Showing papers in "Learning Disability Quarterly in 1994"
TL;DR: In this paper, a model of development for children and youth with disabilities is presented, which incorporates 14 variables in three domains that have not been fully delineated by the field, includi...
Abstract: This article presents a model of development for children and youth with disabilities. The model incorporates 14 variables in three domains that have not been fully delineated by the field, includi...
163 citations
TL;DR: The authors examined social-affective characteristics, including loneliness, self-concept, integration, victimization, participation, and teacher-rated social competence across groups identified as either learning disabled or nondisabled.
Abstract: This study examined social-affective characteristics, including loneliness, self-concept, integration, victimization, participation, and teacher-rated social competence across groups identified as either learning disabled or nondisabled. Subjects were students in middle schools, and the pupils with learning disabilities were enrolled in resource room special education programs. Results indicated that the two comparison groups differed significantly on every measure except self-concept. Variable intercorrelations were also different across groups. Moreover, certain linear combinations of scores on the dependent measures accurately classified students into each of the comparison groups. The results are discussed in terms of the need for comprehensive assessment and treatment of students who present social-affective problems in school.
136 citations
TL;DR: The effectiveness of self-monitoring interventions on the attentional and academic performance of students with learning disabilities was compared in two separate experiments as mentioned in this paper, and the results showed that both interventions had a positive impact on students' on-task behavior as well as the number of times they correctly practiced spelling words.
Abstract: The effectiveness of two self-monitoring interventions on the attentional and academic performance of students with learning disabilities was compared in two separate experiments. In the first experiment, a counterbalanced, multiple- baseline-across-subjects design was used to determine if attention and performance monitoring had differential effects on the spelling study behaviors of four students with learning disabilities. Both interventions had a positive impact on students' on- task behavior as well as the number of times they correctly practiced spelling words. Two of the students, however, were more productive when using self-moni- toring of performance, and all the students preferred this self-monitoring proce- dure. In the second experiment, using the same design and procedures, the two self-monitoring interventions were applied to story writing. Both had a positive ef- fect on the length and quality of students' stories as well as their on-task behavior during writing. Neither of the self-monitoring interventions, however, was clearly or consistently superior to the other. Recommendations for teachers regarding design- ing, implementing, and evaluating self-monitoring procedures are provided.
127 citations
TL;DR: In this article, the authors explore how some children with learning disabilities maintain a positive self-concept despite academic difficulties, using Harter's model to investigate how children maintain positive selfconcept.
Abstract: The purpose of this study was to explore how some children with learning disabilities maintain a positive self-concept despite academic difficulties. The study used Harter's model to investigate th...
113 citations
TL;DR: In this article, the authors address the problem of facilitating student transfer of learned strategies, presenting what may be two essential instructional parameters: mediated mindfulness during strategy learning and the ability to transfer learned strategies.
Abstract: This article addresses the problem of facilitating student transfer of learned strategies, presenting what may be two essential instructional parameters: (a) mediated mindfulness during strategy le...
88 citations
TL;DR: The authors examined 48 studies of interventions designed to affect the reading comprehension of students with learning disabilities and coded their characteristics and effect sizes, and found that most of the interventions had little effect on reading comprehension.
Abstract: We examined 48 studies of interventions designed to affect the reading comprehension of students with learning disabilities and coded their characteristics and effect sizes. Our analyses revealed t...
76 citations
TL;DR: In this article, the authors describe and evaluate an instructional program designed to help students with learning disabilities learn about the concept of theme, identify themes in stories, and apply themes to real life.
Abstract: These studies describe and evaluate an instructional program designed to help students with learning disabilities learn about the concept of theme, identify themes in stories, and apply themes to real life. Subjects were fifth- and sixth-grade nondisabled students and students with mild learning disabilities (Study 1) and seventh and eighth graders with more severe disabilities (Study 2). In both studies, the program improved comprehension of theme and identification of a specific theme that had been used in instruction. Instructed students were more successful on both measures than students who received no instruction (Study 1) or traditional instruction (Study 2). Applying a theme to real-life situations and identifying and applying themes not included in instruction were more difficult tasks—especially for Study 2 students. However, these students did show improvement on recall of story detail. These findings indicate that even students with severe disabilities can profit from instruction focused on ab...
62 citations
TL;DR: In this article, the authors examined the social competence of students with learning disabilities (LD) from kindergarten through fifth grade and found that over time youngsters with LD demonstrated the same trends on all aspects of social competence as non-LD students.
Abstract: This article summarizes and extends the findings from a prospective, longitudinal study that examined the social competence of students with learning disabilities (LD) from kindergarten through fifth grade. Four components that represent a model of social competence were measured: peer relations, social cognition, behavior problems, and social skills. Findings revealed that over time youngsters with LD demonstrated the same trends on all aspects of social competence as nonLD students. Students with LD did not differ significantly from low-achieving (LA) nonLD students on any of the measures of social competence; however, they were significantly different from average/high-achieving (AHA) nonLD students on social skills and behavior problems, but not peer acceptance or self-concept. The discussion addresses the social competence of students with LD from a developmental perspective as well as how they contrast with other achievement groups (LA and AHA). Issues and suggestions for future directions for resea...
62 citations
TL;DR: In this paper, a study was designed to identify patterns of social-emotional subgroups among students with learning disabilities, and the sample consisted of 122 students from 12 self-contained classes for student learning disabilities.
Abstract: This study was designed to identify patterns of social-emotional subgroups among students with learning disabilities. The sample consisted of 122 students from 12 self-contained classes for student...
59 citations
TL;DR: This paper explored and document ways in which behaviors indicative of emerging literacy may be promoted in a group of preschool children (n=14; mean CA=5.2) with mild dysarthric conditions.
Abstract: The purpose of this investigation was to explore and document ways in which behaviors indicative of emerging literacy may be promoted in a group of preschool children (n=14; mean CA=5.2) with mild ...
53 citations
TL;DR: This article presented an integrated literacy curriculum for special education students that was designed to promote classroom discourse for negotiating and constructing meanings in reading and reading comprehension for reading and writing for children with disabilities.
Abstract: In this article we present an integrated literacy curriculum for special education students that was designed to promote classroom discourse for negotiating and constructing meanings in reading and...
TL;DR: The overlap between Attention-Deficit Hyperactivity Disorder (ADHD) and learning disabilities is consistently reported in the literature as mentioned in this paper, and the relationship between attention and cognitive and behavi...
Abstract: The overlap between Attention-Deficit Hyperactivity Disorder (ADHD) and learning disabilities is consistently reported in the literature. The relationship between attention and cognitive and behavi...
TL;DR: In this paper, the conceptual foundations of adaptive behavior as they relate to adults and young adults who exhibit different subtypes and severities of learning disabilities are reviewed and discussed. But they do not discuss the role of the individual in adaptive behavior.
Abstract: This article reviews the conceptual foundations of adaptive behavior as they relate to adults and young adults who exhibit different subtypes and severities of learning disabilities. Research findi...
TL;DR: The role of individual knowledge construction in socially mediated instructional activities is examined in this paper, where the authors argue that effective learning in social situations involves processes of communicational inference and knowledge consolidation.
Abstract: The role of individual knowledge construction in socially mediated instructional activities is examined. We argue that effective learning in social situations involves processes of communicational inference and knowledge consolidation. An analysis of these processes highlights the continuing need to incorporate individual learner characteristics in a full specification of the dynamics of effective socially mediated instruction.
TL;DR: In this paper, the authors present an organization of the content and the instructional strategies used to highlight important information in content area texts to show relationships among factual information, concepts, rules and organizational structures at both the lesson and the curricular level.
Abstract: Designing effective content area texts requires attention to both organization of the content and the instructional strategies used to highlight important information. Content should be organized to show relationships among factual information, concepts, rules, and organizational structures at both the lesson and the curricular level. Instructional strategies should be organized to highlight, integrate, and apply critical concepts and to provide cumulative review of those concepts across the curriculum.
TL;DR: In this article, the development of reading and writing in an eight-year-old student identified as learning disabled is described in the form of multiple theoretical perspectives, rooted in the forms of different theoretical perspectives.
Abstract: This case study chronicles the development of reading and writing in an eight-year-old student identified as learning disabled. The study is rooted in the forms of multiple theoretical perspectives...
TL;DR: Scaffolded instruction refers to teachers challenging students to engage in tasks that they are unable to complete independently and providing the support needed to enable students to share their knowledge as discussed by the authors, which is similar to shared task sharing.
Abstract: Scaffolded instruction refers to teachers (a) challenging students to engage in tasks that they are unable to complete independently and (b) providing the support needed to enable students to share...
TL;DR: The authors reviewed 27 studies on spelling instruction for students with learning disabilities and coded them for the following variables: student characteristics, instructional activities, nature of materials to be learned, and criterial tasks.
Abstract: We reviewed 27 published studies on spelling instruction for students with learning disabilities (LD) and coded them for the following variables: (a) student characteristics, (b) instructional activities, (c) nature of materials to be learned, and (d) criterial tasks (Jenkins, 1979). Most of the studies investigated the impact of instructional activities on the production of targeted spelling items by elementary-grade students with LD. We interpret the results of this review as suggesting that the following activities may enhance learning for some students with LD: (a) limiting the number of new words introduced each day, (b) facilitating student-directed and peer-assisted instruction, (c) directing students to name letters aloud as they are practiced, (d) including instruction in morphemic analysis, (e) providing immediate error imitation and correction, (f) using motivating reinforcers, and (g) providing periodic retesting and review. Only limited information is available on interventions that promote g...
TL;DR: This paper reported on the ways in which one teacher led her special education students' cognitive development in their "zones of proximal development", with a specific focus on her interactions with one preconventional writer.
Abstract: This article reports on the ways in which one teacher led her special education students' cognitive development in their “zones of proximal development,” with a specific focus on her interactions with one preconventional writer. Our examination showed that she advanced the student's performance by involving him in literacy activities in advance of competence, using meaningful text representations to scaffold performance, modeling and apprenticing him in the social dialogue, and assisting his performance through social interactions with peers.
TL;DR: In this paper, the National Institute of Child Health and Human Development (NICHD) within the National Institutes of Health (NIH) sponsored a working conference with a number of journal editors to discuss the drafting of a position paper to delineate criteria for the description of subjects within samples of persons with learning disabilities.
Abstract: The field of learning disabilities has grown since its recognition as a handicapping condition in 1968 to represent almost one-half of the children receiving special education services in the United States. At the same time, learning disability remains one of the least understood, yet most debated disabling conditions that affect children and adults. The persistent confusion regarding learning disabilities is due, in large part, to the ambiguous way in which the category is defined. Unfortunately, such ambiguity results in tremendous differences in how educational and clinical professionals identify children who manifest learning disabilities. In addition, confusion about the nature and needs of individuals with learning disabilities is exacerbated in the research arena because many researchers select their samples by simply drawing from classes of children with learning disabilities identified by school district procedures. As is now well known, these samples are biased in unknown ways because most selection procedures are influenced not only by objective test results, but by political and social factors operating within a given school district. In fact, it is more the rule than the exception that, because of inconsistent identification procedures and criteria, a child can literally be "cured" of a learning disability simply by moving across state lines or even by changing schools within the same community. Clearly, when research samples are taken from such sites, the variability inherent in sample characteristics prohibits replication and generalization of findings. This, in turn, constitutes a severe impediment to the development of any clinical science. In an effort to address this problem with members of the research community, the National Institute of Child Health and Human Development (NICHD) within the National Institutes of Health (NIH) sponsored a working conference with a number of journal editors to discuss the drafting of a position paper to delineate criteria for the description of subjects within samples of persons with learning disabilities. Within this context, scientists from NICHD (Duane Alexander, Reid Lyon, David Gray, and James Kavanagh) met with editorial representatives from the Journal of Clinical and Experimental Neuropsychology (Robin Morris), the Journal of Learning Disabilities (Judy Voress), the Learning Disability Quarterly (Lee Swanson), Exceptional Children (Naomi Zigmond), The Clinical Neuropsychologist (Byron Rourke), and the American Speech, Language, and Hearing Association (Tanya Gallagher). Editors from other
TL;DR: This paper investigated the effects of four types of prompting conditions on the narrative productions of seventh-and eighth-grade students with learning disabilities and without learning disabilities (NLD) and found that the difference between the quality of LD and NLD stories was significantly greater following the middle-prompt condition.
Abstract: The effects of four types of prompting conditions on the narrative productions of seventh- and eighth-grade students with learning disabilities (LD) and without learning disabilities (NLD) were investigated. Participants were asked to write four stories for which a beginning, middle, end, or no prompt was given in a randomly assigned order. Results indicated differences between LD and NLD groups in both quantity and quality of story production across prompts. A significant group-by-prompt interaction supported the experimental hypothesis. The difference between the quality of LD and NLD stories was significantly greater following the middle-prompt condition; that is, the LD group scored significantly lower when offered the middle prompt than under the other prompting conditions. The results are interpreted as supporting the theoretical position that students with LD reveal relatively greater propensity for linear-sequential processing. Hence, the quality of their writing performance on tasks requiring rec...