A Comparison of the Proportional Reasoning Abilities of Learning Disabled and Non-Learning Disabled Children and Adolescents

1983 ◽  
Vol 6 (3) ◽  
pp. 313-320
Author(s):  
Rose Sinicrope ◽  
Lori Bell Mick
Keyword(s):  
Problem Solving ◽  
School District ◽  
Children And Adolescents ◽  
Proportional Reasoning ◽  
Learning Disabled ◽  
Disabled Children ◽  
Symbolic Form ◽  
Disabled Students ◽  
Reasoning Abilities

Noelting's (1980a, 1980b) three parallel instruments on proportional reasoning—two presenting problem-solving tasks in the ratio and division interpretations of fractions and one presenting the tasks in the purely symbolic form of numerical fractions—were administered to 6 female and 41 male learning disabled students, grades four through eight. Performances on the instruments were then compared to the performances of 120 non-learning disabled students in grades five through nine of the same school district. The purpose of the study was to determine whether learning disabled students differed in their development of proportional reasoning and whether their disability was in the use of symbols and language and not in their ability to solve proportional problems. Developmental scalograms, PPR>0.93, resulted in support of the hypothesis that the proportional reasoning abilities of the learning disabled student are developmental and thus not unlike those of the non-learning disabled student. A comparison of the three means for the two groups revealed a reversal in performance with the learning disabled students more successful at problem solving and the non-learning disabled students more successful at the purely symbolic form of numerical fractions. Unlike the non-learning disabled students, the learning disabled students' inability to express a strategy did not indicate an inability to solve the problem.

Social Status of Learning Disabled Children and Adolescents: A Review

1985 ◽  
Vol 8 (3) ◽  
pp. 189-204 ◽  
Author(s):  
Curtis C. Dudley-Marling ◽  
Rebecca Edmiaston
Keyword(s):  
Children And Adolescents ◽  
Social Status ◽  
Learning Disabled ◽  
Disabled Persons ◽  
Disabled Children ◽  
Disabled Students ◽  
Adolescents And Adults

Low social status is frequently ascribed to learning disabled children and adolescents. This article reviews published investigations of social status among learning disabled children, adolescents, and adults. Results indicate that, contrary to prevailing assumptions, not all or even most learning disabled persons are held in low esteem by their teachers, parents, and peers. In fact, some learning disabled students are popular. Therefore, as a group, the learning disabled may merely be at greater risk for attaining low social status.

Conversational Interactions between Mothers and Learning-Disabled or Nondisabled Children during a Problem-Solving Task

1984 ◽  
Vol 49 (1) ◽  
pp. 64-71 ◽  
Author(s):  
Tanis Bryan ◽  
Mavis Donahue ◽  
Ruth Pearl ◽  
Allen Herzog
Keyword(s):  
Problem Solving ◽  
Peer Interactions ◽  
Learning Disabled ◽  
Disabled Children ◽  
Conversational Style ◽  
Conversational Interactions ◽  
Problem Solving Task

This study focused on mother-child interactions during a problem-solving task to determine whether (a) mothers of learning-disabled children engage in conversational buffering to facilitate their child's participation in the task, and (b) whether learning-disabled children differ from nondisabled children in their use of language with their mothers. The results of this study provide some evidence that mothers of both learning-disabled and nondisabled children engage in conversational buffering, although there were few differences between the mothers of the learning-disabled and nondisabled children. Differences between learning-disabled and nondisabled children showed that the learning-disabled were more likely to agree with and less likely to disagree with their mothers than were the nondisabled children. These findings provide some evidence of maternal conversational buffering and suggest that learning-disabled children's previously reported unassertive conversational style in peer interactions extends to talk with their mothers.

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.

Reliability of Standardized Assessment Instruments When Used with Learning Disabled Children

1978 ◽  
Vol 1 (3) ◽  
pp. 23-31 ◽  
Author(s):  
Monte D. Smith ◽  
Carl M. Rogers
Keyword(s):  
Learning Disability ◽  
Basic Assumption ◽  
Field Work ◽  
Learning Disabled ◽  
Standardized Assessment ◽  
Assessment Instruments ◽  
Disabled Children ◽  
Disabled Students ◽  
Normative Population ◽  
Affective Assessment

Many practitioners and researchers in the learning disability field work under the basic assumption that the various assessment instruments commonly used with learning disabled populations exhibit the same reliability when used with learning disabled students as when used with a more normative population. The purpose of this study was to test this assumption by examining the reliabilities of several tests of intellectual, academic, and affective assessment when administered to learning disabled students.

Three-Year Analysis of Characteristics of Learning Disabled Students in Self-Contained Classrooms and Resource Rooms

1989 ◽  
Vol 69 (2) ◽  
pp. 635-641 ◽  
Author(s):  
Stanley E. Wigle ◽  
Warren J. White
Keyword(s):  
School District ◽  
Learning Disabled ◽  
Achievement Scores ◽  
Disabled Students ◽  
Resource Room ◽  
Resource Rooms ◽  
Over Time

The present investigation examined the characteristics of school-identified learning disabled students from a large metropolitan school district in Tennessee. While it corroborated several findings of previous surveys of such students, this report also supplemented the literature by comparing the differences within a three-year span of time between school-identified learning disabled students who were assigned to self-contained classrooms and those who were assigned to resource rooms. Among the major findings were the presence of initial differences in IQ between self-contained and resource room students, the absence of differences in initial achievement scores between these two groups, and a decline over time in IQ, arithmetic, and spelling scores for both groups.

A Multidirectional Model for Assessing Learning Disabled Students' Intelligence: An Information-Processing Framework

1988 ◽  
Vol 11 (3) ◽  
pp. 233-247 ◽  
Author(s):  
H. Lee Swanson
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Learning Disabled ◽  
Strategy Development ◽  
Thinking Aloud ◽  
Disabled Students ◽  
Intelligent Behavior ◽  
Problem Solving Strategies ◽  
And Performance ◽  
Experimental Findings

This article presents an information-processing approach to the assessment of learning disabled students' intellectual performance. The model is based on the assumption that intelligent behavior is comprised of a variety of problem-solving strategies. Its validity rests on experimental findings of Brown (1978), Neisser (1976, 1981), Newell and Simon (1972), and Sternberg (1977, 1978, 1979, 1981), to name a few. Each plane of assessment includes decisions about: (a) the relationship between hypothesis testing and overall performance; (b) the knowledge base which influences strategy development; (c) the ability to coordinate, direct, and organize search strategies; (d) the metacognitive parameters of learning and performance; and (e) the abstracting of problem-solving strategies. Sample “probing” questions are provided to direct assessment procedures. Within each plane, different components are assessed. The article presents an account of child problem solving and illustrates its underlying assumptions with a “thinking aloud” protocol. The model suggests that substrategy behavior may develop independently or within different planes. Finally, conclusions are drawn to direct intervention approaches.

A Multidirectional Model for Assessing Learning Disabled Students' Intelligence: An Information-Processing Framework

1982 ◽  
Vol 5 (3) ◽  
pp. 312-326 ◽  
Author(s):  
H. Lee Swanson
Keyword(s):  
Information Processing ◽  
Problem Solving ◽  
Learning Disabled ◽  
Strategy Development ◽  
Thinking Aloud ◽  
Disabled Students ◽  
Intelligent Behavior ◽  
Problem Solving Strategies ◽  
And Performance ◽  
Experimental Findings

This article presents an information-processing approach to the assessment of learning disabled students' intellectual performance. The model is based on the assumption that intelligent behavior is comprised of a variety of problem-solving strategies. Its validity rests on experimental findings of Brown (1978), Neisser (1976, 1981), Newell and Simon (1972), and Sternberg (1977, 1978, 1979, 1981), to name a few. Each plane of assessment includes decisions about: (a) the relationship between hypothesis testing and overall performance; (b) the knowledge base which influences strategy development; (c) the ability to coordinate, direct, and organize search strategies; (d) the metacognitive parameters of learning and performance; and (e) the abstracting of problem-solving strategies. Sample “probing” questions are provided to direct assessment procedures. Within each plane, different components are assessed. The article presents an account of child problem solving and illustrates its underlying assumptions with a “thinking aloud” protocol. The model suggests that substrategy behavior may develop independently or within different planes. Finally, conclusions are drawn to direct intervention approaches.

Sign in / Sign up

Export Citation Format

Share Document