Activating the Inactive Learner: Use of Questions/Prompts to Enhance Comprehension and Retention of Implied Information in Learning Disabled Children

1980 ◽  
Vol 3 (1) ◽  
pp. 29-37 ◽  
Author(s):  
Bernice Y. L. Wong
Keyword(s):  
Learning Disabled ◽  
Sixth Graders ◽  
Disabled Children ◽  
Normally Achieving ◽  
Educational Implications

This article reports the findings of two studies involving comprehension and retention of implied information in learning disabled and normally achieving second and sixth graders. In the first study, evidence was obtained of inadequate processing of implied information in learning disabled children in both grades. In the second study, a simple questions/prompts procedure brought about improved/adequate processing of implied information in new, comparable groups of learning disabled second and sixth graders. The results were interpreted to support Torgesen's conceptualization of the learning disabled child as an inactive learner. Lastly, educational implications of the results were discussed.

Development of Conservation and Academic Achievement in Learning Disabled Children

1987 ◽  
Vol 60 (1) ◽  
pp. 71-77
Author(s):  
David S. Goh ◽  
Joy M. Hanson Wood
Keyword(s):  
Academic Achievement ◽  
Mathematics Achievement ◽  
Learning Disabled ◽  
Disabled Children ◽  
Peabody Picture Vocabulary ◽  
Test Analysis ◽  
Peabody Individual Achievement Test ◽  
Educational Implications ◽  
Individual Achievement ◽  
And Mathematics

To investigate learning disabled children's development of conservation concepts and its relationship with academic achievement 24 normal and 23 learning disabled children were individually administered the Concept Assessment Kit-Conservation, the Peabody Individual Achievement Test, and the Peabody Picture Vocabulary Test. Analysis indicated that learning disabled children showed slower development in acquisition of conservation concepts than their normal peers. Age affected conservation development of learning disabled children. Correlations were moderate to high for conservation concepts with reading and mathematics achievement in learning disabled children. Educational implications of the findings were discussed.

Linguistic and Metacognitive Aspects of Normally Achieving and Learning Disabled Children's Communication Process

1983 ◽  
Vol 6 (3) ◽  
pp. 289-304 ◽  
Author(s):  
Janet L. Olsen ◽  
Bernice Y.L. Wong ◽  
Ronald W. Marx
Keyword(s):  
Learning Disabled ◽  
Communication Process ◽  
Board Game ◽  
Disabled Children ◽  
Normally Achieving ◽  
Communication Problems ◽  
Regulatory Strategies ◽  
Research Findings ◽  
Continue Research ◽  
Pragmatic Strategies

This paper reports on two experiments which examined the linguistic and metacognitive aspects of the communication process in normally achieving and learning disabled children. In the first experiment, 15 normally achieving and 30 learning disabled children were individually taught a board game. Results showed that in communicating with a partner, learning disabled children were less aware of sociolinguistic strategy and used fewer planfulness strategies than their normally achieving peers. Moreover, they used substantially fewer tag questions, adverbs, and prepositional phrases. These results confirmed previous research findings on learning disabled children's communication problems. In the second experiment, 15 of the learning disabled children were trained to use sociolinguistic strategies of planfulness for one half hour a day for three days. The remaining 15 LD subjects engaged in an irrelevant task. Posttests followed training. To test for maintenance and generalization of learned skills, the trained group was asked to teach the board game and another game to a peer and a first grader four days after the posttest. Results indicated that training increased learning disabled children's sociolinguistic awareness and their use of sociolinguistic strategies of planfulness. Interestingly, the trained group's language increased in complexity after training. While use of pragmatic strategies was maintained, generalization of the trained skills and of the changes in linguistic complexity was not observed. Results suggest the need to continue research on learning disabled children's language problems and the importance of incorporating self-regulatory strategies in training programs designed to improve learning disabled children's communication skills.

Free Recall and Subjective Organization in Performance of Learning Disabled Children

1977 ◽  
Vol 40 (1) ◽  
pp. 117-118 ◽  
Author(s):  
Barry J. Wilson
Keyword(s):  
Free Recall ◽  
Elementary School Children ◽  
Learning Disabled ◽  
Recall Task ◽  
Subjective Organization ◽  
Disabled Children ◽  
Free Recall Task ◽  
Normally Achieving ◽  
Categorical Clustering ◽  
Learning Trials

16 learning disabled elementary school children were compared with 16 normally achieving classmates on a 12-item free-recall task administered over 12 learning trials. Learning disabled children were expected to exhibit deficit in recall and deficient organization of the material. A slight deficit in recall was noted with virtually identical scores on subjective organization. Results are inconsistent with previous research using categorical clustering as an index of organization.

Increasing Metacomprehension in Learning Disabled and Normally Achieving Students through Self-Questioning Training

1982 ◽  
Vol 5 (3) ◽  
pp. 228-240 ◽  
Author(s):  
Bernice Y. L. Wong ◽  
Wayne Jones
Keyword(s):  
Learning Disabled ◽  
Sixth Graders ◽  
Ninth Graders ◽  
Differential Effects ◽  
Normally Achieving ◽  
Active Nature ◽  
To Receive ◽  
Possible Cause

This study investigated the hypothesis that insufficient metacomprehension is one possible cause underlying learning disabled adolescents' comprehension problems, and that training them to monitor their understanding of important textual elements fosters metacomprehension and, consequently, improves their comprehension performance. A total of 120 learning disabled eighth and ninth graders and normally achieving sixth graders participated in the study. Half the subjects were randomly assigned to receive a 5-step self-questioning training in which they learned to monitor their understanding of important textual units. The results clearly showed that training substantially increased learning disabled adolescents' awareness of important textual units, as well as their ability to formulate good questions involving those units. Moreover, training facilitated their comprehension performance. However, training did not substantially increase normally achieving sixth graders' metacomprehension or comprehension performance. The differential effects of training on the two groups of students underscore the inactive nature of the learning disabled adolescents' reading as opposed to the active nature of reading in normally achieving sixth graders.

Concurrent Verbal and Emotion Laterality Effects Exhibited by Normally Achieving and Learning Disabled Children

2001 ◽  
Vol 7 (3) ◽  
pp. 153-161 ◽  
Author(s):  
John E. Obrzut ◽  
M.P. Bryden ◽  
Patricia Lange ◽  
M. Barbara Bulman-Fleming
Keyword(s):  
Learning Disabled ◽  
Disabled Children ◽  
Normally Achieving

Dyadic Verbal Communication Abilities of Learning Disabled and Normally Achieving Fourth- and Fifth-Grade Boys

1981 ◽  
Vol 4 (2) ◽  
pp. 139-151 ◽  
Author(s):  
Nancy J. Spekman
Keyword(s):  
Information Content ◽  
Communication Skills ◽  
Learning Disabled ◽  
Verbal Communication ◽  
Fifth Grade ◽  
Disabled Children ◽  
Normally Achieving ◽  
5Th Grade ◽  
And Training

This study examined the dyadic verbal communication skills of learning disabled and normally achieving 4th- and 5th-grade boys. The performances of 12 learning disabled children paired with 12 normally achieving children were compared with those of 12 dyads composed only of normally achieving children. The children exchanged information regarding a pattern of blocks under conditions varying the channels available for communication and feedback. All children performed the tasks in both Speaker and Listener roles. A measure of dyadic success was determined. In addition, the language used by the children was examined to obtain information on such variables as information content, response to questions, questions asked, and amount and efficiency of interactions. Dyads involving learning disabled children were found to be less successful and less efficient than those consisting of only normally achieving children. Further, the learning disabled children performed less successfully in certain aspects of the Speaker and Listener roles. Implications for assessment, class performance, and training are discussed.

Teachability and Behavior of Learning Disabled Children

1986 ◽  
Vol 59 (2) ◽  
pp. 471-476 ◽  
Author(s):  
William N. Bender
Keyword(s):  
Problem Behaviors ◽  
Learning Disabled ◽  
Analysis Of Covariance ◽  
Acting Out ◽  
Disabled Children ◽  
Appropriate Behavior ◽  
Educational Implications ◽  
The Disabled ◽  
And Behavior

Teachers' ratings of teachability and behavior for 38 learning disabled children in Grades 3 to 6 were compared with ratings for 38 nondisabled children. Only two correlations between behavior and teachability for the disabled group and six for the nondisabled group were significant. Analysis of covariance indicated that the disabled children received less positive teachability ratings on school-appropriate behavior. Also the disabled group was rated less positively on three overt problem behaviors, acting out, distractibility, and immaturity. Research and educational implications were discussed.

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