A Longitudinal Study of LD Children's Self-Evaluations

1987 ◽  
Vol 10 (4) ◽  
pp. 258-266 ◽  
Author(s):  
Janet Kistner ◽  
Mary Osborne
Keyword(s):  
Longitudinal Study ◽  
Interval Analysis ◽  
Learning Disabled ◽  
Perceived Competence ◽  
Response Patterns ◽  
Developmental Patterns ◽  
Normally Achieving ◽  
Competence Scale

Developmental patterns of school-identified learning disabled (LD) and normally achieving (NA) students' responses to the Perceived Competence Scale for Children (PCSC) were investigated in this longitudinal study. Relative to the NA group, LD children were more negative about themselves; however, their self-evaluations did not become more negative over a two-year interval. Analysis of response patterns across PCSC subscales suggested that most of the LD sample was not appropriately characterized by persistent, globally negative self-evaluations. A subgroup of LD children who were very negative about themselves at both test administrations was identified. The characteristics of this subgroup were subsequently examined.

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.

Perceived Competence and Self-Worth of LD and Normally Achieving Students

1987 ◽  
Vol 10 (1) ◽  
pp. 37-44 ◽  
Author(s):  
Janet Kistner ◽  
Mary Haskett ◽  
Karen White ◽  
Frank Robbins
Keyword(s):  
Cognitive Abilities ◽  
Learning Disabled ◽  
Perceived Competence ◽  
Physical Competence ◽  
Normally Achieving ◽  
Self Worth ◽  
Negative Perceptions ◽  
Physical Abilities ◽  
School Learning ◽  
Elementary And Middle School

Elementary and middle-school learning disabled (LD) and normally achieving (NA) students' responses to the Perceived Competence Scale for Children were compared. This scale measures general self-worth as well as perceptions of cognitive, social and physical competence. In accord with previous research, LD students were found to hold lower opinions of their cognitive abilities than did NA students. Furthermore, compared to their peers, LD students held less favorable perceptions of their physical abilities. LD and NA students' ratings for general self-esteem did not differ, nor did the groups vary in perception of social competence. These results indicate that LD children maintain generally positive self-evaluations, despite their recognition of limitations in some areas. Based on comparisons between teacher and student ratings, subgroups of LD students who held unrealistically positive or negative perceptions of themselves were identified. The characteristics of these subgroups were examined.

Syntactic Development in the Oral Language of Learning Disabled and Normal Students at the Intermediate and Secondary Level

1983 ◽  
Vol 6 (2) ◽  
pp. 155-165 ◽  
Author(s):  
Rochelle B. Simms ◽  
W. Donald Crump
Keyword(s):  
Language Development ◽  
Oral Language ◽  
Secondary Level ◽  
Learning Disabled ◽  
Oral Language Development ◽  
Normally Achieving ◽  
Density Score ◽  
Crucial Component ◽  
Syntactic Development ◽  
Two Indices

Syntax is a crucial component of oral language development. Frequently, learning disabled children's oral language development is characterized by syntax problems. Hence, since deviations in oral language development may form the basis for identification of learning disabilities, adequate indices of oral language development are needed. The purpose of this study was to explore two indices of syntactic development in oral language, the T-unit and the Syntactic Density Score. Learning disabled students and a matched group of normally achieving peers were compared on these indices at four age levels. Results are reported for each measure along with a discussion and implications.

Development of learning-disabled and normally achieving children's causal attributions

1985 ◽  
Vol 13 (4) ◽  
pp. 639-647 ◽  
Author(s):  
Janet Kistner ◽  
Karen White ◽  
Mary Haskett ◽  
Frank Robbins
Keyword(s):  
Causal Attributions ◽  
Learning Disabled ◽  
Normally Achieving

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.

Morphological Development and Writing Ability in Children and Adults

1991 ◽  
Vol 22 (4) ◽  
pp. 228-235 ◽  
Author(s):  
Hyla Rubin ◽  
Patricia A. Patterson ◽  
Miriam Kantor
Keyword(s):  
Language Learning ◽  
Learning Disabled ◽  
Spoken Language ◽  
Second Graders ◽  
Written Language ◽  
Written Expression ◽  
Morphological Development ◽  
Morphological Knowledge ◽  
Writing Ability ◽  
Normally Achieving

The purpose of this study was to investigate morphological knowledge in spoken language and its relationship to written representation of morphemes by normally achieving second graders, language-learning disabled children, and adults with literacy problems. Research dealing with the written expression of populations with language-learning difficulties has consistently indicated that these populations tend to make morphemic errors when spelling words. If a deficit in morphological knowledge is an underlying factor, then these individuals might also be expected to perform poorly on tasks that require them to apply morphological rules in spoken language (an implicit level of morphological knowledge) or to analyze the morphemic structure of spoken words (an explicit level of morphological knowledge). Analyses found both these levels of morphological knowledge to be highly related to morpheme use in written language samples, and suggest that morphological knowledge does not develop solely as a function of maturation or exposure to language. Implications of these findings for assessment and intervention are addressed.

IES Arrow-Dot Longitudinal Study of Personality Development in Preschool Children

1975 ◽  
Vol 40 (1) ◽  
pp. 209-210 ◽  
Author(s):  
Lois S. Goldberg
Keyword(s):  
Longitudinal Study ◽  
Preschool Children ◽  
Personality Development ◽  
Significant Rise ◽  
Developmental Patterns ◽  
Developmental Trends ◽  
School Year ◽  
Personality Integration ◽  
Effective Use

Preschool children were administered the IES Arrow-Dot at the beginning and end of the school year and scores compared with those based on a prior study in a Montessori preschool. Developmental trends of declining Impulsivity and rising Ego scores were corroborated. Superego development remained almost stable in contrast to a significant rise for the Montessori sample. Results support effective use of the test with preschoolers to assess baselines and developmental patterns of personality integration.

Sign in / Sign up

Export Citation Format

Share Document