Learning problems and learning disabilities

2008 ◽  
Author(s):  
Howard Adelman ◽  
Linda Taylor
Keyword(s):  
Learning Disabilities ◽  
Learning Problems

scholarly journals Efficacy of the RtI Model in the Treatment of Reading Learning Disabilities

2021 ◽  
Vol 11 (5) ◽  
pp. 209
Author(s):  
Olga Arias-Gundín ◽  
Ana García Llamazares
Keyword(s):  
Learning Disabilities ◽  
Early Detection ◽  
Struggling Readers ◽  
Learning Problems ◽  
Effective Practices ◽  
Review Of The Literature ◽  
Monitoring Methods ◽  
Students At Risk ◽  
Prevention And Early Detection ◽  
Rti Model

(1) Background: The response to intervention (RtI) model makes possible the early detection of reading problems and early intervention for students at risk. The purpose of this study is to analyze the effective measures that identify struggling readers and the most effective practices of the RtI model in reading in Primary Education. (2) Method: A systematic review of the literature published between 2010 and 2020 was performed, analyzing in the 31 selected articles, the identification and monitoring methods and the interventions at the different tiers of the RtI model. (3) Results: There are different methods to identify struggling readers, and there is no consensus on the matter. There are also many differences in the implementation of the different tiers of the RtI model; however, its effectiveness is demonstrated. (4) Conclusions: The implementation of the RtI model in a flexible way adapted to the circumstances of each moment, and can be considered as a highly effective resource in the prevention and early detection of reading learning problems.

Performance of Students with Learning Disabilities on Validity Indexes of the Perception of Ability Scale for Students

1992 ◽  
Vol 75 (1) ◽  
pp. 27-34 ◽  
Author(s):  
James W. Chapman ◽  
Frederic J. Boersma
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Learning Problems ◽  
Response Patterns ◽  
Students With Learning Disabilities ◽  
Regular Form ◽  
Disabled Students ◽  
Normally Achieving ◽  
Scale Scores ◽  
Response Biases

The present study examined the performance of 78 students with learning disabilities and 71 normally achieving students in regular Form 1 (Grade 6) classes on three validity indexes of the Perception of Ability Scale for Students, a measure of academic self-concept. The three indexes assess consistency of responding, negative or positive response biases, and misrepresentation of self-perceptions in terms of unrealistic perceptions of perfection in school. Analysis showed that learning disabled students obtained significantly lower Full Scale scores than the normal students, but no significant differences appeared on the three validity indexes. Users of the test can be confident that learning disabled students respond to items in as valid a manner as other students. Having specific learning problems in school should not interfere with response patterns on this scale.

Education Students' Overestimation of the Prevalence of Learning Disabilities

1994 ◽  
Vol 75 (1) ◽  
pp. 195-198 ◽  
Author(s):  
Mark Flynn ◽  
I. W. Kelly ◽  
B. L. Janzen
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Learning Problems ◽  
Negative Consequences ◽  
Education Students ◽  
Upper Limits ◽  
Training Institutions ◽  
Second Year

A number of studies have suggested that educators overestimate the prevalence of learning disabilities in the schools. In this study, we found that 339 first- and second-year education students estimated the prevalence of learning disabilities to be four times higher than the upper limits of prevalence established by experts. Given that mislabelling students as ‘learning disabled’ may have negative consequences for them, the meaning, etiology, and prevalence of students' learning problems should be addressed by training institutions.

Learning Disabilities as Functions of Familial Learning Problems and Developmental Problems

1991 ◽  
Vol 57 (5) ◽  
pp. 427-440 ◽  
Author(s):  
J. M. Oliver ◽  
Nancy Hodge Cole ◽  
Holly Hollingsworth
Keyword(s):  
Learning Disabilities ◽  
Learning Problems ◽  
Developmental Problems

Allergies and Learning Disabilities

1985 ◽  
Vol 8 (4) ◽  
pp. 255-260 ◽  
Author(s):  
James A. McLoughlin ◽  
Michael Nall ◽  
Joseph Petrosko
Keyword(s):  
Learning Disabilities ◽  
Emotional Disorders ◽  
School Attendance ◽  
Learning Disabled ◽  
Learning Problems ◽  
Achievement Scores ◽  
Popular Press ◽  
Social Emotional ◽  
Medical Symptoms ◽  
Made In

Numerous connections between allergies and learning disabilities have been made in the popular press and other media directed to parents of the learning disabled. This article briefly traces the reasons for this association and critically analyzes existing research of such factors as school underachievement and learning problems, listening and hearing problems, absenteeism, and social-emotional disorders. Results of a comparison of group achievement scores, school attendance records, and medical symptoms of allergic and nonallergic students with and without learning disabilities raise serious questions about the purported relationship between allergies and learning problems.

scholarly journals LEARNING SCENARIO QURAN RECITATION STUDENT WITH LEARNING DISABILITIES (MODERATE FUNCTIONALITY)

2019 ◽  
Vol 1 (1) ◽  
pp. 07-13
Author(s):  
Rabiatuladawiyah Saleh ◽  
Mohd Nizam Sahad
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Special Needs ◽  
Learning Difficulties ◽  
Islamic Education ◽  
Learning Problems ◽  
Functional Learning

Qur’an recitation is one of the components of Islamic Education for special education pupils with learning difficulties. The instruction of the Qur'an recitation for special education pupils is different when compared to average pupils. This paper discusses the Qur'an recitation learning scenario for special needs pupils with learning difficulties of moderate functional learning. Moreover, there are some challenges that teachers need to face in teaching Quran recitation to these pupils. However, the shortcomings of these pupils can be overcome through different learning compared to the natural ones. Therefore, pupils with learning problems will not be neglected in the study of the Qur'an.

The Methodological Content of Teacher Education Programs in Learning Disabilities: A Problem of Duplication

1987 ◽  
Vol 10 (4) ◽  
pp. 291-300 ◽  
Author(s):  
Marleen Pugach ◽  
M. Elizabeth Whitten
Keyword(s):  
Teacher Education ◽  
Learning Disabilities ◽  
National Survey ◽  
Learning Disabled ◽  
Learning Problems ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Methods Courses

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 relative emphasis of an array of methodologies for remediation taught in major required methods courses. Results indicate that many of the dominant methodologies are those that are commonly included in programs of general teacher education. Further, within a given course, the range of methodologies stressed include those that have proven effective, as well as those proven to be ineffective for remediating learning problems. The article concludes with a discussion of the implications of these results for preparation of teachers of learning disabled and mildly handicapped students.

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