Showing papers in "Learning Disability Quarterly in 1987"
TL;DR: The authors examined the differential text structure skills in reading and writing of learning disabled students and two groups of regular class students and found significant differences between learners and their regular class peers in the use of text structure in both reading and write expository discourse.
Abstract: Text structures are considered important organizational schemes underlying effective comprehension and production of expository discourse. The present study examined the differential text structure skills in reading and writing of learning disabled students and two groups of regular class students. The results revealed significant differences between learning disabled students and their regular class peers in the use of text structure in both reading and writing expository discourse. The data support the notion that knowledge of discourse types underlies effective comprehension and production and that learning disabled students' conceptual understanding of these structures is limited.
206 citations
TL;DR: In this article, five intermediate-level, elementary students with mild learning handicaps and poor comprehension were trained to use story-mapping procedures as a schema-building process for ABA.
Abstract: In a multiple-baseline ABA design, five intermediate-level, elementary students with mild learning handicaps and poor comprehension were trained to use story-mapping procedures as a schema-building...
167 citations
TL;DR: In this article, the Perceived Competence Scale for Children (PCS for Children) was used to measure general self-confidence in elementary and middle-school learners with learning disabilities.
Abstract: Elementary and middle-school learning disabled (LD) and normally achieving (NA) students' responses to the Perceived Competence Scale for Children were compared. This scale measures general self-wo...
90 citations
TL;DR: The success of current mainstreaming efforts for LD adolescents is dependent, in part, on the environmental supports available in regular secondary classrooms as mentioned in this paper, and the authors investigated the ef...
Abstract: The success of current mainstreaming efforts for LD adolescents is dependent, in part, on the environmental supports available in regular secondary classrooms. The present study investigated the ef...
72 citations
TL;DR: In this article, twelve severely handicapped (9 learning disabled, 2 educable mentally handicapped, and 1 emotionally handicapped) high-school students served as subjects in a study conducted to determine the effects of being physically and emotionally disabled.
Abstract: Twelve mildly handicapped (9 learning disabled, 2 educable mentally handicapped, and 1 emotionally handicapped) high-school students served as subjects in a study conducted to determine the effects...
71 citations
TL;DR: In this article, a study of children's ability to write stories, written compositions were classified by means of a system consisting of the following categories: story, primitive story, action sequence, desc...
Abstract: In this study of children's ability to write stories, written compositions were classified by means of a system consisting of the following categories: story, primitive story, action sequence, desc...
63 citations
TL;DR: This paper investigated the developmental patterns of school-identified learning disabled (LD) and normally achieving (NA) students' responses to the perceived competence scale for children (PCSC) and found that LD children were more negative about themselves than NA students.
Abstract: Developmental patterns of school-identified learning disabled (LD) and normally achieving (NA) students' responses to the Perceived Competence Scale for Children (PCSC) were investigated in this longitudinal study. Relative to the NA group, LD children were more negative about themselves; however, their self-evaluations did not become more negative over a two-year interval. Analysis of response patterns across PCSC subscales suggested that most of the LD sample was not appropriately characterized by persistent, globally negative self-evaluations. A subgroup of LD children who were very negative about themselves at both test administrations was identified. The characteristics of this subgroup were subsequently examined.
61 citations
TL;DR: In this paper, the authors examined the use of self-monitoring of attention with learning disabled (LD) students in academic settings and found that although selfmonitoring is effective at increasing on-task behavior, concurrent academic gains are not evident.
Abstract: This paper examines the use of self-monitoring of attention with learning disabled (LD) students in academic settings. Three theoretical models of cognitive behavior modification—the operant model, the cognitive-behavioral model, and the cognitive model —are briefly described, followed by a discussion of the methodological considerations which limit the interpretability of self-monitoring research. A review of self-monitoring studies with LD children reveals that although self-monitoring is effective at increasing on-task behavior, concurrent academic gains are not evident. This failure to produce academic gains is discussed in terms of current conceptualizations of attention which suggest that students must be taught not only how to pay attention, but what to pay attention to. Therefore, attention deficits among LD students may reflect an inability to perceive what is relevant in academic tasks rather than a general inability to attend. Implications for instructional design are discussed.
56 citations
TL;DR: In this article, the authors explored the impact of metacognitive research on learning disabled individuals, focusing on the positive effects on the teaching of LD learners in the context of learning disabilities.
Abstract: This paper explores the impact of metacognitive research on learning disabled (LD) individuals. Specifically, the focus is on the positive effects of metacognitive research on the teaching of LD st...
54 citations
TL;DR: In this article, the authors investigate the problem-solving performance of learning disabled students and their peers and find that learners with learning disabilities exhibited lower accuracy levels and problem solving rates than grade-age peers.
Abstract: The purpose of this study was to investigate the problem-solving performance of learning disabled students and their peers. Irrelevant linguistic and numerical information embedded within addition word problems was presented to matched groups of subjects. Whereas irrelevant numerical information negatively affected pupil performance, irrelevant linguistic information did not affect performance. Learning disabled students exhibited lower accuracy levels and problem-solving rates than grade-age peers. Implications of these findings are discussed in terms of students' problem-solving processes as well as educational programming for learning disabled pupils.
48 citations
TL;DR: In this paper, two approaches to teaching elementary-level LD students three critical reading skills were contrasted: (a) direct instruction and (b) discussion/workbook, where students were randomly assigned to one of two treatment conditions.
Abstract: Two approaches to teaching elementary-level LD students three critical reading skills were contrasted. Students were randomly assigned to one of two treatment conditions: (a) direct instruction and (b) discussion/workbook. The former featured training in using specific rules and strategies to detect instances of faulty arguments whereas subjects in the latter group were taught via a discussion/workbook approach, encouraging student involvement through discussions on how to use critical reading skills. Both treatment groups received 40-minute lessons for 12 consecutive school days. Three dependent measures designed to assess students' knowledge of the three critical reading skills were administered. Subjects in the direct instruction group were found to significantly outperform their counterparts in the discussion/workbook group on each measure. Results are discussed in terms of their implications for development of effective practices for teaching comprehension.
TL;DR: In this article, a 5-second constant delay procedure was used to teach written spelling to an 11-year-old, school-labeled LD youngster who had severe spelling deficits.
Abstract: A constant time delay procedure was used to teach written spelling to an 11-year-old, school-labeled LD youngster who had severe spelling deficits. The time delay procedure is a near errorless instructional method that transfers stimulus control from a controlling stimulus (a prompt that signals the correct response) to a new stimulus (a target response). As a result of a 5-second constant delay procedure the student acquired, maintained, and generalized 15 spelling words. The procedure is easy to implement, requires little teacher preparation time, and results in a low student error rate. In the absence of published time delay research with LD individuals, the results are encouraging. Based on our findings, the time delay procedure is a viable alternative for LD students who have not benefited from traditional instructional procedures. Since the results of this study and those in the unpublished literature indicate that the time delay procedure is effective, further examination with other LD students is ...
TL;DR: In this paper, the reading performance of three groups of elementary students was systematically measured during the spring of the school year: regular educa- tion students receiving no supplemental instructional services, regular education students receiving remedial Chapter 1 services, and students labeled as learning disabled.
Abstract: This research presents an analysis of learning disabilities from a social- policy perspective. The reading performance of three groups of elementary students was systematically measured during the spring of the school year: regular educa- tion students receiving no supplemental instructional services, regular education students receiving remedial Chapter 1 services, and students labeled as learning disabled. The measures consisted of Curriculum-Based Assessment procedures, following the format developed at the Institute for Research on Learning Disabilities at the University of Minnesota. Students' reading performance was compared across the three groups, including the means and semi-interquartile ranges. A discrimi- nant function analysis was applied to predict group membership. The three groups were sorted by level of reading skill with (a) very different means, (b) minimum overlap, and (c) high accuracy in classification. The results support the notion that schools may be consistent in their decision making and allocation of service delivery on the basis of students' classroom achievement. Regardless of legal or scientific definition, it is argued that schools widely employ a social-policy definition of learn- ing disabilities designed to serve students most deficient in achievement.
TL;DR: In this paper, the authors randomly assigned 32 learning disabled and 32 regular class children to either a general or a specific instruction condition, and the subjects were assigned to either general or specific instruction conditions.
Abstract: Thirty-two learning disabled and 32 regular class children matched on reading age were randomly assigned to either a general or a specific instruction condition. In both treatments subjects were sh...
TL;DR: This paper assessed the effects of computer-displayed text on LD students' reading comprehension, strategic behaviors, task-completion time, and attitudes toward the reading task, and found that the effect of computer display text on reading comprehension was significant.
Abstract: This investigation assessed the effects of computer-displayed text on LD students' reading comprehension, strategic behaviors, task-completion time, and attitudes toward the reading task. Fifty-one...
TL;DR: In this paper, the authors examine the nature and occurrence of discrepancies between ability and achievement scores of students demonstrating average overall performance on commonly used assessment devices and find that difference patterns of students with average overall overall performance scores were similar across grade levels and achievement tests.
Abstract: The term learning disability was scarsely off the breath of the early pioneers when a profession began questioning its own integrity. Today, the proliferation of students classified as learning disabled (LD) has caused social, political, economic, and educational concerns that, in turn, have produced serious questioning of practices. The driving force behind most conceptualizations of learning disabilities is the discrepancy between ability and achievement; yet, the dimensions of this parameter have not been documented.The purpose of this investigation was to examine the nature and occurrence of discrepancies between ability and achievement scores of students demonstrating average overall performance on commonly used assessment devices. Ability and achievement scores in several domains on individual and group-administered tests were compared. In general, difference patterns of students with average overall performance scores were similar across grade levels and achievement tests. Average discrepancies wer...
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TL;DR: In this article, the authors respond to Snider's critique of self-monitoring of attention by focusing on the educational relevance of current theoretical conceptualizations of attention, the issue of improving attentional versus academic behavior, and the type of student for whom self monitoring of attention is most appropriate.
Abstract: We appreciate Snider's willingness to allow us to respond to her critique of our self-monitoring research. Because some of her concerns have been addressed to us previously by others, we are pleased to take this opportunity to clarify our stance regarding the value of self-monitoring of attention. Specifically, we are going to respond to six areas of Snider's article: (a) the educational relevance of current theoretical conceptualizations of attention, (b) the issue of improving attentional versus academic behavior, (c) the type of student for whom self-monitoring of attention is most appropriate, (d) the educational relevance of the academic productivity effects found in our studies, (e) issues relating to use of single-subject designs, and (f) the importance of self-monitoring accuracy.
TL;DR: In this article, the authors describe a process designed to help college-bound LD students select a college or university, based on three major components: characteristics of the LD student, the institution, and the LD support program.
Abstract: Often students, parents and high-school personnel become frustrated in their efforts to track down valid information about support services for LD students on college campuses. This article describes a process designed to help college-bound LD students select a college or university. Three major components should be explored when searching for appropriate postsecondary programs for LD students: (a) characteristics of the LD student, (b) characteristics of the institution, and (c) characteristics of the LD support program. By investigating these variables systematically, college-bound LD students will be better prepared to make an informed decision about their future educational and career goals.
TL;DR: In this article, the authors examined modeling as it relates to learning disabled students' acquisition and generalization of computational skills and concluded that modeling through demonstration is a viable teaching strategy for helping students acquire a variety of skills.
Abstract: Modeling through demonstration is a viable teaching strategy for helping students acquire a variety of skills. In the present study, modeling is examined as it relates to learning disabled students' acquisition and generalization of computational skills. Data from a number of learning disabled students in three research locations are presented and summarized to validate the effectiveness of this technique.
TL;DR: In this paper, the regular classroom behaviors of LD, seriously emotionally disturbed, and average children were observed via a system that permitted sequential analysis of the data, a minimum of 80 minutes of cl...
Abstract: The regular classroom behaviors of LD, seriously emotionally disturbed, and average children were observed via a system that permitted sequential analysis of the data. A minimum of 80 minutes of cl...
TL;DR: A meta-analysis of Wechsler scale data on 9,372 LD children failed to distinguish these children from their normal peers on any of the ability patterns that have conventionally been held to characterize LD children's test performance.
Abstract: A meta-analysis of Wechsler scale data on 9,372 LD children failed to distinguish these children from their normal peers on any of the ability patterns that have conventionally been held to characterize LD children's test performance. However, a reanalysis of their data using a learning disability index (LDI), derived from a principal-components analysis of the WISC-R, was found to discriminate reliably between the two groups of children.
TL;DR: This paper found that the LD girls spent less time doing schoolwork than non-handicapped girls and the teachers responded significantly less frequently to call-outs from LD girls in the regular classrom.
Abstract: No classroom observations have involved only LD females as subjects. The present study was conducted to determine any behavior differences between elementary LD and nonhandicapped girls in the regular classrom. Data were collected on child behaviors, child-child interactions and teacher-child interactions. Results showed that the LD girls spent less time doing schoolwork than nonhandicapped girls. Unlike in research with LD boys, teachers were not found to (a) spend more time interacting with the LD children or (b) initiate more approaches to the LD girls. However, the teachers responded significantly less frequently to call-outs from LD girls. The present findings regarding teacher interactions with LD and nonhandicapped girls differ from those of most previous studies involving boys.
TL;DR: In this article, a survey of leading professionals and an analysis of two leading LD journals were conducted to determine the critical research priorities in learning disabilities and the way in which current research activities address these issues.
Abstract: To determine the critical research priorities in learning disabilities and the way in which current research activities address these issues, a survey of leading professionals and an analysis of two leading LD journals were conducted. Survey results pointed to treatment maintenance, generalization, and assessment and remediation of academic problems as the highest ranked priorities. Present publication topics were found to address some of the more frequently mentioned issues including academic assessment and remediation, while ignoring generalization and maintenance of treatment effects as well as early identification and prevention of learning disabilities. Implications of survey and journal-analysis results are drawn.
TL;DR: In this article, the perfor- mance of learning disabled and normally achieving children given minimal instruc- tion to use organizing strategies was compared to the performance of students engaged only in practice with a free recall task.
Abstract: To test a production deficiency view of learning disabilities, the perfor- mance of learning disabled and normally achieving children given minimal instruc- tion to use organizing strategies was compared to the performance of students engaged only in practice with a free recall task. Groups were selected as having equivalent pretest recall. On a posttest where strategy use was not prompted, the instructed group showed higher levels of strategy use than the control group. No differences were found between learning disabled and normally achieving subjects' strategy use. The instructed group recalled more than the control group. In contrast to predictions based on a production deficiency hypothesis, learning disabled groups recalled less than the normally achieving group. Factors that may have contributed to this finding are discussed.
TL;DR: This article investigated elementary-age children's ability to comprehend narrative text when information explicitly identified as being important to resolving a goal statement was systematically dispersed or centralized within a text and found no statistically significant effect for input mode on either measure.
Abstract: This study investigated elementary-age LD children's ability to comprehend narrative text when information explicitly identified as being important to resolving a goal statement was systematically dispersed or centralized within a text. Responses to comprehension questions and recall measures specific to a resolution of the goal statements were analyzed after LD children read and listened to six passages. Repeated-measures ANOVA revealed no statistically significant effect for input mode on either measure. A statistically significant effect was found for proximity of information on both the comprehension and the recall measure.
TL;DR: This article examined the sociometric status of subgroups of learning disabled (LD) boys and found that the boys in the V = P group were most often rejected by their peers and were perceived to be more aggressive than participants in the other two groups.
Abstract: The present study examined the sociometric status of subgroups of learning disabled (LD) boys. Groups were based on differences in Verbal IQ/Performance IQ patterns on the WISC-R: V > P (n = 12); P > V (n = 26); and V = P (n = 27). Data were also available for a normal control group (n = 252). Peer nominations of popularity, rejection, and behavioral problems as well as teacher ratings of externalizing behaviors were collected for each subject. Results indicated that, relative to controls, the boys in the V = P group were most often rejected by their peers and were perceived to be more aggressive than participants in the other two LD groups. Additionally, boys in the P > V and V = P groups were significantly less popular than normal controls. In contrast, boys in the V > P group were found to exhibit few peer-relations problems. These results suggest that not all LD boys are at equal risk for peer problems, and that their pattern of scores on cognitive tests may offer insight in to factors that could acco...
TL;DR: This article examined the cartoon humor comprehension of learning disabled and non-handicapped boys in two age groups, 8- and 12-year-olds, and found moderate correlations were established between comprehension and appreciation measures.
Abstract: One aspect of social perception often noted as deficient in learning disabled individuals is an appropriate sense of humor. The purpose of this study was to examine the cartoon humor comprehension of learning disabled and non-handicapped boys in two age groups, 8- and 12-year-olds. The cognitive structure rather than the content of humor was the focus. In addition to examining comprehension of cartoon humor between groups and across age levels, the relationship between comprehension and appreciation measures was studied. Significant main effects were found indicating a developmental lag for the learning disabled subjects. Moderate correlations were established between comprehension and appreciation measures.
TL;DR: In this article, the results of a national survey of the methodological content of the largest teacher education programs in learning disabilities/mild handicaps are presented, and the data describe the relativ...
Abstract: This article features the results of a national survey of the methodological content of the largest teacher education programs in learning disabilities/mild handicaps. The data describe the relativ...
TL;DR: In this paper, the authors discuss the importance of effective curricula as a prerequisite to instruction in metacognitive strategies and highlight the need to design integrated curricula that maximize learning by assuring that students know what to pay attention to.
Abstract: I welcome the opportunity to participate in this open exchange of ideas regarding the use of self-monitoring procedures with learning disabled children. Hallahan and Lloyd's reply suggests that the difference between our points of view is not substantive, but rather a matter of emphasis. Thus, Hallahan and Lloyd emphasize the importance of strategy training, whereas I stress the importance of effective curricula as a prerequisite to instruction in metacognitive strategies. Instructional variables are often ignored; however, excellent curricula cannot be taken for granted. Insight and experience are required to design integrated curricula that maximize learning by assuring that students know what to pay attention to. I will briefly respond to each of Hallahan and Lloyd's six points (see p. 153).
TL;DR: In this paper, a multiple-regression design was used to identify predictors of behavior problems among learning disabled (LD) and non-learning disabled (non-LD) children, from various personality indicators including self-concept, temperament, and locus of control.
Abstract: A multiple-regression design was used to identify predictors of behavior problems among learning disabled (LD) and non-learning disabled (non-LD) children. The correlates of classroom behavior for groups of 40 LD and 40 non-LD students were identified from among various personality indicators including self-concept, temperament, and locus of control. Only 10 of 66 correlations for the LD group were significant; 30 correlations were significant for the non-LD group. One personality variable —reactivity—predicted total problem behavior for the LD group, yielding an R-square of .19. For the non-LD group, a two-variable model, including reactivity and social flexibility, predicted variance in total problem behavior, yielding an R-square of .60. Implications of the results are discussed stressing the need for additional research on correlates of problem behaviors in mainstream classes.