs for Children with Specific Learning Disabilities. P.L. 91-230, Title VI-G Formal Final Evaluation. (Statistical Analysis of Data).

ERIC Educational Resources Information Center

Murphy, Philip J.

The paper reports the final evaluation of a program for approximately 143 learning disabled (LD) students (grades 6-to-12) from six school districts. A number of test instruments were used to evaluate student progress during the program, including the Wide Range Achievement Test (WRAT), the Durrell Analysis of Reading Difficulty, and the…

Attributional Patterns towards Students with and without Learning Disabilities: A Comparison of Pre- and In-Service Teachers in China

ERIC Educational Resources Information Center

Jiang, Han; Woodcock, Stuart

2018-01-01

This study aims to investigate the differences of attributional responses to students with and without learning disabilities (LD) between pre- and in-service teachers in mainland China. A total of 204 teachers (101 pre-service and 103 in-service teachers) were surveyed using vignettes and Likert scale questions to ascertain their responses to…

A Language Skills Program for Secondary LD Students.

ERIC Educational Resources Information Center

Howe, Bill

1982-01-01

A program was developed to increase the receptive and expressive language skills of 24 secondary learning-disabled students. Program units covered word sorting, sight-word vocabulary, key-word reading, reading rate, reading comprehension, listening, and writing. (Author/SW)

Rap and Technology Teach the Art of Argument

ERIC Educational Resources Information Center

Fink, Rosalie

2017-01-01

How can teachers integrate rap and technology strategies to teach students with learning disabilities the art of persuasive argument writing? This teacher research study presents creative new approaches for teaching argument writing. Strategies used in the study helped college freshmen with learning disabilities (LD) succeed in developing…

Prevalence of LD from Parental and Professional Perspectives: A Comparison of the Data from the National Survey of Children's Health and the Office of Special Education Programs' Reports to Congress

ERIC Educational Resources Information Center

Pullen, Paige C.

2017-01-01

Since the emergence of the field of learning disabilities (LD) in the late 1960s and early 1970s, controversy has surrounded issues regarding methods used for identification. The prevalence of students identified as LD increased steadily from the 1970s until the beginning of the 21st century, at which time it has decreased until at least 2011 (the…

General or Vocational Curriculum: LD Preference

ERIC Educational Resources Information Center

Dupoux, Errol

2008-01-01

This study assessed the perceptions of high school students with learning disabilities about the suitability or preference of an academic or vocational curriculum. Students were administered the Vocational Academic Choice Survey (VACS), designed to measure students' perceptions of which curriculum is more suitable for them. Results revealed that a…

Dental health and odontogenic infections among 6- to 16-year-old German students with special health care needs (SHCN).

PubMed

Dziwak, Marco; Heinrich-Weltzien, Roswitha; Limberger, Kathrin; Ifland, Susanne; Gottstein, Ilka; Lehmann, Thomas; Schüler, Ina M

2017-07-01

This cross-sectional study aimed to assess dental health and odontogenic infections in students with special health care needs (SHCN) in the Free State of Thuringia, Germany. From 1283 students with SHCN aged 6-16 years, 66.0 % (n = 848 of whom are 35.7 % females and 64.3 % males) with intellectual/learning disabilities (ID/LD), physical disabilities (PD), and sensory disorders (SD) participated after informed consent in oral examinations according to WHO standards. Dental caries was assessed by dmft/DMFT, odontogenic infections by pufa/PUFA. Fissure sealants (FS) were scored in permanent molars. Data were compared to regional and national reference data and analysed by t test and age-adjusted logistic regression models. Students with SHCN revealed 41.2 % caries prevalence in permanent and 31.7 % in primary teeth. Highest prevalence/experience of caries and odontogenic infections in primary teeth was recorded in 6-11-year-olds with PD (65.1 %/2.3 dmft; 14.0 %/0.3 pufa). Most affected permanent teeth were observed in students with ID/LD (12-16-year-olds 59.6 %/2.4 DMFT; 6-11-year-olds 2.8 %/0.03 PUFA). All odontogenic infections in 12-16-year-olds occurred in males; n = 9 students revealed n = 9 teeth with pufa/PUFA. Students with ID/LD aged 6-11 years exhibited lowest prevalence of FS (29.0 %) and mean of 0.8 FS. Students with SHCN suffered more than twice as frequent from untreated dental caries and benefited up to 29.0 % less from FS than peers without disabilities. This first study investigating odontogenic infections of German students with SHCN revealed highest prevalence in primary teeth and in males. Oral health among students with SHCN is reduced, and FS are underutilized compared to German students without disabilities. Reinforcing the application of FS in students with SHCN might contribute to reducing disparities in oral health.

A Comparison of Emotional-Motivational (A-R-D Theory) Personality Characteristics in Learning Disabled, Normal Achieving, and High Achieving Children.

ERIC Educational Resources Information Center

Hufano, Linda D.

The study examined emotional-motivational personality characteristics of 15 learning disabled, 15 normal achieving, and 15 high achieving students (grades 3-5). The study tested the hypothesis derived from the A-R-D (attitude-reinforcer-discriminative) theory of motivation that learning disabled (LD) children differ from normal and high achieving…

Real Audiences and Contexts for LD Writers.

ERIC Educational Resources Information Center

Stires, Susan

1983-01-01

The process/conference model of writing instruction is described for intermediate-level learning disabled students. Students proceed through several stages of writing (rehearsal, drafting, revising, editing, and rewriting) during which they have conferences with the teacher and eventually publish their writing. (CL)

Promoting Error Monitoring in Middle School Students with LD.

ERIC Educational Resources Information Center

Shannon, Ted R.; Polloway, Edward A.

1993-01-01

Middle school students with learning disabilities were successfully taught the COPS monitoring strategy to revise and correct writing mistakes. Steps in the strategy include capitalization of appropriate letters, overall appearance of paper, punctuation used correctly, and spelling accuracy. (JDD)

Longitudinal Effects of ADHD in Children with Learning Disabilities or Emotional Disturbances

ERIC Educational Resources Information Center

Wei, Xin; Yu, Jennifer W.; Shaver, Debra

2014-01-01

Despite the high prevalence of comorbidity between attention deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) or emotional disturbances (ED), few studies have examined the long-term effects of these comorbid relationships on student outcomes. We estimated the longitudinal academic, social, and behavioral outcomes in children…

Handbook of Learning Disabilities, Second Edition

ERIC Educational Resources Information Center

Swanson, H. Lee, Ed.; Harris, Karen R., Ed.; Graham, Steve, Ed.

2014-01-01

Widely regarded as the standard reference in the field, this comprehensive handbook presents state-of-the-art knowledge about the nature and classification of learning disabilities (LD), their causes, and how individuals with these difficulties can be identified and helped to succeed. Best practices are described for supporting student performance…

The Pragmatic Skills of Learning Disabled Children: A Review.

ERIC Educational Resources Information Center

Dudley-Marling, Curtis

1985-01-01

Studies are reviewed in four topic areas: (1) learning disabled (LD) students' spontaneous use of language; (2) their ability to adapt language to listener characteristics; (3) effectiveness of their communications; and (4) their ability to fulfill listener responsibilities. Noted are methodological flaws which cast doubt on implications for…

Family Functioning Predictors of Self-Concept and Self-Esteem in Children at Risk for Learning Disabilities in Oman: Exclusion of Parent and Gender Contribution

ERIC Educational Resources Information Center

Emam, Mahmoud Mohamed; Abu-Serei, Usama Saad

2014-01-01

The study investigated whether family functioning can predict the self-concept and self-esteem of normally achieving (NA) and at risk for learning disabilities (LD) students in Oman regardless of parent education level and gender status. A total of 259 elementary school students were selected from schools in the main districts of Muscat, the…

The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students with Learning Disabilities: A Synthesis of the Research from 2001 to 2014

ERIC Educational Resources Information Center

Stevens, Elizabeth A.; Walker, Melodee A.; Vaughn, Sharon

2017-01-01

Fluent word reading is hypothesized to facilitate reading comprehension by improving automatic word reading, thus releasing a reader's cognitive resources to focus on meaning. Many students with learning disabilities (LD) struggle to develop reading fluency, which affects reading comprehension. This synthesis extends Chard, Vaughn, and Tyler's…

A cross-sectional study of mathematics achievement, estimation skills, and academic self-perception in students of varying ability.

PubMed

Montague, Marjorie; van Garderen, Delinda

2003-01-01

This study investigated students' mathematics achievement, estimation ability, use of estimation strategies, and academic self-perception. Students with learning disabilities (LD), average achievers, and intellectually gifted students (N = 135) in fourth, sixth, and eighth grade participated in the study. They were assessed to determine their mathematics achievement, ability to estimate discrete quantities, knowledge and use of estimation strategies, and perception of academic competence. The results indicated that the students with LD performed significantly lower than their peers on the math achievement measures, as expected, but viewed themselves to be as academically competent as the average achievers did. Students with LD and average achievers scored significantly lower than gifted students on all estimation measures, but they differed significantly from one another only on the estimation strategy use measure. Interestingly, even gifted students did not seem to have a well-developed understanding of estimation and, like the other students, did poorly on the first estimation measure. The accuracy of their estimates seemed to improve, however, when students were asked open-ended questions about the strategies they used to arrive at their estimates. Although students with LD did not differ from average achievers in their estimation accuracy, they used significantly fewer effective estimation strategies. Implications for instruction are discussed.

Influence of Peer Buddy Program Interventions for Adolescents with Disabilities in a High School Setting: Impact on Social and Academic Achievement

ERIC Educational Resources Information Center

Alqahtani, Ragea Mohammed

2013-01-01

A mixed methods research design was chosen for this study in order to examine the effectiveness of the Peer Buddy Program across one year on the social and academic skill acquisition of high school students with learning disabilities (LD) and/or emotional/behavioral disabilities (EBD). Specifically, this research focused on identifying the…

Attitudes of Primary School Teachers in Three Western Countries toward Learning Disabilities

ERIC Educational Resources Information Center

Cornoldi, Cesare; Capodieci, Agnese; Colomer Diago, Carla; Miranda, Ana; Shepherd, Katharine G.

2018-01-01

In recent years, teachers in Western countries have developed beliefs and attitudes related to working with students with specific learning disabilities (LD) that may be critical in shaping their educational practices with them; however, their beliefs and attitudes differ across political and geographical contexts and may be influenced by specific…

Retaining the Learning Disabled Adult. A Handbook for Adult Basic Education Instructors.

ERIC Educational Resources Information Center

Hawkins, Diane, Comp.

This handbook is designed to address teachers' most common concerns about learning disabilities (LDs) and teaching adults with LDs. Section 1 defines LDs by describing traits that adults with LDs share. Section 2 focuses on identification of students with LDs. LD characteristics are divided into eight categories: academics, speech/language, motor…

Learning Disabilities and Conductive Hearing Loss Involving Otitis Media.

ERIC Educational Resources Information Center

Reichman, Julie; Healey, William C.

1983-01-01

A review of research on the relationship of otitis media (ear infection) and learning/language/hearing disorders revealed that incidence of otitis media was twice as common in learning disabled as nonLD students; and that, in general, otitis-prone children scored below controls with frequent evidence of performance deficits. (CL)

Identifying Students with Learning Disabilities: Composite Profile Analysis Using the Cognitive Assessment System

ERIC Educational Resources Information Center

Huang, Leesa V.; Bardos, Achilles N.; D'Amato, Rik Carl

2010-01-01

The detection of cognitive patterns in children with learning disabilities (LD) has been a priority in the identification process. Subtest profile analysis from traditional cognitive assessment has drawn sharp criticism for inaccurate identification and weak connections to educational planning. Therefore, the purpose of this study is to use a new…

Relations between Secondary Art Teachers' Personal Education Theories and Attitudes about Inclusion

ERIC Educational Resources Information Center

Manjack, Sharon Kay

2011-01-01

The goal of this study was multifold: to define secondary art teachers. personal practical theories about the purposes of art education; to examine teachers. attitudes toward the inclusion of students with learning disabilities (LD) and those with emotional/behavioral disabilities (EBD) into their classrooms; and to determine the relation between…

Midwives׳ experiences of caring for women with learning disabilities - A qualitative study.

PubMed

Castell, Emma; Stenfert Kroese, Biza

2016-05-01

people with learning disabilities (LD) are increasingly likely to become parents and are entitled to have access to the right support to be able to be suitable parents. However, access to such support is affected by limited resources, attitudes towards people with LD becoming parents, and lack of training regarding caring for parents with learning disabilities for midwives. A learning disability (LD) is defined as a significantly reduced ability to understand new or complex information, to learn new skills (impaired intelligence), reduced skills to cope independently with everyday life, has an impact on most areas of a person's life and the difficulties started in early childhood. Little research has explored health professionals' experiences of their support of people with LD during their journey to become parents. Midwives are often the first professionals pregnant women come into contact with and therefore are key professionals in the support system for parents with LD. The principle objective of the current research is to develop an understanding of midwives' experiences of caring for women with a LD. the study explored midwives׳ experiences of caring for women with LD using an Interpretative Phenomenological Approach (IPA). nine qualified midwives employed by a single NHS trust participated in the study. a semi-structured interview schedule was utilised during one-to-one interviews with the midwives. The interview transcripts were analysed using IPA stages. Four superordinate themes were identified. The midwives reported receiving a lack of LD training and faced significant time constraints, which left them feeling that they could not spend the necessary time with the women to meet their pregnancy needs. The midwives felt unsupported in their attempts to deliver adequate midwifery care, speaking about a lack of accessible support for pregnant women with LD. They were left feeling responsible to fill the gaps in service provision. The midwives were dedicated in delivering adequate care to help give women with LD a positive experience of childbearing. They felt a safeguarding process (child protection) was an inevitable part of women with LD's pregnancy experience yet were aware that the right support at the right time could improve parenting capacity. it is recommended that training on working with and providing services for people with LD is made available to qualified and student midwives as well as accessible resources, professional support and supervision. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Effects of Repeated Reading on the Fluency and Comprehension Skills of Elementary-Age Students with Learning Disabilities (LD), 2001-2011: A Review of Research and Practice

ERIC Educational Resources Information Center

Strickland, Whitney D.; Boon, Richard T.; Spencer, Vicky G.

2013-01-01

This article provides an extensive review of the literature on the use of repeated reading to improve the reading fluency and comprehension skills of elementary-age students with learning disabilities. A systematic review of the published literature from 2001 to 2011 was conducted and nineteen (N = 19) research-based repeated reading studies were…

Exploring Discordance between Self-Efficacy and Writing Performance among Low-Literate Adult Students

ERIC Educational Resources Information Center

Anastasiou, Dimitris; Michail, Domna

2013-01-01

The paper explores accordance or discordance between efficacy beliefs of adult students and their writing performance, using a mixed methods design. The participants are 33 students with learning disabilities (LD) and 35 low-achieving (LA) students, who were attending two Second-Chance Schools (SCSs), a specific type of adult education.…

Answers for Parents of the Child with Learning Disabilities. Showing and Telling It Like It Is!

ERIC Educational Resources Information Center

McCurley, Arlene Bell

The guidebook for parents of learning disabled (LD) children provides answers to questions such as the following: What is a learning disability? How does an LD child behave? What should parents who suspect their child has a learning disability do? Can an LD child succeed in school? How should parents discipline an LD child? How can parents manage…

Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives

ERIC Educational Resources Information Center

Cavendish, Wendy; Connor, David

2018-01-01

This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents (n = 9), and their teachers (n =…

The Influence of Drama on Elementary Students' Written Narratives and On-Task Behavior

ERIC Educational Resources Information Center

Anderson, Alida; Berry, Katherine A.

2014-01-01

Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compared for their influence on third grade students' written narrative cohesion and on-task behavior in a self-contained, nonpublic elementary classroom. Participants included students (N = 14) with comorbid language-based learning disabilities (LD) and…

Readiness for Solving Story Problems.

ERIC Educational Resources Information Center

Dunlap, William F.

1982-01-01

Readiness activities are described which are designed to help learning disabled (LD) students learn to perform computations in story problems. Activities proceed from concrete objects to numbers and involve the students in devising story problems. The language experience approach is incorporated with the enactive, iconic, and symbolic levels of…

A Comparative Study of the Personality Characteristics of Primary-School Students with Learning Disabilities and Their Nonlearning Disabled Peers

ERIC Educational Resources Information Center

Gitanjali, Sharma

2004-01-01

This study examined the personality characteristics of 180 boys and girls of ages 8, 9, and 10 with learning disabilities (LD) in 3rd, 4th, and 5th grade in urban and rural primary schools of Andhrapradesh, India. The subjects were identified based on their scholastic achievement on a spelling dictation test, an oral reading test, a reading…

Special Education Practices: An Evaluation of Educational Environmental Placement Trends since the Regular Education Initiative.

ERIC Educational Resources Information Center

Handler, Beth R.

This study provides an evaluation of the national and state level educational environmental placement trends for students, ages 6-11 or 12-17, with learning disabilities (LD), emotional disabilities (ED), mental retardation (MR), or speech and language impairments (SLI) in the decade following implementation of the Regular Education Initiative…

Learning Disabled Adolescents' Use of Pragmatic Functions and Code-Switching.

ERIC Educational Resources Information Center

Biller, Maysoon F.

The study examined whether a difference existed between 10 learning disabled (LD) and 10 normally achieving (NA) high school students in terms of comprehension and production or use of pragmatic skills. The skills examined were pragmatic function (i.e., an utterance spoken in context with specific intent), and code-switching (i.e., modification of…

Using Graphic Organizers to Teach Content Area Material to Students with Learning Disabilities

ERIC Educational Resources Information Center

Dexter, Douglas D.

2012-01-01

A pretest-posttest comparison group design was used to investigate the effects of a semantic mapping lesson plus visual display versus a semantic mapping lesson alone on adolescents' with learning disabilities (LD) ability to gain and maintain factual knowledge from expository social studies material. In addition, a posttest only comparison group…

Discrepancy Approaches for Identifying Learning Disabilities. Quick Turn Around (QTA).

ERIC Educational Resources Information Center

Schrag, Judy A.

A study reviewed recent trends, issues, and changes within the states related to the use of discrepancy formulas and other approaches for determining eligibility of students with learning disabilities (LD) for special education and related services. A survey of the 50 states and the District of Columbia found they all have a statement in their…

Students Classified as LD Who Petitioned for or Fulfilled the College Foreign Language Requirement--Are They Different? A Replication Study.

ERIC Educational Resources Information Center

Sparks, Richard L.; Philips, Lois; Javorsky, James

2003-01-01

A replication study compared 86 petition students who received course substitutions for the college foreign language (FL) requirement with 40 nonpetition students who fulfilled the requirement by passing FL courses. Findings indicate more than half of all the students did not meet criteria for learning disability classification. (Contains…

Motivate Students to Engage in Word Study Using Vocabulary Games

ERIC Educational Resources Information Center

Wells, Jenny C.; Narkon, Drue E.

2011-01-01

Vocabulary instruction across the content areas aids reading comprehension, making it time well spent in the classroom. Although students with learning disabilities (LD) need many practice opportunities to learn new words, engaging them in vocabulary instruction may prove challenging. Due to their past difficulties in acquiring reading skills,…

Symptom Complaint Patterns in College Students with Learning Disabilities.

ERIC Educational Resources Information Center

Kane, Steven T.; Joy, Crystal

This study analyzed symptom complaint patterns and perceived academic impairment in a sample of 189 university students diagnosed with various learning disorders (LD). Each participant underwent an extensive standardized assessment battery and was diagnosed according to the fourth edition of the Diagnostic and Statistical Manual of Mental…

The Role of Online Academic Coaching on Levels of Self-Determination of College Students with Learning Disabilities

ERIC Educational Resources Information Center

Bomar, Ruth Angulo

2017-01-01

The numbers show that more students with LD/ADHD are gaining college admission (Madaus & Shaw, 2010; Pryor, Hurtado, DeAngelo, Blake, & Trane, 2010). Even so ever-increasing issues face colleges and universities in the retention and graduation rate of these students (Anctil, Ishikawa, & Tao Scott, 2008; Getzel & Thoma, 2008).…

Brain SPECT scans in students with specific learning disability: Preliminary results.

PubMed

Karande, S; Deshmukh, N; Rangarajan, V; Agrawal, A; Sholapurwala, R

2018-06-08

Brain single-photon emission computed tomography (SPECT) assesses brain function through measurement of regional cerebral blood flow. This study was conducted to assess whether students with newly diagnosed specific learning disability (SpLD) show any abnormalities in cerebral cortex perfusion. Cross-sectional single-arm pilot study in two tertiary care hospitals. Nine students with SpLD were enrolled. Brain SPECT scan was done twice in each student. For the first or "baseline" scan, the student was first made to sit with eyes open in a quiet, dimly lit room for a period of 30-40 min and then injected intravenously with 20 mCi of 99mTc-ECD. An hour later, "baseline scan" was conducted. After a minimum gap of 4 days, a second or "test scan" was conducted, wherein the student performed an age-appropriate curriculum-based test for a period of 30-40 min to activate the areas in central nervous system related to learning before being injected with 20 mCi of 99mTc-ECD. Cerebral cortex perfusion at rest and after activation in each student was compared qualitatively by visual analysis and quantitatively using NeuroGam TM software. Visual analysis showed reduction in regional blood flow in temporoparietal areas in both "baseline" and "test" scans. However, when normalization was attempted and comparison done by Talairach analysis using NeuroGam software, no statistically significant change in regional perfusion in temporoparietal areas was appreciated. Brain SPECT scan may serve as a robust tool to identify changes in regional brain perfusion in students with SpLD.

Movement Issues Identified in Movement ABC2 Checklist Parent Ratings for Students with Persisting Dysgraphia, Dyslexia, and OWL LD and Typical Literacy Learners.

PubMed

Nielsen, Kathleen; Henderson, Sheila; Barnett, Anna L; Abbott, Robert D; Berninger, Virginia

2018-01-01

Movement, which draws on motor skills and executive functions for managing them, plays an important role in literacy learning (e.g., movement of mouth during oral reading and movement of hand and fingers during writing); but relatively little research has focused on movement skills in students with specific learning disabilities as the current study did. Parents completed normed Movement Assessment Battery for Children Checklist, 2nd edition (ABC-2), ratings and their children in grades 4 to 9 ( M = 11 years, 11 months; 94 boys, 61 girls) completed diagnostic assessment used to assign them to diagnostic groups: control typical language learning ( N = 42), dysgraphia (impaired handwriting) ( N = 29), dyslexia (impaired word decoding/reading and spelling) ( N = 65), or oral and written language learning disability (OWL LD) (impaired syntax in oral and written language) ( N = 19). The research aims were to (a) correlate the Movement ABC-2 parent ratings for Scale A Static/Predictable Environment (15 items) and Scale B Dynamic/Unpredictable Environment (15 items) with reading and writing achievement in total sample varying within and across different skills; and (b) compare each specific learning disability group with the control group on Movement ABC-2 parent ratings for Scale A, Scale B, and Scale C Movement-Related (Non-Motor Executive Functions, or Self-Efficacy, or Affect) (13 items). At least one Movement ABC-2 parent rating was correlated with each assessed literacy achievement skill. Each of three specific learning disability groups differed from the control group on two Scale A (static/predictable environment) items (fastens buttons and forms letters with pencil or pen) and on three Scale C items (distractibility, overactive, and underestimates own ability); but only OWL LD differed from control on Scale B (dynamic/unpredictable environment) items. Applications of findings to assessment and instruction for students ascertained for and diagnosed with persisting specific learning disabilities in literacy learning, and future research directions are discussed.

Metacognitive Strategy Use of Eighth-Grade Students with and without Learning Disabilities during Mathematical Problem Solving: A Think-Aloud Analysis

ERIC Educational Resources Information Center

Rosenzweig, Carly; Krawec, Jennifer; Montague, Marjorie

2011-01-01

The purpose of the study was to investigate the metacognitive abilities of students with LD as they engage in math problem solving and to determine processing differences between these students and their low- and average-achieving peers (n = 73). Students thought out loud as they solved three math problems of increasing difficulty. Protocols were…

Students with LD in Higher Education: Use and Contribution of Assistive Technology and Website Courses and Their Correlation to Students' Hope and Well-Being

ERIC Educational Resources Information Center

Heiman, Tali; Shemesh, Dorit Olenik

2012-01-01

This study examined the extent and patterns of usage of web courses, and their contribution to the academic and social perceptions of 964 undergraduate students with and without learning disabilities studying in higher education. Students were asked to complete four questionnaires examining the usage patterns of various adaptive technologies and…

Addressing Math Comprehension of Children with Attention, Speech, and Language Disabilities: A Case Study on Singapore Math

ERIC Educational Resources Information Center

Uzhansky, Jane

2018-01-01

The co-occurrence of learning disabilities (LD), such as speech and language impairment (SLI) and attention deficit disorder/attention deficit-hyperactivity disorder (ADD/ADHD), also classified as other health impairment (OHI), is significant. Many of these students are being placed in the general education setting and need to obtain the learning…

Contingency Contracting and Its Impact on the Use of Punctuation Skills by Fifth Graders with Learning Disabilities

ERIC Educational Resources Information Center

Grünke, Matthias; Coeppicus, Christin

2017-01-01

The purpose of this study was to assess the effectiveness of contingency contracting on the percentage of correctly used punctuation marks in free writing tasks. Participants were three 11-year-old boys with learning disabilities (LD). A multiple-baseline across-subjects design was employed to test our prediction that the students would show…

Testing accommodation or modification? The effects of integrated object representation on enhancing geometry performance in children with and without geometry difficulties.

PubMed

Zhang, Dake; Wang, Qiu; Ding, Yi; Liu, Jeremy Jian

2014-01-01

According to the National Council of Teachers of Mathematics, geometry and spatial sense are fundamental components of mathematics learning. However, learning disabilities (LD) research has shown that many K-12 students encounter particular geometry difficulties (GD). This study examined the effect of an integrated object representation (IOR) accommodation on the test performance of students with GD compared to students without GD. Participants were 118 elementary students who took a researcher-developed geometry problem solving test under both a standard testing condition and an IOR accommodation condition. A total of 36 students who were classified with GD scored below 40% correct in the geometry problem solving test in the standard testing condition, and 82 students who were classified without GD scored equal to or above 40% correct in the same test and condition. All students were tested in both standard testing condition and IOR accommodation condition. The results from both ANOVA and regression discontinuity (RD) analyses suggested that students with GD benefited more than students without GD from the IOR accommodation. Implications of the study are discussed in terms of providing accommodations for students with mathematics learning difficulties and recommending RD design in LD research. © Hammill Institute on Disabilities 2013.

The Effectiveness of Time Management Strategies Instruction on Students' Academic Time Management and Academic Self Efficacy

ERIC Educational Resources Information Center

Kader, Fathi Abdul Hamid Abdul; Eissa, Mourad Ali

2015-01-01

This study investigated the effect of using time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. A total of 60 students identified with LD participated. The sample was divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and…

The Relationship between Victimization at School and Achievement: The Cusp Catastrophe Model for Reading Performance

ERIC Educational Resources Information Center

Sideridis, Georgios D.; Antoniou, Faye; Stamovlasis, Dimitrios; Morgan, Paul L.

2013-01-01

We evaluated the relationship between victimization and academic achievement from a nonlinear perspective using a cusp catastrophe model. Participants were 62 students with identified learning disabilities (LD) using statewide criteria in Greece. Students participated in a 2-year cohort-sequential design. Reading assessments involved measures of…

Visual Imagery and Self-Questioning: Strategies to Improve Comprehension of Written Material.

ERIC Educational Resources Information Center

Clark, Frances L.; And Others

1984-01-01

Two learning strategies--visual imagery and self-questioning--designed to increase reading comprehension were taught to six learning disabled secondary students. Results indicate that LD students can learn the two strategies and can apply them in both reading ability level and grade level materials. Use of the strategies resulted in greater…

Modifying a Research-Based Problem-Solving Intervention to Improve the Problem-Solving Performance of Fifth and Sixth Graders With and Without Learning Disabilities.

PubMed

Krawec, Jennifer; Huang, Jia

The purpose of the present study was to test the efficacy of a modified cognitive strategy instructional intervention originally developed to improve the mathematical problem solving of middle and high school students with learning disabilities (LD). Fifth and sixth grade general education mathematics teachers and their students of varying ability (i.e., average-achieving [AA] students, low-achieving [LA] students, and students with LD) participated in the research study. Several features of the intervention were modified, including (a) explicitness of instruction, (b) emphasis on meta-cognition, (c) focus on problem-solving prerequisites, (d) extended duration of initial intervention, and (e) addition of visual supports. General education math teachers taught all instructional sessions to their inclusive classrooms. Curriculum-based measures (CBMs) of math problem solving were administered five times over the course of the year. A multilevel model (repeated measures nested within students and students nested within schools) was used to analyze student progress on CBMs. Though CBM scores in the intervention group were initially lower than that of the comparison group, intervention students improved significantly more in the first phase, with no differences in the second phase. Implications for instruction are discussed as well as directions for future research.

Investigating quality of life and self-stigma in Hong Kong children with specific learning disabilities.

PubMed

Chan, Yi; Chan, Yim Yuk; Cheng, Sui Lam; Chow, Man Yin; Tsang, Yau Wai; Lee, Clara; Lin, Chung-Ying

2017-09-01

Children with specific learning disabilities (SpLD) are likely to develop self-stigma and have a poor quality of life (QoL) because of their poor academic performance. Although both self-stigma and poor QoL issues are likely to be found in low academic achievers without SpLD, children with SpLD have worse situation because their diagnosis of SpLD suggests that their learning struggles are biological and permanent. Specifically, students' perception of own capabilities may be affected more by the diagnosis of SpLD than their own actual performance. We examined the self-stigma and QoL of children with SpLD in Hong Kong, a region with an academics-focused culture. Children with SpLD (n=49,M age ±SD=9.55±1.21; SpLD group) and typically developing children (n=32,M age ±SD=9.81±1.40; TD group) completed a Kid-KINDL to measure QoL and a Modified Self-Stigma Scale to measure self-stigma. All parents completed a parallel Kid-KINDL to measure QoL of their children. Compared with the TD group, the SpLD group had a higher level of self-stigma (p=0.027) and lower QoL (child-reported Kid-KINDL: p=0.001; parent-reported Kid-KINDL: p<0.001). In the academics-focused environment in Hong Kong, SpLD was associated with impaired QoL and higher self-stigma. Treatments targeting the learning process of children with SpLD may be designed to overcome self-stigma and to improve QoL. In addition, the program may involve parents of the children with SpLD or other people (e.g., the peer of the children with SpLD) for improving their understanding and perceptions of SpLD. Copyright © 2017 Elsevier Ltd. All rights reserved.

Sounding Out Science: Incorporating Audio Technology to Assist Students with Learning Differences in Science Education

NASA Astrophysics Data System (ADS)

Gomes, Clement V.

With the current focus to have all students reach scientific literacy in the U.S, there exists a need to support marginalized students, such as those with Learning Disabilities/Differences (LD), to reach the same educational goals as their mainstream counterparts. This dissertation examines the benefits of using audio assistive technology on the iPad to support LD students to achieve comprehension of science vocabulary and semantics. This dissertation is composed of two papers, both of which include qualitative information supported by quantified data. The first paper, titled Using Technology to Overcome Fundamental Literacy Constraints for Students with Learning Differences to Achieve Scientific Literacy, provides quantified evidence from pretest and posttest analysis that audio technology can be beneficial for seventh grade LD students when learning new and unfamiliar science content. Analysis of observations and student interviews support the findings. The second paper, titled Time, Energy, and Motivation: Utilizing Technology to Ease Science Understanding for Students with Learning Differences, supports the importance of creating technology that is clear, audible, and easy for students to use so they benefit and desire to utilize the learning tool. Multiple correlation of Likert Survey analysis was used to identify four major items and was supported with analysis from observations of and interviews with students, parents, and educators. This study provides useful information to support the rising number of identified LD students and their parents and teachers by presenting the benefits of using audio assistive technology to learn science.

The Effects of Social Stories and a Token Economy on Decreasing Inappropriate Peer Interactions with a Middle School Student

ERIC Educational Resources Information Center

White, Jacie; Caniglia, Cynthia; McLaughlin, T. F.; Bianco, LeAnn

2018-01-01

One of the many challenges that children with learning disabilities (LD) experience, apart from academics, is severe deficits in the areas of social skills and peer relations. The learning of social skills and appropriate ways to interact with peers are crucial for school-aged children with learning disabilities. Without these skills, it can be…

Integrating Multiple Intelligences and Learning Styles on Solving Problems, Achievement in, and Attitudes towards Math in Six Graders with Learning Disabilities in Cooperative Groups

ERIC Educational Resources Information Center

Eissa, Mourad Ali; Mostafa, Amaal Ahmed

2013-01-01

This study investigated the effect of using differentiated instruction by integrating multiple intelligences and learning styles on solving problems, achievement in, and attitudes towards math in six graders with learning disabilities in cooperative groups. A total of 60 students identified with LD were invited to participate. The sample was…

Empowering Library Patrons with Learning Disabilities

ERIC Educational Resources Information Center

Green, Ravonne A.

2009-01-01

This article describes the characteristics of patrons with learning disabilities (LD) and how these characteristics might affect library use. The lack of services for college patrons who have learning disabilities (LD) in this decade is much like the lack of adequate and appropriate services for high school patrons with LD in previous decades. The…

The Relationship between Learning Disabilities and Homelessness in Adults

ERIC Educational Resources Information Center

Markos, Patricia A.; Strawser, Sherri

2004-01-01

This article describes the relationship between learning disabilities (LD) and homelessness. Research describing the connection between disabilities and homelessness has focused on individuals presenting with disabilities such as mental illness, physical disabilities, medical disabilities, or substance abuse. At this time, the presence of LD in…

Self-Discrepancies as Predictors of Self-Concept in Mathematics and Related Emotional Consequences among LD and Regular Education High School Students

ERIC Educational Resources Information Center

Mandel, Shawn

2011-01-01

Guided by the Self Discrepancy Theory (Higgins, 1987), the present study examines the nature of self-discrepancies, related emotional consequences, and math self-concept among high school students with and without learning disabilities. A total of 104 students in New York area participated in the present study. Math-Self Discrepancy Measure, Math…

Examining Differences between Students with Specific Learning Disabilities and Those with Specific Language Disorders on Cognition, Emotions and Psychopathology

ERIC Educational Resources Information Center

Filippatou, Diamanto; Dimitropoulou, Panagiota; Sideridis, Georgios

2009-01-01

The purpose of the present study was to investigate the differences between students with LD and SLI on emotional psychopathology and cognitive variables. In particular, the study examined whether cognitive, emotional, and psychopathology variables are significant discriminatory variables of speech and language disordered groups versus those…

Teaching and Learning in History: Effective and Reform-Based Practices for Students with Learning Disabilities

ERIC Educational Resources Information Center

De La Paz, Susan

2013-01-01

This article provides a review of effective and reform-based approaches to instruction that focus on teaching and learning of history for students with LD. Historical thinking goals, such as learning to think like a historian, to develop contextualized understandings, and to apply domain-specific approaches when reading and writing with primary…

Learning Strategies: Secondary LD Students in the Mainstream.

ERIC Educational Resources Information Center

D'Antoni, Alice; And Others

The paper presents four learning strategy techniques--the SQ3R method of study, the Multipass Strategy, the Advanced Study Guide Technique, and Cognitive Mapping--for use with secondary level learning disabled students. The SQ3R method involves the five steps of survey, question, read, recite, and review. An adaption of the SQ3R method, the…

EmPOWERing Children with Learning Disabilities: A Practitioner-Based Reflection

ERIC Educational Resources Information Center

Cass, Richard J.

2011-01-01

Recent reports indicate that the expressive writing needs of students who struggle have become a critical and life-influencing problem. This article provides an overview of current research on the writing needs of students with LD and a practitioner-based reflection on the Singer and Bashir EmPOWER approach, a resource that can help teachers meet…

Homeschooling Parent/Teachers' Perceptions on Educating Struggling High School Students and their College Readiness

ERIC Educational Resources Information Center

McCullough, Brenda Tracy

2013-01-01

A general problem is that testing a homeschooled child for learning disabilities (LD) is not required in the state of Texas and therefore dependent on the homeschooling parent's recognition and desire to test. A qualitative exploratory method was used to determine the perceptions of parent/teachers on their struggling high school students'…

Resting State EEG in Children With Learning Disabilities: An Independent Component Analysis Approach.

PubMed

Jäncke, Lutz; Alahmadi, Nsreen

2016-01-01

In this study, the neurophysiological underpinnings of learning disabilities (LD) in children are examined using resting state EEG. We were particularly interested in the neurophysiological differences between children with learning disabilities not otherwise specified (LD-NOS), learning disabilities with verbal disabilities (LD-Verbal), and healthy control (HC) children. We applied 2 different approaches to examine the differences between the different groups. First, we calculated theta/beta and theta/alpha ratios in order to quantify the relationship between slow and fast EEG oscillations. Second, we used a recently developed method for analyzing spectral EEG, namely the group independent component analysis (gICA) model. Using these measures, we identified substantial differences between LD and HC children and between LD-NOS and LD-Verbal children in terms of their spectral EEG profiles. We obtained the following findings: (a) theta/beta and theta/alpha ratios were substantially larger in LD than in HC children, with no difference between LD-NOS and LD-Verbal children; (b) there was substantial slowing of EEG oscillations, especially for gICs located in frontal scalp positions, with LD-NOS children demonstrating the strongest slowing; (c) the estimated intracortical sources of these gICs were mostly located in brain areas involved in the control of executive functions, attention, planning, and language; and (d) the LD-Verbal children demonstrated substantial differences in EEG oscillations compared with LD-NOS children, and these differences were localized in language-related brain areas. The general pattern of atypical neurophysiological activation found in LD children suggests that they suffer from neurophysiological dysfunction in brain areas involved with the control of attention, executive functions, planning, and language functions. LD-Verbal children also demonstrate atypical activation, especially in language-related brain areas. These atypical neurophysiological activation patterns might provide a helpful guide for rehabilitation strategies to treat the deficiencies in these children with LD. © EEG and Clinical Neuroscience Society (ECNS) 2015.

Improving the Length and Quality of Texts Written by Fourth Graders with Learning Disabilities through a Peer-Tutoring Graphic Organizing Strategy

ERIC Educational Resources Information Center

Grünke, Matthias; Wilbert, Jürgen; Tsiriotakis, Ioanna K.; Agirregoikoa, Ainhize Lopez

2017-01-01

A large number of students struggle with composition writing. This is alarming since problems in this area reduce the chances of succeeding in school and life in general. Children and youth with learning disabilities (LD) are especially at risk of not acquiring the skills necessary to produce texts of an acceptable length and quality.…

The Mediating Role of Internet Connection, Virtual Friends, and Mood in Predicting Loneliness among Students with and without Learning Disabilities in Different Educational Environments

ERIC Educational Resources Information Center

Sharabi, Adi; Margalit, Malka

2011-01-01

This study evaluated a multidimensional model of loneliness as related to risk and protective factors among adolescents with learning disabilities (LD). The authors aimed to identify factors that mediated loneliness among 716 adolescents in Grades 10 through 12 who were studying in high schools or in Youth Education Centers for at-risk…

Exploring the Potential of Art-Based Education for Adolescents with Learning Disabilities: A Case Study of Engagement in Learning through the Arts

ERIC Educational Resources Information Center

Abedin, Golnar

2010-01-01

The purpose of this study was to explore the benefits of arts-based education for adolescents with learning disabilities (LD) placed in an inclusion program. The goal was to examine the potential of arts education as an inclusive curricular component that enhances students' engagement in learning. The study is framed within the education policy…

Students classified as LD and the college foreign language requirement: a quantitative analysis.

PubMed

Sparks, R L; Philips, L; Ganschow, L; Javorsky, J

1999-01-01

This study was conducted to determine whether students classified as learning disabled (LD) who were permitted to substitute courses for the college foreign language (FL) requirement at one university would display significant cognitive and academic achievement differences when grouped by level of discrepancy between IQ and achievement, by discrepancy between achievement according to different measures, and by level of performance on phonological-orthographic processing measures, on the Modern Language Aptitude Test (MLAT), and in FL courses. Results showed that there were no differences among students with different levels of discrepancy (i.e., < 1.0 SD, 1.0-1.49 SD, and > 1.50 SD) on MLAT and American College Testing (ACT) scores, graduating grade point average (GPA) or college FL GPA. Results also showed that among students who scored below versus at or above the 25th percentile on phonological-orthographic processing measures, there were no differences on measures of IQ, ACT, MLAT, and GPA, as well as most measures of academic achievement. Implications for the use of the LD label to grant FL course substitutions or waivers, use of the MLAT in the diagnostic and course substitution/waiver process, and the validity and reliability of traditional criteria for the classification as LD are discussed.

Early Grade Writing Assessment: An Instrument Model.

PubMed

Jiménez, Juan E

The United Nations Educational, Scientific, and Cultural Organization promoted the creation of a model instrument for individual assessment of students' foundational writing skills in the Spanish language that was based on a literature review and existing writing tools and assessments. The purpose of the Early Grade Writing Assessment (EGWA) is to document learners' basic writing skills, mapped in composing units of increasing complexity to communicate meaning. Validation and standardization of EGWA was conducted in the Canary Islands (Spain) in 12 schools using a cross-sectional design with a sample of 1,653 Spanish-speaking students in Grades 1 through 3. The author describes EGWA's internal structure, along with the prevalence of learning disabilities (LD) in transcription and developmental differences in writing between Spanish-speaking children with LD and typical peers. Findings suggest that EGWA's psychometric characteristics are satisfactory, and its internal structure can be attributed to four factors responsible for a high percentage of the variance. The odds ratio indicated that 2 Spanish-speaking children with LD in transcription are identified out of every 100. A comparison between students with and without LD in transcription revealed statistically significant differences concerning sentence and text production across grades. Results are interpreted within current theoretical accounts of writing models.

Helping Students with Mathematics Difficulties Understand Ratios and Proportions

ERIC Educational Resources Information Center

Dougherty, Barbara; Bryant, Diane Pedrotty; Bryant, Brian R.; Shin, Mikyung

2016-01-01

Cara, a seventh-grade student with learning disabilities (LD) in mathematics, believes that the ratio 2:3 is equivalent to 4:5 because there is a difference of one between the two numbers in each ratio and there is a difference of two between corresponding numbers in the two ratios (2 + 2 = 4 and 3 + 2 = 5). This misconception affects her ability…

Not Such a Simple Story: Contradictory Evidence from a Review of Story Structure Research for Students At-risk

ERIC Educational Resources Information Center

Faggella-Luby, Michael N.; Drew, Sally Valentino; Schumaker, Jean B.

2015-01-01

The Common Core State Standards and the continued inclusion of students with learning disabilities (LD) in Tier 1 classrooms are changing how close reading of texts occurs in English Language Arts classrooms. Therefore, understanding the potential impact of literacy-related evidence-based practices during Tier 1 instruction that includes students…

Teaching Algebra-Based Concepts to Students with Learning Disabilities: The Effects of Preteaching Using a Gradual Instructional Sequence

ERIC Educational Resources Information Center

Watt, Sarah Jean

2013-01-01

Research to identify validated instructional approaches to teach math to students with LD and those at-risk for failure in both core and supplemental instructional settings is necessary to assist teachers in closing the achievement gaps that exist across the country. The concrete-to-representational-to-abstract instructional sequence (CRA) has…

Beyond Talking about Books: Implications of the Reading Comprehension Instruction and Pedagogical Beliefs of a Special Educator Perceived as Effective

ERIC Educational Resources Information Center

Feiker Hollenbeck, Amy R.

2013-01-01

This investigation extends the study of the reading comprehension practices used with students with learning disabilities (LD) via a case study, exploring the beliefs and practices in reading comprehension of "Wendy," a cross-categorical special educator nominated as effective in her work with sixth-grade students. Wendy's practices serve as a…

Revitalizing Strategy Instruction

ERIC Educational Resources Information Center

Vitalone-Raccaro, Nancy A.

2017-01-01

The national focus on teacher accountability and the resulting emphasis on raising the bar for teacher evaluations challenge teachers of students with learning disabilities (LD) to rethink instructional design and delivery. In response to these challenges, this article introduces a two-part protocol for planning and teaching strategy instruction…

Social Interaction of Children with and without Learning Disabilities in Dyads and Small Groups.

ERIC Educational Resources Information Center

Wiener, Judith; Harris, P. J.

To investigate differences in social behavior between learning disabled (LD) and non-learning disabled (NLD) children in different size groups and to examine the association between children's social behavior and acceptance by their peers, a study was conducted of 44 LD and 50 NLD boys and 7 LD and 13 NLD girls from fourth, fifth, and sixth grade…

Syntactic Maturity and Vocabulary Richness Learning Disabled Children at Four Age Levels.

ERIC Educational Resources Information Center

Andolina, Charlene

Four age levels of 80 learning disabled (LD) students (7.5-8.11, 9.0-10.5, 10.6-11.11, and 12.0-13.5 years) participated in an examination of syntactic maturity and vocabulary richness in their oral language. Ss were shown two films without the sound turned on, and were then tape recorded as they told the story of the film in their own words.…

Steps to Independence for People with Learning Disabilities.

ERIC Educational Resources Information Center

Brown, Dale

The booklet is designed to help learning disabled (LD) adults become economically independent and fulfill their potential. Introductory chapters define LD and specify such types of LD as auditory perceptual problems, catastrophic responses, directional problems, disinhibition, perceptual problems, and short term memory problems. Psychological…

Mainstream Literature for Full, Inclusive Secondary Classrooms

ERIC Educational Resources Information Center

McFall, Lindsey; Fitzpatrick, Michael

2010-01-01

The U.S. Department of Education (2000) reported that approximately 80% of students identified with learning disabilities (LD) received half of their instruction within the general education classroom setting. Therefore, it is important that general education teachers implement teaching strategies and practices that meet the distinct educational…

The Underlying Message in LD Intervention Research: Findings from Research Syntheses.

ERIC Educational Resources Information Center

Vaughn, Sharon; Gersten, Russell; Chard, David J.

2000-01-01

This article summarizes the critical findings of recent research syntheses concerning intervention with students who have learning disabilities. The syntheses examined research on higher-order processing and problem- solving, reading comprehension, written expression, and grouping practices associated with improved outcomes in reading. Principles…

A Blueprint for Developing Culturally Proficient/Responsive School Administrators in Special Education

ERIC Educational Resources Information Center

Bakken, Jeffrey P.; Smith, Beverly A.

2011-01-01

This article addresses the important topic of culturally proficient/responsive school administrators for culturally and linguistically diverse (CLD) students with learning disabilities (LD). Culturally proficient/responsive school administrators with knowledge and strong leadership skills in multicultural education are essential to impact school…

Why Is Writing so Difficult for Students with Learning Disabilities? A Narrative Review to Inform the Design of Effective Instruction

ERIC Educational Resources Information Center

Santangelo, Tanya

2014-01-01

This article features a discussion of what contemporary research tells us are the most significant factors that individually and collectively serve to thwart the writing development and performance of students with LD. Support is drawn from recent research syntheses, as well as individual studies. I begin with an overview of skillful writing and…

Using Literature To Teach Social Skills to Adolescents with LD.

ERIC Educational Resources Information Center

Anderson, Peggy L.

2000-01-01

Description of the social skill literature strategy (SSLS), an instructional approach that involves integrating social skills intervention into the literature curriculum, focuses on its application using the study of Shakespeare to develop the social skills of secondary students with learning disabilities in an inclusive setting. (Contains…

Reading Big Words: Instructional Practices to Promote Multisyllabic Word Reading Fluency

ERIC Educational Resources Information Center

Toste, Jessica R.; Williams, Kelly J.; Capin, Philip

2017-01-01

Poorly developed word recognition skills are the most pervasive and debilitating source of reading challenges for students with learning disabilities (LD). With a notable decrease in word reading instruction in the upper elementary grades, struggling readers receive fewer instructional opportunities to develop proficient word reading skills, yet…

Alternative Placements: Does a Difference Exist in the LD Populations?

ERIC Educational Resources Information Center

Olson, Judy; Midgett, Jeanice

1984-01-01

The performance of learning disabled male elementary students in self-contained classes (N=35) and resource rooms (N=50) was compared on five diagnostic tests and factors of retention, chronological age, and behavior. Results indicated a difference only in the intelligence factor between the groups. (Authors)

The Summarized Factorial Assessment Outline: A Structural Paradigm for EMR and L-D Assessment.

ERIC Educational Resources Information Center

Gerig, Gaylord E.

Described is the Summarized Factorial Assessment Outline (SFAO), a total assessment procedure for educable mentally retarded and learning disabled students which is centered on the three diagnostic processes of identification, interpretation, and prescription for remediation. Following an introduction covering the problem, purpose, need, and…

Risk factors of learning disabilities in Chinese children in Wuhan.

PubMed

Yao, Bin; Wu, Han-Rong

2003-12-01

To investigate prevalence rate of learning disabilities (LD) in Chinese children, and to explore related risk factors, and to provide theoretical basis for preventing such disabilities. One thousand and one hundred fifty one children were randomly selected in primary schools. According to criteria set by ICD-10, 118 children diagnosed as LD were classified into the study group. Four hundred and ninety one children were classified into the normal control group. Five hundred and forty two children were classified into the excellent control group. The study instruments included PRS (The pupil rating scale revised screening for learning disabilities), Conners' children behavior check-list taken by parents and YG-WR character check-list. The prevalence rate of LD in Chinese children was 10.3%. Significant differences were observed between LD and normally learning children, and between the LD group and the excellent group, in terms of scores of Conners' behavior check-list (P < 0.05). The study further showed that individual differences in character between the LD group and the control groups still existed even after controlling individual differences in age, IQ, and gender. Some possible causal explanations contributing to LD were improper teaching by parents, low educational level of the parents, and children's characteristics and social relationships. These data underscore the fact that LD is a serious national public health problem in China. LD is resulted from a number of factors. Good studying and living environments should be created for LD children.

Speech recognition-based and automaticity programs to help students with severe reading and spelling problems.

PubMed

Higgins, Eleanor L; Raskind, Marshall H

2004-12-01

This study was conducted to assess the effectiveness of two programs developed by the Frostig Center Research Department to improve the reading and spelling of students with learning disabilities (LD): a computer Speech Recognition-based Program (SRBP) and a computer and text-based Automaticity Program (AP). Twenty-eight LD students with reading and spelling difficulties (aged 8 to 18) received each program for 17 weeks and were compared with 16 students in a contrast group who did not receive either program. After adjusting for age and IQ, both the SRBP and AP groups showed significant differences over the contrast group in improving word recognition and reading comprehension. Neither program showed significant differences over contrasts in spelling. The SRBP also improved the performance of the target group when compared with the contrast group on phonological elision and nonword reading efficiency tasks. The AP showed significant differences in all process and reading efficiency measures.

Students classified as LD who received course substitutions for the college foreign language requirement: a replication study.

PubMed

Sparks, Richard L; Philips, Lois G; Javorsky, James

2002-01-01

This replication study examined whether 158 college students classified as learning disabled (LD) who were granted course substitutions for the foreign language (FL) requirement would display significant cognitive and academic achievement differences when grouped by levels of IQ-achievement and achievement-achievement discrepancy and by level of performance on an FL aptitude test (Modern Language Aptitude Test; MLAT), phonological/orthographic processing measures, and in FL courses. The results showed that there were few differences among groups with differing levels of IQ-achievement or achievement-achievement discrepancy (i.e., < 1.0 SD, 1.0-1.49 SD, and > 1.50 SD) on MLAT and American College Testing (ACT) scores, graduating grade point average (GPA), or college FL GPA. The results also showed that between groups who scored at or above versus below the 15th percentile (i.e., < 1.0 SD) on the MLAT, there were no differences on measures of graduating GPA, college FL GPA, native language skill, ACT score, and Verbal IQ. Demographic findings showed that 44% of these petition students met a minimum IQ-achievement discrepancy criterion (> or = 1.0 SD) for classification as LD. These findings suggest that many traditional assumptions about LD and FL learning are likely to be false.

Teachers' Perceptions of the Concomitance of Emotional Behavioural Difficulties and Learning Disabilities in Children Referred for Learning Disabilities in Oman

ERIC Educational Resources Information Center

Emam, Mahmoud Mohamed; Kazem, Ali Mahdi

2015-01-01

Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and…

Movement Issues Identified in Movement ABC2 Checklist Parent Ratings for Students with Persisting Dysgraphia, Dyslexia, and OWL LD and Typical Literacy Learners

ERIC Educational Resources Information Center

Nielsen, Kathleen; Henderson, Sheila; Barnett, Anna L.; Abbott, Robert D.; Berninger, Virginia

2018-01-01

Movement, which draws on motor skills and executive functions for managing them, plays an important role in literacy learning (e.g., movement of mouth during oral reading and movement of hand and fingers during writing); but relatively little research has focused on movement skills in students with specific learning disabilities as the current…

Third, Fourth, and Fifth Grade Teachers' Descriptions of Methods Used to Improve the Reading Achievement of Students with Learning Disabilities

ERIC Educational Resources Information Center

Berkowitz, Sally Greenberg

2017-01-01

Purpose: The purpose of this study was to explore ways in which third, fourth, and fifth grade teachers reported they successfully improved the reading achievement of students with LD as documented by an increase in test scores on standardized tests in reading. Moreover, this study is an examination of productive ways in which elementary classroom…

Global, broad, or specific cognitive differences? Using a MIMIC model to examine differences in CHC abilities in children with learning disabilities.

PubMed

Niileksela, Christopher R; Reynolds, Matthew R

2014-01-01

This study was designed to better understand the relations between learning disabilities and different levels of latent cognitive abilities, including general intelligence (g), broad cognitive abilities, and specific abilities based on the Cattell-Horn-Carroll theory of intelligence (CHC theory). Data from the Differential Ability Scales-Second Edition (DAS-II) were used to create a multiple-indicator multiple cause model to examine the latent mean differences in cognitive abilities between children with and without learning disabilities in reading (LD reading), math (LD math), and reading and writing(LD reading and writing). Statistically significant differences were found in the g factor between the norm group and the LD groups. After controlling for differences in g, the LD reading and LD reading and writing groups showed relatively lower latent processing speed, and the LD math group showed relatively higher latent comprehension-knowledge. There were also some differences in some specific cognitive abilities, including lower scores in spatial relations and numerical facility for the LD math group, and lower scores in visual memory for the LD reading and writing group. These specific mean differences were above and beyond any differences in the latent cognitive factor means.

The Impact of Computer Assisted Instruction As It Relates to Learning Disabled Adults in California Community Colleges.

ERIC Educational Resources Information Center

Brower, Mary Jo

A study was conducted to determine the advantages and disadvantages of using computer-assisted instruction (CAI) with learning disabled (LD) adults attending California community colleges. A questionnaire survey of the directors of the LD programs solicited information on the availability of CAI for LD adults, methods of course advertisement,…

A Categorical Content Analysis of Highly Cited Literature Related to Trends and Issues in Special Education.

PubMed

Arden, Sarah V; Pentimonti, Jill M; Cooray, Rochana; Jackson, Stephanie

2017-07-01

This investigation employs categorical content analysis processes as a mechanism to examine trends and issues in a sampling of highly cited (100+) literature in special education journals. The authors had two goals: (a) broadly identifying trends across publication type, content area, and methodology and (b) specifically identifying articles with disaggregated outcomes for students with learning disabilities (LD). Content analyses were conducted across highly cited (100+) articles published during a 20-year period (1992-2013) in a sample ( n = 3) of journals focused primarily on LD, and in one broad, cross-categorical journal recognized for its impact in the field. Results indicated trends in the article type (i.e., commentary and position papers), content (i.e., reading and behavior), and methodology (i.e., small proportions of experimental and quasi-experimental designs). Results also revealed stability in the proportion of intervention research studies when compared to previous analyses and a decline in the proportion of those that disaggregated data specifically for students with LD.

Learning disabilities among extremely preterm children without neurosensory impairment: Comorbidity, neuropsychological profiles and scholastic outcomes.

PubMed

Johnson, Samantha; Strauss, Victoria; Gilmore, Camilla; Jaekel, Julia; Marlow, Neil; Wolke, Dieter

2016-12-01

Children born extremely preterm are at high risk for intellectual disability, learning disabilities, executive dysfunction and special educational needs, but little is understood about the comorbidity of intellectual and learning disabilities in this population. This study explored comorbidity in intellectual disability (ID) and learning disabilities (LD) in children born extremely preterm (EP; <26 +0 weeks' gestation). A UK national cohort of 161 EP children and 153 term-born controls without neurosensory impairments was assessed at 11years of age (the EPICure Study). IQ, mathematics and reading attainment, executive function, visuospatial processing and sensorimotor skills were assessed using standardised tests, and curriculum-based attainment and special educational needs (SEN) using teacher reports. Overall, 75 (47%) EP children and 7 (4.6%) controls had ID or LD (RR 10.12; 95% CI 4.81, 21.27). Comorbidity in ID/LD was more common among EP children than controls (24% vs. 0%). EP children with comorbid ID/LD had significantly poorer neuropsychological abilities and curriculum-based attainment than EP children with an isolated disability or no disabilities. LD were associated with a 3 times increased risk for SEN. However, EP children with ID alone had poorer neuropsychological abilities and curriculum-based attainment than children with no disabilities, yet there was no increase in SEN provision among this group. EP children are at high risk for comorbid intellectual and learning disabilities. Education professionals should be aware of the complex nature of EP children's difficulties and the need for multi-domain assessments to guide intervention. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Learning Disabilities: Best Practices for Professionals.

ERIC Educational Resources Information Center

Bender, William N., Ed.

This book is written to assist the reader in understanding current thinking in the field of learning disabilities (LD), as well as current practices in that field. Part I describes the characteristics typically associated with LD, and includes the following chapters: "Neurological Basis of Learning Disabilities" (Richard M. Marshall and George W.…

Communication Problems of Learning Disabled Children.

ERIC Educational Resources Information Center

Bryan, Tanis

The presentation reviews the empirical data concerning the existence and types of language problems experienced by learning disabled (LD) and reading disabled (RD) children. An introductory section provides criteria for classification as LD in research samples and a discussion of research data sources in the field of language assessment. Section…

A Literary Perspective on Learning Disabilities.

ERIC Educational Resources Information Center

Hildreth, Bertina L.

This critical review examines 18 books available to the general public about learning disabilities (LD) and offers guidelines for use of these books by professionals. Books are grouped into three categories: those written from the perspective of parents and individuals with learning disabilities, those written from an LD professional's…

Effects of Learning Goal Attainability Level, Text Organization, and Age Level on Learning Disabled Adolescents' Silent Reading Comprehension.

ERIC Educational Resources Information Center

Lindsey, Jimmy D.

1983-01-01

Results indicated that attainability levels of learning goals affected the students' reading comprehension. LD adolescents had significantly higher comprehension when assessed on information associated with a learning goal completely attainable than on information associated with a partially attainable learning goal. (Author/CL)

Comprehension Monitoring: Detection and Identification of Text Inconsistencies by LD and Normal Students.

ERIC Educational Resources Information Center

Chan, Lorna K. S.; And Others

1987-01-01

Elementary level learning disabled (N=32) and regular class children matched on reading age were given either general or specific instruction on how to use a cross-referencing technique to evaluate internal consistency of text. Subjects who received the explicit instruction demonstrated high performance in both comprehension monitoring and reading…

Diagramming Word Problems: A Strategic Approach for Instruction

ERIC Educational Resources Information Center

van Garderen, Delinda; Scheuermann, Amy M.

2015-01-01

While often recommended as a strategy to use in order to solve word problems, drawing a diagram is a complex process that requires a good depth of understanding. Many middle school students with learning disabilities (LD) often struggle to use diagrams in an effective and efficient manner. This article presents information for teaching middle…

Adults with Learning Disabilities and the Underutilization of the Americans with Disabilities Act

ERIC Educational Resources Information Center

Price, Lynda A.; Gerber, Paul J.; Mulligan, Robert

2007-01-01

This article explored the use of the Americans with Disabilities Act (ADA) by individuals with learning disabilities (LD) in the workplace. A review of the extant literature revealed that people with LD were not likely to use the ADA as employees. Moreover, an analysis of selected, commonly used materials regarding transition indicated a lack of…

Anxiety levels in mothers of children with specific learning disability.

PubMed

Karande, S; Kumbhare, N; Kulkarni, M; Shah, N

2009-01-01

Parents of children with specific learning disability (SpLD) undergo stress in coping with their child's condition. To measure the levels of anxiety and find out the cause of anxiety in mothers of children with SpLD at time of diagnosis. Prospective rating-scale and interview-based study conducted in our clinic. One hundred mothers of children (70 boys, 30 girls) with SpLD were interviewed using the Hamilton anxiety rating scale (HAM-A) and a semi-structured questionnaire. Detailed clinical and demographic data of mothers were noted. Chi-square test or unpaired student's t-test was applied wherever applicable. The mean age of mothers was 40.14 years (+/-SD 4.94, range 25.07-54.0), 73% belonged to upper or upper middle socioeconomic strata of society, 67% were graduates or postgraduates, 58% were full-time home-makers, and 33% lived in joint families. Levels of anxiety were absent in 24%, mild in 75%, and moderate in 1% of mothers. Their mean total anxiety score was 5.65 (+/-SD 4.75, range 0-21), mean psychic anxiety score was 3.92 (+/-SD 3.11, range 0-13), and mean somatic anxiety score was 1.76 (+/-SD 2.05, range 0-10). Their common worries were related to child's poor school performance (95%), child's future (90%), child's behavior (51%), and visits to our clinic (31%). Most mothers of children with SpLD have already developed mild anxiety levels by the time this hidden disability is diagnosed. These anxieties should be addressed by counseling to ensure optimum rehabilitation of these children.

Event-Related EEG Oscillations to Semantically Unrelated Words in Normal and Learning Disabled Children

ERIC Educational Resources Information Center

Fernandez, Thalia; Harmony, Thalia; Mendoza, Omar; Lopez-Alanis, Paula; Marroquin, Jose Luis; Otero, Gloria; Ricardo-Garcell, Josefina

2012-01-01

Learning disabilities (LD) are one of the most frequent problems for elementary school-aged children. In this paper, event-related EEG oscillations to semantically related and unrelated pairs of words were studied in a group of 18 children with LD not otherwise specified (LD-NOS) and in 16 children with normal academic achievement. We propose that…

Effective Literacy Instruction for Adults with Specific Learning Disabilities: Implications for Adult Educators

ERIC Educational Resources Information Center

Hock, Michael F.

2012-01-01

Adults with learning disabilities (LD) attending adult basic education, GED programs, or community colleges are among the lowest performers on measures of literacy. For example, on multiple measures of reading comprehension, adults with LD had a mean reading score at the third grade level, whereas adults without LD read at the fifth grade level.…

A collective case study of nursing students with learning disabilities.

PubMed

Kolanko, Kathrine M

2003-01-01

This collective case study described the meaning of being a nursing student with a learning disability and examined how baccalaureate nursing students with learning disabilities experienced various aspects of the nursing program. It also examined how their disabilities and previous educational and personal experiences influenced the meaning that they gave to their educational experiences. Seven nursing students were interviewed, completed a demographic data form, and submitted various artifacts (test scores, evaluation reports, and curriculum-based material) for document analysis. The researcher used Stake's model for collective case study research and analysis (1). Data analysis revealed five themes: 1) struggle, 2) learning how to learn with LD, 3) issues concerning time, 4) social support, and 5) personal stories. Theme clusters and individual variations were identified for each theme. Document analysis revealed that participants had average to above average intellectual functioning with an ability-achievement discrepancy among standardized test scores. Participants noted that direct instruction, structure, consistency, clear directions, organization, and a positive instructor attitude assisted learning. Anxiety, social isolation from peers, and limited time to process and complete work were problems faced by the participants.

A Multidisciplinary Approach to Learning Disability: Handbook for the Classroom Teacher.

ERIC Educational Resources Information Center

Newton, Jerry, Ed.

Designed to help teachers better understand the problems of learning disabled (LD) child, the manual explains the basic causes of LD and presents solutions to problems professionals face in working with this population. The manual contains the following chapters and authors: "The Teacher with a Learning Disabled Child," (P. Ackerman), "The…

Social Class Indicators and the Relationship Between Learning Disabilities and Juvenile Delinquency.

ERIC Educational Resources Information Center

Swartz, Stanley L.; Wall, Sherrill A.

Sixty-two adolescents, including 28 learning disabled (LD) and 34 nonLD Ss, participated in an examination of the relationship between social class indicators and delinquency. A review of the literature relating social class variables to school achievement, learning disabilities, and juvenile delinquency resulted in the selection of 14 social…

Patterns of Performance on the Stroop Color and Word Test in Children with Learning, Attentional, and Psychiatric Disabilities.

ERIC Educational Resources Information Center

Golden, Zarabeth L.; Golden, Charles J.

2002-01-01

Investigates the performance of children with learning, psychiatric, and attentional disabilities on the Stroop Color and Word Test. Results indicated clear differences between groups, with the learning disabled (LD) and the psychiatric/attention deficit/hyperactivity disorder (ADHD) groups generating unique profiles. Children with LD showed…

Private speech of learning disabled and normally achieving children in classroom academic and laboratory contexts.

PubMed

Berk, L E; Landau, S

1993-04-01

Learning disabled (LD) children are often targets for cognitive-behavioral interventions designed to train them in effective use of a self-directed speech. The purpose of this study was to determine if, indeed, these children display immature private speech in the naturalistic classroom setting. Comparisons were made of the private speech, motor accompaniment to task, and attention of LD and normally achieving classmates during academic seatwork. Setting effects were examined by comparing classroom data with observations during academic seatwork and puzzle solving in the laboratory. Finally, a subgroup of LD children symptomatic of attention-deficit hyperactivity disorder (ADHD) was compared with pure LD and normally achieving controls to determine if the presumed immature private speech is a function of a learning disability or externalizing behavior problems. Results indicated that LD children used more task-relevant private speech than controls, an effect that was especially pronounced for the LD/ADHD subgroup. Use of private speech was setting- and task-specific. Implications for intervention and future research methodology are discussed.

Wage differentials between college graduates with and without learning disabilities.

PubMed

Dickinson, David L; Verbeek, Roelant L

2002-01-01

Wage differential studies examining legally protected groups typically focus on gender or racial differences. Legislation also fully protects individuals with learning disabilities (LD). This article is the first to decompose wage differentials between adults with and without LD. An original data set of college graduates with documented LD was constructed, and these individuals were compared to a control group from the National Longitudinal Survey of Youth (NLSY). Our results show that much of the observed lower wages for individuals with LD is due to differences in productivity characteristics. However, there is an unexplained portion of the wage gap that could possibly be considered wage discrimination against individuals with LD. This possibility seems smaller due to the fact that the subsample of the employers who knew of the employee's learning disabilities did not appear to pay significantly lower wages to these individuals. Alternative hypotheses are discussed, as are sample-specific issues.

Familial patterns of learning disabilities.

PubMed

Smith, S

1992-12-01

Extended families of 12 young adults (9 LD, 3 non-LD) were given a battery of tests and questionnaires, and 131 persons, ranging in age from 6 to 85, were classified as LD or non-LD on the basis of subtest scores 1 SD below the mean or less on subtests of the PIAT and WRAT achievement tests. Pedigree analysis indicated that LD was strongly familial, with the most probable mode involving a major gene effect, but the type of disability (reading/ math) was not directly inherited. Autoimmune disorders were significantly correlated (P<.005) with LD, especially in families in which LD remained a major handicap into adulthood, a trait that also varied between families. In two of the LD families, adults showed little evidence of the reading/spelling deficits they had shown when tested as children, while adults in other families failed to make gains in reading and spelling.

The Old Man and the Sea: Navigating the Gulf between Special Educators and the Content Area Classroom

ERIC Educational Resources Information Center

Kennedy, Michael J.; Ihle, Frances M.

2012-01-01

The special educator in the content area classroom often experiences an ill-defined role, which can translate into marginalization within instructional settings. Indeed, most students with learning disabilities (LD) receive content area instruction from a general education teacher with the support of a special educator. However, the literacy…

Teacher-Reported Use of Empirically Validated and Standards-Based Instructional Approaches in Secondary Mathematics

ERIC Educational Resources Information Center

Gagnon, Joseph Calvin; Maccini, Paula

2007-01-01

A random sample of 167 secondary special and general educators who taught math to students with emotional and behavioral disorders (EBD) and learning disabilities (LD) responded to a mail survey. The survey examined teacher perceptions of (a) definition of math; (b) familiarity with course topics; (c) effectiveness of methods courses; (d)…

Recognition, Expression, and Understanding Facial Expressions of Emotion in Adolescents with Nonverbal and General Learning Disabilities

ERIC Educational Resources Information Center

Bloom, Elana; Heath, Nancy

2010-01-01

Children with nonverbal learning disabilities (NVLD) have been found to be worse at recognizing facial expressions than children with verbal learning disabilities (LD) and without LD. However, little research has been done with adolescents. In addition, expressing and understanding facial expressions is yet to be studied among adolescents with LD…

Risk of Disabling Response Fluctuations and Dyskinesias for Dopamine Agonists Versus Levodopa in Parkinson's Disease.

PubMed

Haaxma, Charlotte A; Horstink, Martin W I M; Zijlmans, Jan C; Lemmens, Wim A J G; Bloem, Bastiaan R; Borm, George F

2015-01-01

Response fluctuations and dyskinesias develop during the use of both levodopa (LD) and dopamine agonists (DA), but may not be equally disabling. To compare the risk and time of onset of disabling response fluctuations and dyskinesias (DRFD) among patients with Parkinson's disease (PD) who were initially treated with either LD or DA. Open cohort study of all consecutive de-novo PD patients in routine clinical practice, included over a period of 15 years (median follow-up: 8.1 years, range 1.1-17.7), since embarking on LD or DA. Older patients and patients with more severe PD were started on LD (n = 77), younger patients on a DA (n = 50). Therapy was adjusted according to generally accepted guidelines. The primary endpoints were: the onset of response fluctuations, dyskinesias, and the moment when these complications became disabling (DRFD). LD-starters developed response fluctuations 0.8 years earlier than DA-starters (p = 0.07), while dyskinesias appeared around 2.5 years earlier (p = 0.003). However, the risk and time of onset of DRFD did not differ statistically between the groups (LD-starters: 60% , median interval 7.3 years, DA-starters: 52% , 6.1 years, p = 0.63). DA-starters displayed a 0.19 points lower adjusted mean improvement in motor scores than LD-starters (p = 0.002). Adjustments for age and severity of PD at start of dopaminergic therapy did not change these results. In routine clinical practice, the risk and time of onset of DRFD is comparable for LD-starters versus DA-starters, but motor functioning is worse in DA-starters. These results support the use of LD as initial therapy for PD.

Levetiracetam in adult patients with and without learning disability: focus on behavioral adverse effects.

PubMed

Brodtkorb, Eylert; Klees, Theresa M; Nakken, Karl O; Lossius, Rasmus; Johannessen, Svein I

2004-04-01

Optimal antiepileptic drug treatment in patients with learning disability (LD) represents a particular challenge. These patients are often unable to report toxicity, and side effects may manifest as behavioral problems. The aim of this open study was to compare efficacy and tolerability of levetiracetam (LEV) in patients with LD and those without LD. One hundred eighty-four consecutive adult patients who received LEV were followed for an average of 8.1 months. Fifty-six patients (30%) had LD. Thirty-nine percent of patients with refractory epilepsy (37% with and 40% without LD) had > 50% seizure reduction. Significantly more behavioral side effects (23% vs 10%) and a tendency toward less reported somatic central nervous side effects were found in the LD group. We conclude that LEV is equally effective and well tolerated in both patients with LD and patients without LD. However, behavioral problems are more frequent in patients with LD, whereas the tendency toward seizure increase is not enhanced.

Patterns of Auditory Perception Skills in Children with Learning Disabilities: A Computer-Assisted Approach.

ERIC Educational Resources Information Center

Pressman, E.; And Others

1986-01-01

The auditory receptive language skills of 40 learning disabled (LD) and 40 non-disabled boys (all 7 - 11 years old) were assessed via computerized versions of subtests of the Goldman-Fristoe-Woodcock Auditory Skills Test Battery. The computerized assessment correctly identified 92.5% of the LD group and 65% of the normal control children. (DB)

Studying Disability and Disability Studies: Shifting Paradigms of LD -- A Synthesis of Responses to Reid and Valle

ERIC Educational Resources Information Center

Connor, David J.

2005-01-01

In this article, I discuss the 11 diverse responses to Reid and Valle's work on the discursive practice of learning disabilities (LD), implications for instruction, and parent-school relations. I highlight key ideas from each article and then focus on three common areas of interest shared by most respondents: the unacceptable status quo of…

Engaging adolescents with LD in higher order thinking about history concepts using integrated content enhancement routines.

PubMed

Bulgren, Janis; Deshler, Donald D; Lenz, B Keith

2007-01-01

The understanding and use of historical concepts specified in national history standards pose many challenges to students. These challenges include both the acquisition of content knowledge and the use of that knowledge in ways that require higher order thinking. All students, including adolescents with learning disabilities (LD), are expected to understand and use concepts of history to pass high-stakes assessments and to participate meaningfully in a democratic society. This article describes Content Enhancement Routines (CERs) to illustrate instructional planning, teaching, and assessing for higher order thinking with examples from an American history unit. Research on the individual components of Content Enhancement Routines will be illustrated with data from 1 of the routines. The potential use of integrated sets of materials and procedures across grade levels and content areas will be discussed.

Perceptions of learning disability nurses and support staff towards people with a diagnosis of schizophrenia.

PubMed

McCorkindale, S; Fleming, M P; Martin, C R

2017-06-01

WHAT IS KNOWN ABOUT THE SUBJECT?: People with learning disability are more likely than the general population to develop schizophrenia. Personal recovery philosophies are based on positive attitudes and an optimism that recognizes and values people and their strengths and capacity to achieve goals. Little is known from previous studies about the illness perceptions of learning disability practitioners who work with people that experience both a learning disability and schizophrenia. The illness beliefs of learning disability practitioners about schizophrenia may mediate the potential for social exclusion and limit recovery outcomes. WHAT THIS STUDY/PAPER ADDS TO EXISTING KNOWLEDGE?: The findings show that the illness beliefs of learning disability practitioners and support workers regarding schizophrenia are pessimistic in terms of the consequences for people with schizophrenia and learning disability and their relatives as well as the chronic course of the illness. WHAT ARE THE IMPLICATIONS FOR CLINICAL PRACTICE?: This study identifies the nature of LD practitioner perceptions about schizophrenia and provides guidance about how personal recovery philosophies can be applied to the management of LD and schizophrenia. The beliefs of learning disability practitioners and support workers regarding schizophrenia need to be reframed to support better recovery outcomes and social inclusion for this group. The findings from this study can inform the development of training in bio-psycho-social models of schizophrenia, recovery approaches, family/carer interventions, clinical supervision, mentorship and reflection on clinical practice, which could be potentially useful strategies to help facilitate a reframing of beliefs. Background and purpose of study The prevalence of schizophrenia in people with learning disability is 3-4%. This is the first study to investigate the illness perceptions of learning disability (LD) practitioners towards people with schizophrenia. Methods Learning disability practitioners (n = 210) that work with people with LD and schizophrenia completed a modified version of the Illness Perception Questionnaire Schizophrenia Carers Version (IPQ-SCV). Descriptive and correlational analyses were conducted for all of the IPQ-SCV subscales. Results A significant positive correlation was found between consequences relative and consequences patient (0.495, P < 0.001), and a negative correlation was found between timeline episodic and timeline chronic (-0.243, P < 0.001) subscales. Discussion Consistent with previous evidence found regarding negative staff attitudes to schizophrenia recovery outcomes, course and chronicity, the current investigation has extended and confirmed these observations to staff working with individuals with comorbid schizophrenia and learning disability. Implications for practice This study identifies the nature of LD practitioner perceptions about schizophrenia and contributes to the development of the recovery philosophy in relation to the management of LD and schizophrenia. The findings inform the design of training modules in bio-psycho-social models of schizophrenia, recovery approaches, family intervention, clinical supervision and reflection. These can help LD practitioners to reframe their schizophrenia/LD illness beliefs. © 2017 John Wiley & Sons Ltd.

The Accessibility and Usability of College Websites: Is Your Website Presenting Barriers to Potential Students?

ERIC Educational Resources Information Center

Erickson, William; Trerise, Sharon; Lee, Camille; VanLooy, Sara; Knowlton, Samuel; Bruyère, Susanne

2013-01-01

Thirty community college websites were evaluated for compliance with federal web accessibility standards found in Section 508 of the Rehabilitation Act of 1973 (29 U.S.C. 794d). Two typical sites were tested for usability by individuals with visual impairments, individuals with reading-related learning disabilities (LD), and a control group of…

Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence

ERIC Educational Resources Information Center

Berninger, Virginia; Abbott, Robert; Cook, Clayton R.; Nagy, William

2017-01-01

Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…

Controversial Issues in Learning Disability.

ERIC Educational Resources Information Center

Sapir, Selma C.

The author discusses controversial issues in the field of learning disabilities (LD). Among topics addressed are conflicting definitions of LD and the impact of the operational definition accepted by the US Government; etiological questions concerning the separation of neurological, environmental, and emotional factors; approaches used in training…

A New Approach for the Quantitative Evaluation of Drawings in Children with Learning Disabilities

ERIC Educational Resources Information Center

Galli, Manuela; Vimercati, Sara Laura; Stella, Giacomo; Caiazzo, Giorgia; Norveti, Federica; Onnis, Francesca; Rigoldi, Chiara; Albertini, Giorgio

2011-01-01

A new method for a quantitative and objective description of drawing and for the quantification of drawing ability in children with learning disabilities (LD) is hereby presented. Twenty-four normally developing children (N) (age 10.6 [plus or minus] 0.5) and 18 children with learning disabilities (LD) (age 10.3 [plus or minus] 2.4) took part to…

Dentists' training and willingness to treat adolescents with learning disabilities: the mediating role of social and clinical factors.

PubMed

Coyle, C F; Humphris, G M; Freeman, R

2013-12-01

To test a theoretical model based on Cohen's dental profession factors (training; practitioner attitudes; geography) to investigate practitioners' willingness to treat adolescents with learning disabilities (LD) in primary dental care. A sample of all 537 primary care dentists working in a mainly urban area of Northern Ireland and a more rural area of Scotland. Willingness to treat adolescents with LD. Questionnaire survey of demographic profile, undergraduate education, current knowledge, attitudes towards individuals with LD and willingness to treat this patient group. A path analytical approach (multiple meditational model) was used. Three hundred dentists participated giving a valid response rate of 61%. Undergraduate education and current knowledge (training) strengthened a social model perspective promoting positive attitudes and willingness to treat adolescents with LD. Undergraduate education and current knowledge about disability did not significantly contribute to dentists whose attitudes were underpinned by the medical model of disability. Therefore geography (rural or urban location) was not an influential factor in willingness to treat adolescents with LD. This does not exclude the possibility that area of work may have an influence as a consequence of undergraduate university attended. This model identifies the importance of undergraduate and continuing dental education with regard to modifying professional attitudes (social and clinical factors) to assist practitioners treat adolescents with LD and provide them with inclusive dental services in primary dental care.

Anxiety and Self-Concept of Learning Disabled Children.

ERIC Educational Resources Information Center

Margalit, Malka; Zak, Itai

1984-01-01

One hundred learning disabled (LD) and 118 nondisabled children (six-13 years old) participated in the study which demonstrated significantly higher anxiety and lower self-concept in the first group. The differences emphasized the self-dissatisfaction of the LD group and their pawning related anxiety. (Author/CL)

Otitis Media and Learning Disabilities: More Than a Relationship?

ERIC Educational Resources Information Center

Quick, Carol; Mandell, Colleen

The relationship between recurrent otitis media (middle ear infection characterized by the presence of middle ear fluid and possibly leading to a temporary conductive hearing loss) and learning disabilities (LD) is examined. Traditional treatment approaches (antibiotic medication and surgery) are reviewed. The definition of LD is presented and the…

The Inhibition of Exogenous Distracting Information in Children with Learning Disabilities

ERIC Educational Resources Information Center

Censabella, Sandrine; Noel, Marie-Pascale

2005-01-01

Several studies have shown that children with learning disabilities (LD) have difficulty in inhibiting irrelevant information, which generates endogenous interference from working memory. Other inhibition capacities have not yet been investigated, however. This article reports on an experiment examining the capacities of children with LD to…

The Unknown Variable: Identifying Learning Disabilities with Pupil Behavior Rating Scales.

ERIC Educational Resources Information Center

Winzer, Margret; Malarczyk, Barbara

Difficulties in identifying learning disabilities (LD) are examined, and special problems presented by hearing impaired children with LD are considered. The value of rating scales as a quick instrument for obtaining, measuring, recording and communicating information is emphasized. Adaptations of the Pupil Rating Scale for hearing impaired…

Postural-Sway Response in Learning-Disabled Children: Pilot Data.

ERIC Educational Resources Information Center

Polatajko, H. J.

1987-01-01

The postural-sway response of five learning disabled (LD) and five nondisabled children was evaluated using a force platform. From statistical analysis of the two groups, the LD children appeared to use visual input to compensate for postural problems and had significant difficulty controlling posture with eyes closed. (SK)

Stroop Color-Word Test: A Screening Measure of Selective Attention to Differentiate LD From Non LD Children.

ERIC Educational Resources Information Center

Lazarus, Philip J.; And Others

1984-01-01

Used the Stroop Color-Word Test to measure selective attention in learning disabled (N=45) and nonLD (N=50) children. Results indicated that LD children have a significant weakness in the process of selective attention compared to the nonLD children. Findings suggested that the Stroop is an effective screening measure. (JAC)

The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students Who Are at Risk for Mathematics Difficulties

ERIC Educational Resources Information Center

Bryant, Diane Pedrotty; Bryant, Brian R.; Gersten, Russell M.; Scammacca, Nancy N.; Funk, Catherine; Winter, Amanda; Shih, Minyi; Pool, Cathy

2008-01-01

Responsiveness to Intervention (RtI) is recommended both as an essential step before identifying learning disabilities (LD) and as a mechanism for preventing learning difficulties. The use of evidence-based multi-tiered interventions is of critical importance when implementing RtI. This article presents the results of a study that examined the…

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9

PubMed Central

Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D.

2017-01-01

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in grades 4–9 (N=103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n=25), word reading and spelling (dyslexia, n=60), or oral and written language (OWL LD, n=18). That is, SLDs are defined on basis of cascading level of language impairment (subword, word, and syntax/text). A 5-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% variance. Orthographic word form coding uniquely predicted nearly every measure, whereas attention switching only uniquely predicted reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and OWL LD were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed. PMID:28199175

An Appreciation of Learning Disabilities: The Value of Blue-Green Algae.

ERIC Educational Resources Information Center

Gerber, Michael M.

2000-01-01

This review of the history of learning disabilities (LD) suggests that creation of the LD category has served scientific, if not always, policy purposes. It finds that 40 years of research have produced inventive, creative tools that benefit both investigation and intervention and, most importantly, a better understanding of individual…

Identifying Global Research Priorities for Learning Disabilities

ERIC Educational Resources Information Center

Johnson, Evelyn S.; Webb, M. Brady

2017-01-01

Estimates of the global prevalence of learning disabilities (LD) range from 5-17%. A host of negative outcomes have been associated with LD, particularly for people of low socioeconomic status within developed nations and for people in developing nations. The goal of this study was to identify global research priorities that address the persistent…

Familial Association and Frequency of Learning Disabilities in ADHD Sibling Pair Families

ERIC Educational Resources Information Center

Del'Homme, Melissa; Kim, Tae S.; Loo, Sandra K.; Yang, May H.; Smalley, Susan L.

2007-01-01

In a sample of 235 families with at least two children with Attention-Deficit/ Hyperactivity Disorder (ADHD), the frequency and familial association of learning disabilities (LD) were assessed. Familiality was examined both between sibling pairs and between parents and their children. Two methods for defining LD, a discrepancy-based and a…

The Interpersonal Values of Parents of Normal and Learning Disabled Children.

ERIC Educational Resources Information Center

Miletic, Anne

1986-01-01

L. Gordon's Survey of Interpersonal Values was used to compare 136 parents of normal and learning disabled children. Fathers of LD boys scored higher on Independence and Leadership and lower on Conformity and Support. Mothers of LD boys favored authoritative attitudes; same-sexed experimental mothers valued conformity and sources of emotional and…

The Apophasis of Limits: Genius, Madness, and Learning Disability

ERIC Educational Resources Information Center

Baker, Bernadette

2007-01-01

In this paper, the author sidles up to the "problema" of identifying children as having a learning disability (LD) in the USA to ascertain what an analysis of limping characters, limping readers and limping rhythms might teach individuals about justice. In much current educational literature children labelled LD circulate as "maimed individuals"…

Searching for a WISC-R Profile for Learning Disabled Children: An Inappropriate Task?

ERIC Educational Resources Information Center

Ryckman, David B.

1981-01-01

Although indexes of scatter on the Wechsler Intelligence Scale for Children-Revised computed for 100 learning disabled (LD) elementary children were significantly greater than values previously reported for the normal standardized sample, the substantial overlap suggests the inadvisability of continuing the search for a characteristic LD profile.…

Procrastination and Motivation of Undergraduates with Learning Disabilities: A Mixed-Methods Inquiry

ERIC Educational Resources Information Center

Klassen, Robert M.; Krawchuk, Lindsey L.; Lynch, Shane L.; Rajani, Sukaina

2008-01-01

The purpose of this mixed-methods article was to report two studies exploring the relationships between academic procrastination and motivation in 208 undergraduates with (n = 101) and without (n = 107) learning disabilities (LD). In Study 1, the results from self-report surveys found that individuals with LD reported significantly higher levels…

Comorbid LD and ADHD in Childhood: Socioemotional and Behavioural Adjustment and Parents' Positive and Negative Affect

ERIC Educational Resources Information Center

Al-Yagon, Michal

2009-01-01

The present study examined how vulnerability and protective factors at the individual level (child's disabilities; patterns of attachment), and at the family level (fathers'/mothers' affect), help explain differences in socioemotional and behavioural adjustment among children aged 8-12 years with comorbid learning disability (LD) and attention…

Teaching Self-Control Procedures to Learning Disabled Youths.

ERIC Educational Resources Information Center

Foster, Carol; And Others

The study involving two learning disabled (LD) seventh graders was designed to develop and evaluate a self instructional booklet that teaches adolescents to change their behaviors with minimal intervention from other individuals. The first part of the study examined whether LD Ss could learn the principles of self monitoring, goal establishment,…

Soviet Psycho-educational Research on Learning Disabilities: Implications for American Research and Practice.

ERIC Educational Resources Information Center

Wozniak, Robert H.

The implications of Soviet psychoeducational research on learning disabilities (LD) and its relevance to American research and practice are discussed. The first section provides an overview of the general perspective of Soviet special education, with particular reference to LD and its relationship to Soviet psychology and philosophy. The second…

Memory Modality Differences in Children with Attention Deficit Hyperactive Disorder with and without Learning Disabilities.

ERIC Educational Resources Information Center

Webster, Raymond E.; And Others

1996-01-01

Assesses information processing and memory functioning in 50 children diagnosed with Attention Deficit Hyperactive Disorder (ADHD) with and without learning disabilities (LD). Both groups struggled with auditory ordered recall. The ADHD/LD group demonstrated more problems transferring information into short-term and long-term memory stores than…

Reliability and Validity of the HoNOS-LD and HoNOS in a Sample of Individuals with Mild to Borderline Intellectual Disability and Severe Emotional and Behavior Disorders

ERIC Educational Resources Information Center

Tenneij, Nienke; Didden, Robert; Veltkamp, Eline; Koot, Hans M.

2009-01-01

In this study, psychometric properties of the Health of the Nation Outcome scales (HoNOS) and Health of the Nation Outcome Scales for People with Learning Disabilities (HoNOS-LD) were investigated in a sample (n = 79) of (young) adults with mild to borderline intellectual disability (ID) and severe behavior and mental health problems who were…

Web Site Usability Testing Involving People with Learning Disabilities Using Only Images and Audio to Access Information

ERIC Educational Resources Information Center

Williams, Peter

2013-01-01

The need for social inclusion, informed choice and the facilitation of independent living for people with learning disabilities (LD) is being emphasised ever more by government, professionals, academics and, indeed, by people with LD themselves, particularly in self-advocacy groups. Achieving goals around inclusion and autonomy requires access to…

Response to Intervention: Where It Came from and Where It's Going

ERIC Educational Resources Information Center

Preston, Angela I.; Wood, Charles L.; Stecker, Pamela M.

2016-01-01

Response to intervention (RTI) emerged from the 2004 reauthorization of the Individuals with Disabilities Education Act, but the roots of RTI are found embedded within the history of the field of learning disabilities (LD) as well as other sources of influence. In what follows, we provide a brief history of LD and highlight the connection between…

Social Information Processing, Security of Attachment, and Emotion Regulation in Children with Learning Disabilities

ERIC Educational Resources Information Center

Bauminger, Nirit; Kimhi-Kind, Ilanit

2008-01-01

This study examined the contribution of attachment security and emotion regulation (ER) to the explanation of social information processing (SIP) in middle childhood boys with learning disabilities (LD) and without LD matched on age and grade level. Children analyzed four social vignettes using Dodge's SIP model and completed the Kerns security…

The Effect of Achievement Test Selection on Identification of Learning Disabilities within a Patterns of Strengths and Weaknesses Framework

ERIC Educational Resources Information Center

Miciak, Jeremy; Taylor, W. Pat; Denton, Carolyn A.; Fletcher, Jack M.

2015-01-01

Few empirical investigations have evaluated learning disabilities (LD) identification methods based on a pattern of cognitive strengths and weaknesses (PSW). This study investigated the reliability of LD classification decisions of the concordance/discordance method (C/DM) across different psychoeducational assessment batteries. C/DM criteria were…

A Comparison of How Gifted/LD and Average/LD Boys Cope with School Frustration.

ERIC Educational Resources Information Center

Coleman, Mary Ruth

1992-01-01

Gifted learning-disabled and average learning-disabled middle school boys (n=42) in grades 6-9 were compared on ways they cope with difficult school situations. Although no group differences were found on the Coping Resources Inventory, significant differences were found in the actual strategies the groups reported using, with gifted students…

Learning Disabilities and Career Development. Practice Application Brief No. 20.

ERIC Educational Resources Information Center

Kerka, Sandra

The lifelong process of career development poses special challenges for people with learning disabilities (LD). Literature on employment issues for adults with LD frames on-the-job problems in terms of individual deficits or recasts the issues as a function of the significant societal barriers faced by those who do not fit the norm. Research on…

A Longitudinal Comparison of Systems Used to Identify Subgroups of Learning Disabled Children.

ERIC Educational Resources Information Center

Goldstein, David; Dundon, William D.

This paper addresses the problem of heterogeneity of samples of learning disabled (LD) children by comparing five different systems for identifying homogeneous subgroups in terms of their ability to predict longitudinal reading and mathematics scores. One hundred and sixty LD children served as subjects. Three of the five subgrouping systems were…

Teaching Reading Skills to Learning-Disabled Fourth to Sixth Graders through Content Areas.

ERIC Educational Resources Information Center

Leung, Esther K.

The study examined the value of teaching reading skills to learning disabled (LD) fourth to sixth graders through the content areas. Four LD resource teachers implemented the year-long program with 12 experimental and 10 control subjects. Experimental subjects were taught specific reading skills through their Social Studies and/or Science…

Taiwanese Families' Perspectives on Learning Disabilities: An Exploratory Study in Three Middle Schools

ERIC Educational Resources Information Center

Chu, Szu-Yin; Lo, Yu-Ling Sabrina

2016-01-01

The purpose of this study was to investigate families' perspectives on learning disabilities (LD) in Taiwan. A researcher-designed survey was sent out to families of children with or without LD from three middle schools. Data from 153 participants were gathered and analysed. The survey consisted of four sections, namely demographic information,…

Making the Case for Early Identification and Intervention for Young Children at Risk for Learning Disabilities

ERIC Educational Resources Information Center

Steele, Marcee M.

2004-01-01

The early identification of children with learning disabilities (LD) is difficult but can be accomplished. Observation of key behaviors which are indicators of LD by preschool and kindergarten teachers can assist in this process. This early identification facilitates the use of intervention strategies to provide a positive early experience for…

A community-based assessment of learning disabilities using environmental and contextual risk factors.

PubMed

Margai, Florence; Henry, Norah

2003-03-01

Childhood placement in learning disability (LD) programs in the USA has tripled over the last few decades to 6% of all children enrolled in the public schools today. The revision of educational laws to improve LD testing and reporting guidelines has been credited for these trends. However, some researchers also believe that the increase in LD incidence may be due, in part, to chronic low level exposure to toxicants such as lead, heavy metals, solvents and others chemicals in the physical environment. This study employs the use of geo-statistical methods to explore the potential linkages between these pollution sources and the prevalence rates of LD within an urbanized environment, in the USA. The role of contextual factors such as housing quality, poverty, low parental educational achievement, and other disadvantages are also examined. Using primary data on childhood disabilities for 1997, the LD cases were queried and analyzed to identify the spatial clusters within the community. The neighborhoods within the LD clusters were then compared to other areas in the community on the basis of the environmental and contextual risk factors. The results confirmed that areas of high risk for LD were strongly associated with historically significant sources of lead toxicity and air pollution facilities. Among the socio-economic indicators, the high-risk neighborhoods were characterized by multiple/subdivided housing units, poverty, higher percentage of residents on public assistance and lower adult educational attainment. Taken together, these results suggest the need for a more inclusive multi-disciplinary research on LD that extends beyond the classroom context to the neighborhoods and communities in which these children reside.

Their World, 1996/1997.

ERIC Educational Resources Information Center

Their World, 1996

1996-01-01

The 26 articles in this annual on learning disabilities (LD) are organized into the following categories: research articles, educator resources, educational practices, creativity, professional insights, the LD experience of youth and adults, explaining LD to a child, and parents' trials and tribulations. The articles are: "National Institute of…

Effective literacy instruction for adults with specific learning disabilities: implications for adult educators.

PubMed

Hock, Michael F

2012-01-01

Adults with learning disabilities (LD) attending adult basic education, GED programs, or community colleges are among the lowest performers on measures of literacy. For example, on multiple measures of reading comprehension, adults with LD had a mean reading score at the third grade level, whereas adults without LD read at the fifth grade level. In addition, large numbers of adults perform at the lowest skill levels on quantitative tasks. Clearly, significant instructional challenges exist for adults who struggle with literacy issues, and those challenges can be greater for adults with LD. In this article, the literature on adults with LD is reviewed, and evidenced-based instructional practices that significantly narrow the literacy achievement gap for this population are identified. Primary attention is given to instructional factors that have been shown to affect literacy outcomes for adults with LD. These factors include the use of explicit instruction, instructional technology, and intensive tutoring in skills and strategies embedded in authentic contexts.

A new approach for the quantitative evaluation of drawings in children with learning disabilities.

PubMed

Galli, Manuela; Vimercati, Sara Laura; Stella, Giacomo; Caiazzo, Giorgia; Norveti, Federica; Onnis, Francesca; Rigoldi, Chiara; Albertini, Giorgio

2011-01-01

A new method for a quantitative and objective description of drawing and for the quantification of drawing ability in children with learning disabilities (LD) is hereby presented. Twenty-four normally developing children (N) (age 10.6 ± 0.5) and 18 children with learning disabilities (LD) (age 10.3 ± 2.4) took part to the study. The drawing tasks were chosen among those already used in clinical daily experience (Denver Developmental Screening Test). Some parameters were defined in order to quantitatively describe the features of the children's drawings, introducing new objective measurements beside the subjective standard clinical evaluation. The experimental set-up revealed to be valid for clinical application with LD children. The parameters highlighted the presence of differences in the drawing features of N and LD children. This paper suggests the applicability of this protocol to other fields of motor and cognitive valuation, as well as the possibility to study the upper limbs position and muscle activation during drawing. Copyright © 2011 Elsevier Ltd. All rights reserved.

Identity Texts and Literacy Development among Preschool English Language Learners: Enhancing Learning Opportunities for Children at Risk for Learning Disabilities

ERIC Educational Resources Information Center

Bernhard, Judith K.; Cummins, Jim; Campoy, F. Isabel; Ada, Alma Flor; Winsler, Adam; Bleiker, Charles

2006-01-01

There is little research on English language learners (ELLs) in relation to learning disability (LD) assessment and identification. More important, there is a scarcity of research on models and strategies that enhance learning opportunities and outcomes for ELLs prior to an LD diagnosis. We describe in this article an innovative language…

Quality of Life of Children with Learning Disabilities: A Comparison of Self-Reports and Proxy Reports

ERIC Educational Resources Information Center

Sakiz, Halis; Sart, Zeynep Hande; Börkan, Bengü; Korkmaz, Baris; Babür, Nalan

2015-01-01

This study aimed to explore how children with learning disabilities (LD) perceive their quality of life (QoL) and to compare self-reports and proxy reports regarding their QoL. Children with LD, their typically developing peers, their parents and teachers responded to the child, parent, and teacher forms of KINDL® Questionnaire for Measuring…

Effects of Verbal Coding on Learning Disabled and Normal Readers Visual Short-Term Memory.

ERIC Educational Resources Information Center

Swanson, Lee

The hypothesis that reading difficulty of learning disabled (LD) children is attributable to deficiencies in verbal encoding was investigated with 60 LD and normal children (mean CA=9.1, mean IQ=103.5). Ss were compared on recall of a serial short-term memory task after pre-training of named and unnamed stimulus conditions. Data suggested that…

The Role of Morphological Awareness in Reading Comprehension among Typical and Learning Disabled Native Arabic Speakers

ERIC Educational Resources Information Center

Mahfoudhi, Abdessatar; Elbeheri, Gad; Al-Rashidi, Mousa; Everatt, John

2010-01-01

This work examines the role of morphological awareness in contrast to phonological processing in reading comprehension amongst two groups of native Arabic children: a group with learning disabilities (LD) and a mainstream group who were matched to the LD group in age or reading level. Measures of reading comprehension fluency, phonological skills,…

Reading Interventions for Elementary English Language Learners with Learning Disabilities: A Review

ERIC Educational Resources Information Center

Boon, Richard T.; Barbetta, Patricia M.

2017-01-01

This paper provides a review of the literature on reading interventions for English language learners (ELLs) with learning disabilities (LD) in the elementary grade levels (K-5). The goal of this review was to identify and evaluate reading interventions that have been used in the special education literature for ELLs with LD in the early grade…

Social Meta-Cognition: The Efficacy of Cognitive Training for Social Adjustment of Learning Disabled Delinquents. Final Report.

ERIC Educational Resources Information Center

Larson, Katherine A.; Gerber, Michael M.

The study tests the efficacy of social meta-cognitive training for enhancing social competence in 34 learning disabled (LD) and 35 non LD low achieving incarcerated delinquents. Ss were randomly assigned to treatment, attention control and test-only control groups. Overt social behavior measures were examined in a pretest-posttest control group…

Insider, Outsider, Ally, or Adversary: Parents of Youth with Learning Disabilities Engage in Educational Advocacy

ERIC Educational Resources Information Center

Duquette, Cheryll; Fullarton, Stephanie; Orders, Shari; Robertson-Grewal, Kristen

2011-01-01

The purpose of this qualitative study was to examine the educational advocacy experiences of parents of adolescents and young adults identified as having a learning disability (LD) through the lens of four dimensions of advocacy. Seventeen mothers of youth with LD responded to items in a questionnaire and 13 also engaged in in-depth interviews. It…

Metamemory Ability in Learning Disabled Children with and without a Memory Deficit.

ERIC Educational Resources Information Center

Goldstein, David; Golding, Jonathan

Normal children (N=8) and two groups of 8 learning disabled (LD) elementary grade children, one with and one without a short-term memory deficit, were administered a battery of questions concerning knowledge of how their memories function (metamemory). Metamemory was found to be deficient only in the subgroup of LD children with a short-term…

A Normativist Account of Language-Based Learning Disability

ERIC Educational Resources Information Center

Tomblin, J. Bruce

2006-01-01

Research on learning disabilities (LD) depends upon a conceptual framework that specifies what it should explain, what kinds of data are needed, and how these data are to be arranged in order to provide a meaningful explanation. An argument is made that LD are no different in this respect than any other form of human illness. In this article, a…

The role of morphological awareness in reading comprehension among typical and learning disabled native Arabic speakers.

PubMed

Mahfoudhi, Abdessatar; Elbeheri, Gad; Al-Rashidi, Mousa; Everatt, John

2010-01-01

This work examines the role of morphological awareness in contrast to phonological processing in reading comprehension amongst two groups of native Arabic children: a group with learning disabilities (LD) and a mainstream group who were matched to the LD group in age or reading level. Measures of reading comprehension fluency, phonological skills, and morphological ability were given to both groups in addition to tests of nonverbal ability. For the mainstream children, unique variability in comprehension was predicted by the morphological measures over that of the measures of phonological skills and general nonverbal ability. In contrast, for the LD data, variability in comprehension was not predicted by morphological ability even though the children with LD performed the morphology task as well as their typically developing peers did. These findings are discussed in terms of theories of reading acquisition across languages as well as recommendations for literacy teaching and LD intervention in Arabic.

Improving Science Achievement and Attitudes of Students With and Without Learning Disabilities

NASA Astrophysics Data System (ADS)

Sanders-White, Pamela

The primary purpose of this study was to investigate the effect of structured note-taking compared to traditional note-taking on the acquisition of scientific knowledge for students with and without learning disabilities (LD) and students with reading difficulties (RD). An additional purpose was to examine whether the two note-taking methods affected students' attitudes toward science. The sample population consisted of 203 fifth grade students across four public schools in the southern area of the United States. A standardized instrument aligned to Florida's science standards was used to measure the acquisition of scientific knowledge and the Test of Science-Related Attitudes (TOSRA) was used to measure seven distinct science-related attitudes. For meaningful analyses, students with LD and students with RD were collapsed to form a single group due to the small numbers of participants in each of the subgroups; the collapsed group was referred to as "low achievers." A three-way repeated measures ANOVA was conducted to determine the effects of the pretest-posttest Science Interim assessment by group, type of student, and gender. The pretest-posttest Science Interim assessment scores were the within-group factor, while group, type of student, and gender were the between-groups factors. Results revealed that there was a significant interaction between the pretest-posttest Science Interim assessment and group, F(1, 191) = 9.320, p = .003, indicating that scientific knowledge scores increased for the experimental group, but decreased for the control group. Results also indicated that there was a significant three-way interaction between the pretest-posttest Science Interim assessment, group, and gender, F(1, 191) = 5.197, p = .024, showing that all participants in the experimental group improved their scores; while in the control group, female scores decreased and male scores increased. Participants in the experimental and control groups did not show improved attitudes toward science, as measured by the pretest-posttest TOSRA constructs.

Learning Problems and Classroom Instruction.

ERIC Educational Resources Information Center

Adelman, Howard S.

Defined are categories of learning disabilities (LD) that can be remediated in regular public school classes, and offered are remedial approaches. Stressed in four studies is the heterogeneity of LD problems. Suggested is grouping LD children into three categories: no disorder (problem is from the learning environment); minor disorder (problem is…

The Myth of the L.D. WISC-R Profile.

ERIC Educational Resources Information Center

Miller, Maurice; Walker, Kenneth P.

1981-01-01

The review cites methodological and statistical flaws in studies attempting to identify subtest patterns on the Wechsler Intelligence Scale for Children-Revised indicative of learning disabilities (LD) and concludes that no LD pattern has been found and the search for such a pattern is not justified. (Author/CL)

What Is behind the Diagnosis of Learning Disability in Austrian Schools? An Empirical Evaluation of the Results of the Diagnostic Process

ERIC Educational Resources Information Center

Gebhardt, Markus; Krammer, Mathias; Schwab, Susanne; Rossmann, Peter; Klicpera, Barbara Gasteiger; Klatten, Susanne

2013-01-01

Every school system has to deal with children with Learning Disabilities (LD). However, the concepts of LD, the assessment procedures, the diagnostic criteria as well as their interpretation vary widely from country to country. What they usually seem to have in common is that general cognitive abilities, as measured by standardized IQ tests, are…

Attentional Bias and the Development of Cerebral Dominance in Normal and Learning Disabled Children.

ERIC Educational Resources Information Center

Hynd, George W.; And Others

The magnitude of the dichotic right ear advantage was assessed in 48 normal and 48 learning disabled (LD) children (mean age 8.3 years). Ss were matched according to age, sex, and handedness. An analysis of results indicated a significant right ear advantage in both the normal and LD children, but revealed no developmental trend for either group.…

Degree of Stereotypic Responding by Hyperactive, Learning Disabled, and Unselected Children in a Computer-Controlled Task.

ERIC Educational Resources Information Center

Metzger, Mary Ann; Freund, Lisa

The present research assessed the ability to attend to relevant information in the presence of irrelevant distraction in hyperactive (H), learning disabled (LD), and unselected (US) children. A total of 20 LD, 20 H, and 20 US children divided into younger and older age groups participated in the study. Younger children were between 94 and 104…

What Is behind the Diagnosis of Learning Disability in Austrian Schools? An Empirical Evaluation of the Results of the Diagnostic Process

ERIC Educational Resources Information Center

Gebhardt, Markus; Krammer, Mathias; Schwab, Susanne; Rossmann, Peter; Gasteiger Klicpera, Barbara

2013-01-01

Every school system has to deal with children with Learning Disabilities (LD). However, the concepts of LD, the assessment procedures, the diagnostic criteria as well as their interpretation vary widely from country to country. What they usually have in common is that general cognitive abilities, as measured by standardized IQ tests, are seen as…

Computerized Writing and Reading Instruction for Students in Grades 4 to 9 With Specific Learning Disabilities Affecting Written Language

PubMed Central

Tanimoto, Steven; Thompson, Rob; Berninger, Virginia W.; Nagy, William; Abbott, Robert D.

2015-01-01

Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4 to 9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability (OWL LD), students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, colored arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth, and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension, and composition. PMID:26858470

Piloting a manualised weight management programme (Shape Up-LD) for overweight and obese persons with mild-moderate learning disabilities: study protocol for a pilot randomised controlled trial.

PubMed

Beeken, Rebecca J; Spanos, Dimitrios; Fovargue, Sally; Hunter, Rachael; Omar, Rumana; Hassiotis, Angela; King, Michael; Wardle, Jane; Croker, Helen

2013-03-12

National obesity rates have dramatically risen over the last decade. Being obese significantly reduces life expectancy, increases the risk of a range of diseases, and compromises quality of life. Costs to both the National Health Service and society are high. An increased prevalence of obesity in people with learning disabilities has been demonstrated. The consequences of obesity are particularly relevant to people with learning disabilities who are already confronted by health and social inequalities. In order to provide healthcare for all, and ensure equality of treatment for people with learning disabilities, services must be developed specifically with this population in mind. The aim of this project is to pilot the evaluation of a manualised weight management programme for overweight and obese persons with mild-moderate learning disabilities (Shape Up-LD). An individually randomised, controlled pilot trial in 60 overweight and obese (body mass index ≥ 25) adults (age ≥ 18) with mild-moderate learning disabilities and their carers will be carried out, comparing "Shape Up-LD" with usual care. The manualised Shape Up-LD intervention will involve 12 weekly sessions, which include healthy eating messages, advice on physical activity and use of behaviour change techniques to help people manage their weight. Assessments of participants will be conducted at baseline, 12 weeks and 6 months. Service users and their carers and service providers will also give their perspectives on the experience of Shape Up-LD in qualitative interviews at 12 weeks. Feasibility outcomes will include recruitment rates, loss to follow-up, compliance rates, completion rates, collection of information for a cost-effectiveness analysis and an estimation of the treatment effect on weight. The findings from this study will inform our preparation for a definitive randomised controlled trial to test the efficacy of the programme with respect to weight loss and maintenance in this population. Weight loss through Shape Up-LD could lead to improvements in health and quality of life. Costs to the National Health Service might be reduced through decreased overall service use because of improved health. The programme would also ensure a more equitable service for overweight service users with learning disabilities and fill the current gap in weight management services for this population. International Standard Randomised Controlled Trial No ISRCTN39605930.

The Play's the Thing

ERIC Educational Resources Information Center

Bateman, Barbara

2005-01-01

The modern special education theater in the United States has hosted many plays, none with a larger or more diverse cast than the learning disabilities (LD) play. During the prologue, the children with LD were waiting in the wings, not yet identified as LD but there, nonetheless. With the advent of compulsory education in this country, awareness…

Social Information Processing and Emotional Understanding in Children with LD

ERIC Educational Resources Information Center

Bauminger, Nirit; Edelsztein, Hany Schorr; Morash, Janice

2005-01-01

The present study aimed to comprehensively examine social cognition processes in children with and without learning disabilities (LD), focusing on social information processing (SIP) and complex emotional understanding capabilities such as understanding complex, mixed, and hidden emotions. Participants were 50 children with LD (age range 9.4-12.7;…

[Clinical correlation of hypnagogic hypersynchrony during sleep in normal children and those with learning disability].

PubMed

Olmos G de Alba, G; Fraire-Martínez, M I; Valenzuela-Romero, R

One of the electroencephalographic (EEG) patterns that can be mistaken for paroxysmal clinical activity, when not taken into account and especially in children, is hypnagogic hypersynchrony (HH). This consists in generalised, paroxysmal, synchronic, symmetrical, slow, high voltage waves lasting 2 8 seconds, which appear in drowsiness and in stage I. It was observed that this pattern often appeared in children with learning disability (LD). AIMS. To correlate clinical data with the presence of HH during sleep in normal children and those with LD. We assessed 180 children between the ages of 6 12 years with normal neurological development, 130 of which suffered LD and 50 who did not have LD. EEG was performed with sleep deprivation, following the International Federation of Clinical Neurophysiology guidelines. The presence or absence of HH, together with its characteristics, was assessed. Of the children with LD, 35.38% displayed HH and of the children without LD, only 4% displayed HH. Since the characteristics of HH in the children with LD were different to previous descriptions, we put forward criteria with which to evaluate those differences. HH appeared more often in children with LD than in normal children. Qualitative, quantitative (p< 0.05) and morphological changes were found in the paroxysmal activity of HH during the stages of sleep in children with LD.

Principal component analysis study of visual and verbal metaphoric comprehension in children with autism and learning disabilities.

PubMed

Mashal, Nira; Kasirer, Anat

2012-01-01

This research extends previous studies regarding the metaphoric competence of autistic and learning disable children on different measures of visual and verbal non-literal language comprehension, as well as cognitive abilities that include semantic knowledge, executive functions, similarities, and reading fluency. Thirty seven children with autism (ASD), 20 children with learning disabilities (LD), and 21 typically developed (TD) children participated in the study. Principal components analysis was used to examine the interrelationship among the various tests in each group. Results showed different patterns in the data according to group. In particular, the results revealed that there is no dichotomy between visual and verbal metaphors in TD children but rather metaphor are classified according to their familiarity level. In the LD group visual metaphors were classified independently of the verbal metaphors. Verbal metaphoric understanding in the ASD group resembled the LD group. In addition, our results revealed the relative weakness of the ASD and LD children in suppressing irrelevant information. Copyright © 2011 Elsevier Ltd. All rights reserved.

Expressive writing in people with traumatic brain injury and learning disability.

PubMed

Wheeler, Lisa; Nickerson, Sherry; Long, Kayla; Silver, Rebecca

2014-01-01

There is a dearth of systematic studies of expressive writing disorder (EWD) in persons with Traumatic Brain Injury (TBI). It is unclear if TBI survivors' written expression differs significantly from that experienced by persons with learning disabilities. It is also unclear which cognitive or neuropsychological variables predict problems with expressive writing (EW) or the EWD. This study investigated the EW skill, and the EWD in adults with mild traumatic brain injuries (TBI) relative to those with learning disabilities (LD). It also determined which of several cognitive variables predicted EW and EWD. Principle Component Analysis (PCA) of writing samples from 28 LD participants and 28 TBI survivors revealed four components of expressive writing skills: Reading Ease, Sentence Fluency, Grammar and Spelling, and Paragraph Fluency. There were no significant differences between the LD and TBI groups on any of the expressive writing components. Several neuropsychological variables predicted skills of written expression. The best predictors included measures of spatial perception, verbal IQ, working memory, and visual memory. TBI survivors and persons with LD do not differ markedly in terms of expressive writing skill. Measures of spatial perception, visual memory, verbal intelligence, and working memory predict writing skill in both groups. Several therapeutic interventions are suggested that are specifically designed to improve deficits in expressive writing skills in individuals with TBI and LD.

Comparison of behavioural activation with guided self-help for treatment of depression in adults with intellectual disabilities: a randomised controlled trial.

PubMed

Jahoda, Andrew; Hastings, Richard; Hatton, Chris; Cooper, Sally-Ann; Dagnan, Dave; Zhang, Ruiqi; McConnachie, Alex; McMeekin, Nicola; Appleton, Kim; Jones, Rob; Scott, Katie; Fulton, Lauren; Knight, Rosie; Knowles, Dawn; Williams, Chris; Briggs, Andrew; MacMahon, Ken; Lynn, Helen; Smith, Ian; Thomas, Gail; Melville, Craig

2017-12-01

Psychological therapies are first-line interventions for depression, but existing provision is not accessible for many adults with intellectual disabilities. We investigated the clinical and cost-effectiveness of a behavioural activation intervention (BeatIt) for people with intellectual disabilities and depression. BeatIt was compared with a guided self-help intervention (StepUp). We did a multicentre, single-blind, randomised, controlled trial with follow-up at 4 months and 12 months after randomisation. Participants aged 18 years or older, with mild to moderate intellectual disabilities and clinically significant depression were recruited from health and social care services in the UK. The primary outcome was the Glasgow Depression Scale for people with a Learning Disability (GDS-LD) score at 12 months. Analyses were done on an intention-to-treat basis. This trial is registered with ISCRTN, number ISRCTN09753005. Between Aug 8, 2013, and Sept 1, 2015, 161 participants were randomly assigned (84 to BeatIt; 77 to StepUp); 141 (88%) participants completed the trial. No group differences were found in the effects of BeatIt and StepUp based on GDS-LD scores at 12 months (12·03 [SD 7·99] GDS-LD points for BeatIt vs 12·43 [SD 7·64] GDS-LD points for StepUp; mean difference 0·26 GDS-LD points [95% CI -2·18 to 2·70]; p=0·833). Within-group improvements in GDS-LD scores occurred in both groups at 12 months (BeatIt, mean change -4·2 GDS-LD points [95% CI -6·0 to -2·4], p<0·0001; StepUp, mean change -4·5 GDS-LD points [-6·2 to -2·7], p<0·0001), with large effect sizes (BeatIt, 0·590 [95% CI 0·337-0·844]; StepUp, 0·627 [0·380-0·873]). BeatIt was not cost-effective when compared with StepUp, although the economic analyses indicated substantial uncertainty. Treatment costs were only approximately 3·6-6·8% of participants' total support costs. No treatment-related or trial-related adverse events were reported. This study is, to our knowledge, the first large randomised controlled trial assessing individual psychological interventions for people with intellectual disabilities and mental health problems. These findings show that there is no evidence that BeatIt is more effective than StepUp; both are active and potentially effective interventions. National Institute for Health Research. Copyright © 2017 Elsevier Ltd. All rights reserved.

Simulation of LD Identification Accuracy Using a Pattern of Processing Strengths and Weaknesses Method with Multiple Measures

ERIC Educational Resources Information Center

Miciak, Jeremy; Taylor, W. Pat; Stuebing, Karla K.; Fletcher, Jack M.

2018-01-01

We investigated the classification accuracy of learning disability (LD) identification methods premised on the identification of an intraindividual pattern of processing strengths and weaknesses (PSW) method using multiple indicators for all latent constructs. Known LD status was derived from latent scores; values at the observed level identified…

Can Social Stories Enhance the Interpersonal Conflict Resolution Skills of Children with LD?

ERIC Educational Resources Information Center

Kalyva, Efrosini; Agaliotis, Ioannis

2009-01-01

Since many children with learning disabilities (LD) face interpersonal conflict resolution problems, this study examines the efficacy of social stories in helping them choose more appropriate interpersonal conflict resolution strategies. A social story was recorded and played to the 31 children with LD in the experimental group twice a week for a…

The Effects of Cognitive Training on Private Speech and Task Performance during Problem Solving among Learning Disabled and Normally Achieving Children.

ERIC Educational Resources Information Center

Harris, Karen R.

To investigate task performance and the use of private speech and to examine the effects of a cognitive training approach, 30 learning disabled (LD) and 30 nonLD Ss (7 to 8 years old) were given a 17 piece wooden puzzle rigged so that it could not be completed correctly. Six variables were measured: (1) proportion of private speech that was task…

Brain connectivity associated with cascading levels of language.

PubMed

Richards, Todd; Nagy, William; Abbott, Robert; Berninger, Virginia

2016-01-01

Typical oral and written language learners (controls) (5 girls, 4 boys) completed fMRI reading judgment tasks (sub-word grapheme-phoneme, word spelling, sentences with and without spelling foils, affixed words, sentences with and without affix foils, and multi-sentence). Analyses identified connectivity within and across adjacent levels (units) of language in reading: from subword to word to syntax in Set I and from word to syntax to multi-sentence in Set II). Typicals were compared to (a) students with dyslexia (6 girls, 10 boys) on the subword and word tasks in Set I related to levels of language impaired in dyslexia, and (b) students with oral and written language learning disability (OWL LD) (3 girls, 2 boys) on the morphology and syntax tasks in Set II, related to levels of language impaired in OWL LD. Results for typical language learners showed that adjacent levels of language in the reading brain share common and unique connectivity. The dyslexia group showed over-connectivity to a greater degree on the imaging tasks related to their levels of language impairments than the OWL LD group who showed under-connectivity to a greater degree than did the dyslexia group on the imaging tasks related to their levels of language impairment. Results for these students in grades 4 to 9 (ages 9 to 14) are discussed in reference to the contribution of patterns of connectivity across levels of language to understanding the nature of persisting dyslexia and dysgraphia despite early intervention.

Response to intervention: are the Emperor's clothes really new?

PubMed

Carreker, Suzanne; Malatesha Joshi, R

2010-11-01

With the reauthorization of the Individuals with Disabilities Education Act in 2004, Response to Intervention (RTI) was officially introduced. Unlike the discrepancy model, which determines eligibility in special education with a discrepancy between achievement and ability, RTI was designed to provide intensive instruction to students in the general classroom as soon as difficulties in acquiring requisite reading skills are detected. The proposed goals of RTI include the improvement of reading achievement and the identification of students with learning disabilities (LD). Although RTI holds promise for the former goal when certain conditions are met, the latter goal is more elusive. The Component Model of Reading (CMR) is described in the current paper as an alternative to the discrepancy model and RTI. CMR, which consists of three domains, evaluates a poor reader's performance multidimensionally, so the most appropriate instruction for the reader can be designed to ensure reading success. Empirical evidence of CMR is presented.

Brainstem timing: implications for cortical processing and literacy.

PubMed

Banai, Karen; Nicol, Trent; Zecker, Steven G; Kraus, Nina

2005-10-26

The search for a unique biological marker of language-based learning disabilities has so far yielded inconclusive findings. Previous studies have shown a plethora of auditory processing deficits in learning disabilities at both the perceptual and physiological levels. In this study, we investigated the association among brainstem timing, cortical processing of stimulus differences, and literacy skills. To that end, brainstem timing and cortical sensitivity to acoustic change [mismatch negativity (MMN)] were measured in a group of children with learning disabilities and normal-learning children. The learning-disabled (LD) group was further divided into two subgroups with normal and abnormal brainstem timing. MMNs, literacy, and cognitive abilities were compared among the three groups. LD individuals with abnormal brainstem timing were more likely to show reduced processing of acoustic change at the cortical level compared with both normal-learning individuals and LD individuals with normal brainstem timing. This group was also characterized by a more severe form of learning disability manifested by poorer reading, listening comprehension, and general cognitive ability. We conclude that abnormal brainstem timing in learning disabilities is related to higher incidence of reduced cortical sensitivity to acoustic change and to deficient literacy skills. These findings suggest that abnormal brainstem timing may serve as a reliable marker of a subgroup of individuals with learning disabilities. They also suggest that faulty mechanisms of neural timing at the brainstem may be the biological basis of malfunction in this group.

Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system?

PubMed

Swanson, H L

1999-01-01

This investigation explores the contribution of two working memory systems (the articulatory loop and the central executive) to the performance differences between learning-disabled (LD) and skilled readers. Performances of LD, chronological age (CA) matched, and reading level-matched children were compared on measures of phonological processing accuracy and speed (articulatory system), long-term memory (LTM) accuracy and speed, and executive processing. The results indicated that (a) LD readers were inferior on measures of articulatory, LTM, and executive processing; (b) LD readers were superior to RL readers on measures of executive processing, but were comparable to RL readers on measures of the articulatory and LTM system; (c) executive processing differences remained significant between LD and CA-matched children when measures of reading comprehension, articulatory processes, and LTM processes were partialed from the analysis; and (d) executive processing contributed significant variance to reading comprehension when measures of the articulatory and LTM systems were entered into a hierarchical regression model. In summary, LD readers experience constraints in the articulatory and LTM system, but constraints mediate only some of the influence of executive processing on reading comprehension. Further, LD readers suffer executive processing problems nonspecific to their reading comprehension problems. Copyright 1999 Academic Press.

Attention deficit and hyperactivity disorder (ADHD) and learning disabilities (LD): adolescents perspective.

PubMed

Brook, Uzi; Boaz, Mona

2005-08-01

Three hundred and eight pupils in the age group 12-18 years were interviewed and examined. They had been diagnosed as having attention deficit and hyperactivity disorder (ADHD) and learning disabilities (LD), and were attending a high school devoted to special education. Their classification into subgroups was as follows: ADHD - inattentive (I) = 22.1%, ADHD - hyperactivity/impulsivity (HI) = 12.3% and combined = 42.2%. Only 25% of them were treated by methylphenidate (Ritalin). Ninety-four percent of them were diagnosed with comorbidity of 'learning disabilities'. Thirty-four percent of them reported being severely stressed when going to school and sitting in class. Their complaints were: tiredness and excessive needs to sleep, frequent quarrelling with close friends, feeling different from other classmates and having low self-esteem (SE). They complaint that their parents don't understand them. Things that irritated them the most were being lied to and coercion by others. The authors suggest to consider ADHD/LD as neurobehavioral disability. It is mandatory to prepare them for adult life with proper social skills and a suitable occupation.

Cognitive control in children with learning disabilities: neuromarker for deficient executive functions.

PubMed

Alahmadi, Nsreen A

2017-08-02

The neural underpinnings of learning disabilities (LD) are still not known. Recent discussions focus over whether domain-specific and/or domain-unspecific reasons might be responsible for LD either alone or in combination with each other. This study applied standard nonverbal Go-NoGo tasks (visual continuous performance test) to LD and healthy control children to examine whether they show deficient executive functions. During this Go-NoGo task, electroencephalogram was measured in addition to reaction times, hits, omissions, and commissions to the Go and NoGo stimuli. It was shown that children with LD reacted slower with variable responses to Go stimuli and made more omission errors in comparison with the healthy control children. The analysis of the event-related potential indicated that the deficient behavior in this task is associated with smaller - and in part nonexistent - P3d amplitudes. This neural activation indicates a different neural activation pattern during action inhibition in LD children. The neural networks involved in controlling action inhibition are mostly located in frontal brain areas, for which it has been shown that children with LD show neural activation deficiencies. This is possibly a consequence of a maturational delay of the frontal cortex.

Community Football Teams for People with Intellectual Disabilities in Secure Settings: "They Take You off the Ward, It Was Like a Nice Day, and Then You Get Like Medals at the End"

ERIC Educational Resources Information Center

Hudson, Nicholas Andrew; Mrozik, Jennifer Hella; White, Rose; Northend, Kristian; Moore, Steve; Lister, Katherine; Rayner, Kelly

2018-01-01

Background: People with learning disabilities (LD) are particularly vulnerable to mental health and behavioural difficulties, and it has been shown that regular exercise can improve psychosocial well-being as well as physical fitness. This research aims to explore the experiences of men with LD detained in secure settings who have engaged in…