Comprehension of Linguistic Concepts Requiring Logical Operations by Learning-Disabled Children

1973 ◽  
Vol 16 (4) ◽  
pp. 627-636 ◽  
Author(s):  
Elisabeth H. Wiig ◽  
Eleanor M. Semel
Keyword(s):  
Learning Disabilities ◽  
Sentence Comprehension ◽  
Control Period ◽  
Preliminary Finding ◽  
First Grade ◽  
Learning Disabled ◽  
Disabled Children ◽  
Logical Operations ◽  
Analysis And Synthesis ◽  
Remedial Intervention

The comprehension of linguistic concepts requiring logical operations was compared in 32 learning-disabled and 16 achieving children. The results indicated that the learning-disabled children made significantly more errors than their controls. Comparison of the performances of learning-disabled males and females indicated no significant differences. It was concluded that children with specific learning disabilities exhibit significant deficits in their ability to comprehend linguistic concepts requiring logical operations. These deficits were interpreted to reflect impairments of abstraction and generalization and simultaneous analysis and synthesis as well as delays in logical development. Subsequently, the effect of remedial intervention was assessed in six learning-disabled, first-grade, transition-class males. The results showed no significant performance changes during a six-week control period before training. In contrast, there was a significant improvement in sentence comprehension after six weeks of remedial intervention. The preliminary finding that remedial intervention effectively improved logicogrammatical sentence comprehension indicates a favorable prognosis for the remediation of these deficits in children with learning disabilities.

Logico-Grammatical Sentence Comprehension by Adolescents with Learning Disabilities

1974 ◽  
Vol 38 (3_suppl) ◽  
pp. 1331-1334 ◽  
Author(s):  
Elisabeth H. Wiig ◽  
Eleanor M. Semel
Keyword(s):  
Learning Disabilities ◽  
Experimental Test ◽  
Sentence Comprehension ◽  
Significant Proportion ◽  
Learning Disabled ◽  
Disabled Children ◽  
Sequential Memory ◽  
Grammatical Sentence ◽  
Existing Data

The comprehension of 50 logico-grammatical sentences was assessed for 30 learning disabled adolescents ranging in age from 12 to 16 yr. Performances were compared with existing data for normative age peers. A significant proportion of the learning disabled children exhibited quantitative reductions. Performances correlated positively and significantly with age scores for Psycholinguistic Age, Auditory Association, Reception, Sequential Memory, and Manual Expression (ITPA). The findings suggest that the experimental test may be used to identify deficits in processing linguistic concepts by adolescents with learning disabilities.

Referential Communication Abilities of Learning Disabled Children

1980 ◽  
Vol 3 (3) ◽  
pp. 70-75 ◽  
Author(s):  
Margaret M. Noel
Keyword(s):  
Learning Disabilities ◽  
Communication Competence ◽  
Learning Disabled ◽  
Spoken Language ◽  
Referential Communication ◽  
Communication Effectiveness ◽  
Language Function ◽  
Disabled Children ◽  
Communication Ability ◽  
General Communication

Disorders of spoken language have long been associated with learning disabilities. Recent research has focused less on linguistic characteristics and more on general communication effectiveness. This study investigated the referential communication ability of LD and non-LD elementary students. Developmental research has indicated that this language function tends to be well developed by early childhood and is a major precursor of later communication competence. Results of the present study indicated that LD students were less effective in providing descriptive information about objects than non-LD peers. Further analysis of LD communication revealed that such a lack of effectiveness was due to the LD students' limited use of labeling in their verbal descriptions.

The Relationship between Creativity and Selective Attention in LD Boys

1979 ◽  
Vol 2 (1) ◽  
pp. 53-59 ◽  
Author(s):  
Sara G. Tarver ◽  
Barbara R. Buss ◽  
Ronald P. Maggiore
Keyword(s):  
Learning Disabilities ◽  
Selective Attention ◽  
Learning Disabled ◽  
Children And Youth ◽  
Disabled Children ◽  
Special Significance ◽  
The Relationship

Historically, most programming and research efforts in the field of learning disabilities have focused on the disabilities evidenced by LD children and youth. By representing an attempt to consider the positive attributes of LD individuals, the study of creativity in the learning disabled population takes on special significance. The results of this investigation support the relationship between selective attention and creativity in LD boys. However, it was found that the relationship changed as a function of age and the type of creativity measured. The issues raised by this line of inquiry should provide impetus for other investigations designed to explore such attributes as creativity in learning disabled children and youth.

Strategy Training: A Need for Clarification

1987 ◽  
Vol 54 (1) ◽  
pp. 24-30 ◽  
Author(s):  
Laurie U. deBettencourt
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Training Needs ◽  
Strategy Training ◽  
Disabled Children ◽  
Disabled Students ◽  
Training Interventions ◽  
Precise Understanding

On the basis of research in the field of learning disabilities it has been concluded that many learning disabled students can be characterized as strategy-deficient, inactive learners. However, a precise understanding of strategy training procedures is frequently obscured by researchers. The term “strategy training” needs to be defined more clearly so that the approaches are understood more universally. In this article I discuss the rationale for strategy training interventions with learning disabled children, describe three approaches that are currently being studied in the field, and discuss the issues that arise.

The Slingerland Screening Tests for Identifying Children with Specific Language Disability: Screening for Learning Disabilities in First Grade

1979 ◽  
Vol 49 (3) ◽  
pp. 971-978 ◽  
Author(s):  
Thomas E. Dinero ◽  
Carol H. Donah ◽  
Gerald L. Larson
Keyword(s):  
Learning Disabilities ◽  
Group Membership ◽  
Language Disability ◽  
Specific Language Disability ◽  
First Grade ◽  
Learning Disabled ◽  
Screening Tests ◽  
Near Vision ◽  
Specific Language ◽  
Kinesthetic Perception

The responses on the Slingerland tests of 29 learning disabled and 11 nondisabled children in Grade 1 distinguished the two groups, except for copying (near vision). Copying (far vision) and auditory, visual, and kinesthetic perception and discrimination together were the strongest predictors of group membership.

Variables Influencing Phonemic Discrimination Performance in Normal and Learning-Disabled Children

1979 ◽  
Vol 44 (4) ◽  
pp. 543-556 ◽  
Author(s):  
Margaret J. Atchison ◽  
Gerald J. Canter
Keyword(s):  
Reading Achievement ◽  
Discrimination Performance ◽  
First Grade ◽  
Learning Disabled ◽  
Receptive Vocabulary ◽  
Disabled Children ◽  
Discrimination Test ◽  
Impaired Performance ◽  
Lower Performance ◽  
Small Subgroup

Twenty-five learning-disabled and 25 normal first-grade-age children took a phonemic discrimination test that manipulated word-pairs systematically according to degree of phonetic difference, position of phoneme contrast, and lexical familiarity. Results indicated that (1) the significantly lower performance of the learning-disabled to children as a group was due to the impaired performance by a small subgroup, (2) all three stimulus variables had significant effects on performance, (3) all combinations of stimulus variables interacted significantly, and (4) discrimination performance did not correlate with measures of receptive vocabulary or reading achievement for either group.

Maternal Behavior and Family Constellation as Predictors of Social Competence in Learning Disabled Children

1978 ◽  
Vol 1 (3) ◽  
pp. 80-86 ◽  
Author(s):  
Judith Horen Freund ◽  
Richard Elardo
Keyword(s):  
Learning Disabilities ◽  
Maternal Behavior ◽  
Preliminary Data ◽  
Social Relationship ◽  
Parental Behavior ◽  
Learning Disabled ◽  
Research Area ◽  
Disabled Children ◽  
Family Constellation ◽  
The Social

The extent to which the social relationship deficits exhibited by some learning disabled children might be associated with parental behavior is largely undetermined. This study is an attempt to analyze a variety of factors related to maternal behavior and family constellations in a learning disabled population. While the study suffers from a small number of subjects, the results provide preliminary data in a research area largely neglected in learning disabilities.

Competencies for Professionals in Learning Disabilities

1978 ◽  
Vol 1 (2) ◽  
pp. 69-77 ◽  
Author(s):  
Phyllis L. Newcomer
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Professional Organization ◽  
Children And Youth ◽  
Disabled Children ◽  
Major Step ◽  
Broad Base ◽  
Current Practices

A major role of any professional organization is to establish standards by which professionals and practices in the field can be evaluated. DCLD has taken a major step in this direction by developing a set of competencies for teachers of learning disabled children and youth. This article presents the rationale behind the development of these competencies as well as potential uses of the competency statements. The development of this set of competency statements underscores the Division's commitment to upgrading current practices. Readers are strongly encouraged to provide feedback to Dr. Newcomer's Committee on the scope, format, and content of the competency statements. Meaningful standards can best be derived from these statements through a broad base of input from professionals in the field.

Use of the Jordan Left-Right Reversal Test with Learning Disabled Children

1978 ◽  
Vol 47 (3_suppl) ◽  
pp. 1291-1297 ◽  
Author(s):  
Stephen S. Strichart
Keyword(s):  
Learning Disabilities ◽  
Diagnostic Procedure ◽  
Learning Disabled ◽  
Disabled Children ◽  
Normal Children ◽  
Test Instrument ◽  
Test Retest Reliability ◽  
Age Range ◽  
Reversal Errors ◽  
Reversal Test

This investigation established the reliability of the Jordan Left-Right Reversal Test for learning disabled children. Test-retest reliability coefficients ranged from .89 to .92 for a sample of 91 children, 5 through 12 yr., attending private schools for children with learning disabilities. Reversal errors decreased with age for boys and girls, although girls 9 through 12 made significantly fewer errors than did boys in the same age range. Learning disabled children made more errors at all ages than normal children. This test instrument was determined to be a measure of the global tendency to make visual reversal errors and was viewed as an appropriate part of the learning disabilities diagnostic procedure.

Legislative Definitions of Learning Disabilities: Roadblocks to' Effective Service

1975 ◽  
Vol 8 (10) ◽  
pp. 660-666 ◽  
Author(s):  
Patricia H. Gillespie ◽  
Ted L. Miller ◽  
Virginia Dodge Fielder
Keyword(s):  
Learning Disabilities ◽  
Learning Disabled ◽  
Educational Needs ◽  
Disabled Children ◽  
State Legislation ◽  
Current State ◽  
Differences Of Opinion ◽  
Effective Service

Current state legislation reflects professional differences of opinion about the identification, assessment, and placement of learning disabled children. The authors suggest that services for the learning disabled will be improved if legislation decreases its emphasis on categories and concentrates instead on providing mechanisms for meeting the specific educational needs of individual children.

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