Temporal Stability of the Metropolitan Achievement Test When Used with Learning Disabled Children

1980 ◽  
Vol 3 (2) ◽  
pp. 84-86 ◽  
Author(s):  
Salvatore A. Zingale ◽  
Monte D. Smith ◽  
Paul R. Dokecki
Keyword(s):  
Learning Disabilities ◽  
Academic Performance ◽  
Temporal Stability ◽  
Learning Disabled ◽  
Achievement Test ◽  
Cutoff Point ◽  
Learning Problems ◽  
Chronological Age ◽  
Disabled Children ◽  
Mental Age

The temporal stability of three levels of the Metropolitan Achievement Test (Primary I, Primary II, and Elementary) when administered to children with learning disabilities was investigated. Participants in the study were children identified by their schools as having learning problems based on discrepancies between their chronological age, mental age, and level of academic performance. The MAT was administered twice with a one-month interval between administrations. Many coefficients of temporal stability obtained were above the pre-established .80 cutoff point. It was concluded that the MAT is reliable when used with learning disabled children.

Academic Characteristics of Behaviorally Disordered and Learning Disabled Students

1986 ◽  
Vol 11 (3) ◽  
pp. 184-190 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri
Keyword(s):  
Academic Performance ◽  
Factor Structure ◽  
Test Performance ◽  
Learning Disabled ◽  
Achievement Test ◽  
Disabled Children ◽  
Disabled Students ◽  
Behaviorally Disordered ◽  
Academic Characteristics

The academic performance of 1.480 behaviorally disordered and learning disabled children attending grades 1-3 was compared. Results indicated that differences in academic performance between behaviorally disordered and learning disabled students were trivial. In addition, supplementary analyses indicated that the two groups did not differ with respect to factor structure of achievement test performance, nor did they differ with respect to reading/math correlations. Implications with respect to cross-categorical education are discussed.

Inhibition of Motor Movement in Children with Learning Disabilities

1982 ◽  
Vol 54 (3_suppl) ◽  
pp. 1077-1078 ◽  
Author(s):  
Gabriel D'Amato ◽  
Paul M. Herr
Keyword(s):  
Learning Disabilities ◽  
Hand Movement ◽  
Learning Disabled ◽  
Disabled Children ◽  
School Grade ◽  
Motor Movement ◽  
Mental Age

This study compared 36 learning disabled school-grade children with 17 controls matched for mental age on the ability to inhibit hand movement. Using a “Move A Ball Slowly” game-like apparatus, responses suggested older rather than younger disabled children had more difficulty.

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.

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.

Vision and Academic Performance of Learning Disabled Children

1986 ◽  
Vol 62 (1) ◽  
pp. 323-336 ◽  
Author(s):  
Rhoda E. Wharry ◽  
Sue W. Kirkpatrick
Keyword(s):  
Academic Performance ◽  
Learning Disabled ◽  
Disabled Children

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.

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