Learning Disabilities Marker Variables Project

2008 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs
Keyword(s):  
Learning Disabilities ◽  
Marker Variables

Dyslexia Marker Variables

1998 ◽  
Vol 19 (5) ◽  
pp. 291-299 ◽  
Author(s):  
Michael E. Spagna
Keyword(s):  
Learning Disabilities ◽  
Systematic Approach ◽  
Population Heterogeneity ◽  
Significant Advance ◽  
Future Research ◽  
Sample Characteristics ◽  
Working Set ◽  
Marker Variables ◽  
Definition Of ◽  
Specific Learning

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.

Marker Variables: A Search for Comparability and Generalizability in the Field of Learning Disabilities

1978 ◽  
Vol 1 (3) ◽  
pp. 5-11 ◽  
Author(s):  
Barbara K. Keogh ◽  
Susan M. Major ◽  
Helen Patricia Reid ◽  
Patricia Gándara ◽  
Hisako Omori
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Learning Disabled ◽  
Disabled Students ◽  
Research Results ◽  
Cooperative Approach ◽  
Program Effects ◽  
Research Findings ◽  
Conducting Research ◽  
Marker Variables

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.

Word Prompt Programs

1997 ◽  
Vol 6 (3) ◽  
pp. 57-65 ◽  
Author(s):  
Lisa A. Wood ◽  
Joan L. Rankin ◽  
David R. Beukelman
Keyword(s):  
Learning Disabilities ◽  
Current Literature ◽  
Word Processing ◽  
Computer Software ◽  
Written Language ◽  
Written Communication ◽  
Speech Language Pathologists ◽  
Basic Word ◽  
The Matrix ◽  
Language Needs

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.

Sign in / Sign up

Export Citation Format

Share Document