Learning Disabilities Marker Variables Project

Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs
1998 ◽  
Vol 19 (5) ◽  
pp. 291-299 ◽  
Author(s):  
Michael E. Spagna

Despite warnings that the field of learning disabilities (LD) must address the issue of population heterogeneity, the LD research community still lacks operational definitions of specific learning disabilities as well as a systematic approach for reporting sample characteristics. Recently, however, a definition of dyslexia has been proposed that might signal a significant advance. This article builds on this definition of dyslexia by: (a) reintroducing the concept of marker variables, (b) proposing a strategy for developing an updated marker variable system, (c) presenting a preliminary working set of dyslexia marker variables, and (d) calling for the eventual adoption of this or similar marker variable systems to facilitate future research efforts.


1978 ◽  
Vol 1 (3) ◽  
pp. 5-11 ◽  
Author(s):  
Barbara K. Keogh ◽  
Susan M. Major ◽  
Helen Patricia Reid ◽  
Patricia Gándara ◽  
Hisako Omori

The learning disability field has been plagued by unclear definitional criteria resulting in inconsistencies and confusion regarding research findings and program effects. The concept of marker variables as presented by Keogh et al. may be a means of guiding research and comparing research results. Marker variables may be thought of as a set of core variables which are collected in common by those conducting research within a given field. The identification and adoption of a systematic, cooperative approach to the documentation of research and intervention with learning disabled students would aid in the comparability and generalizability of the findings. This article discusses the concept of marker variables as they are being applied to the learning disability field in the UCLA Marker Variable Project.


1997 ◽  
Vol 6 (3) ◽  
pp. 57-65 ◽  
Author(s):  
Lisa A. Wood ◽  
Joan L. Rankin ◽  
David R. Beukelman

Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired word and inserts it into a line of text. This software is used to support individuals with severe speech, physical, and learning disabilities. This tutorial describes the features of a variety of word prompt programs and reviews the current literature on the use of these programs by people with oral and written language needs. In addition, a matrix that identifies the features contained in eight sample word prompt programs is provided. The descriptions of features and the matrix are designed to assist speech-language pathologists and teachers in evaluating and selecting word prompt programs to support their clients' oral and written communication.


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