Strategy Transformation in Learning Disabled and Nondisabled Students

1985 ◽  
Vol 8 (3) ◽  
pp. 221-230 ◽  
Author(s):  
H. Lee Swanson ◽  
John B. Cooney
Keyword(s):  
Learning Disabled ◽  
Group Differences ◽  
Disabled Children ◽  
Simple Arithmetic ◽  
Ability Group ◽  
Alternative Method ◽  
Strategy Transformation ◽  
Arithmetic Computation

In the present study we assessed whether learning disabled and non-disabled children differ in their ability to make strategy transformations. Seven types of strategy transformations were presented on simple arithmetic computation tasks. Nondisabled children were found to be superior in performance on all transformations. Significant ability-group differences emerged on (a) reduction to answer, (b) saving partial results, (c) unit building, and (d) alternative method transformations. Results of strategy-awareness measures suggested that the locus of experimental effects was related to accessing and applying strategy transformations. Three implications of the findings are discussed.

Comparison of the WISC-R Patterns of Children of Average and Exceptional Ability

1983 ◽  
Vol 53 (2) ◽  
pp. 539-544 ◽  
Author(s):  
H. P. J. Schmidt ◽  
D. H. Saklofske
Keyword(s):  
Mentally Retarded ◽  
Learning Disabled ◽  
Group Differences ◽  
Disabled Children ◽  
Normal Children ◽  
Exceptional Groups ◽  
Diagnostic Usefulness ◽  
Verbal Performance

This study investigated the diagnostic usefulness of WISC-R Verbal-Performance IQ discrepancies, subtest scatter, and Bannatyne's subtest recategorizations with educationally normal and exceptional groups of children. The subjects for this study were four groups of 74 learning disabled, 24 mentally retarded, 94 gifted, and 85 educationally normal children. No significant differences in discrepancies in Verbal-Performance IQs occurred among the four groups although learning disabled children more often showed Performance > Verbal discrepancies. No differences were found between the samples in the amount of subtest scatter. Group differences were noted in the patterns of scores on Bannatyne's recategorizations.

Communication Breakdowns in Normal and Language Learning-Disabled Children's Conversation and Narration

1988 ◽  
Vol 53 (1) ◽  
pp. 2-7 ◽  
Author(s):  
Barbara G. MacLachlan ◽  
Robin S. Chapman
Keyword(s):  
Language Learning ◽  
Unit Length ◽  
Learning Disabled ◽  
Group Differences ◽  
Chronological Age ◽  
Control Group ◽  
Speech Sample ◽  
Disabled Children ◽  
Communication Breakdowns ◽  
Children's Speech

The frequency and type of communication breakdowns occurring in the speech of 7 language learning-disabled children (LLD), aged 9:10–11:1 (years:months), were examined in two conditions, conversation and narration, and compared to a group of 7 normal peers matched for chronological age and 7 peers matched for mean length of communication unit in conversation. Types of communication breakdowns examined included stalls, repairs, and abandoned utterances. The LLD group incurred a significantly greater rate of communication breakdowns per communication unit in narration than conversation compared to control group differences. Mean length of communication unit was also significantly greater in narration than conversation for the LLD group compared to controls. For all groups, across both speech sample conditions, longer communication units contained more breakdowns than shorter ones. The groups did not differ in the types of breakdowns. Communication unit length and the nature of the narrative task may account for the increased dysfluencies in LLD children's speech.

Developmental Changes in LD Readers' Encoding Preferences

1987 ◽  
Vol 10 (3) ◽  
pp. 164-174
Author(s):  
H. Lee Swanson
Keyword(s):  
Learning Disabled ◽  
Strategy Training ◽  
Group Differences ◽  
Word Knowledge ◽  
Semantic Features ◽  
Ability Group ◽  
Retrieval Processes ◽  
Ability Groups ◽  
Disabled Readers ◽  
Independent Effects

The present study addressed the question, “Do encoding preferences underlie disabled readers' recall deficiencies and, if so, what cognitive mechanisms influence these preferences?” The free recall of learning disabled readers, ages 8 and 10, was compared with that of nondisabled readers during directive and nondirective encoding conditions. The former training condition was implemented to assess the independent effects of semantic and nonsemantic encoding. Both ability groups were found to recall more semantically than nonsemantically organized items. Age and ability group differences emerged in recall, but not in retrieval organization. During the nondirective phase readers' encoding preference for categorically organized and unrelated items was assessed. Although no ability group differences emerged, disabled readers preferred to encode categorically organized items nonsemantically whereas nondisabled readers organized items by semantic features. Results, discussed in terms of mismatch between encoding and retrieval processes, semantic cohesiveness of item retrieval, and children's word knowledge base, question the popular notion that strategy training eliminates processing differences between ability groups.

Repeated Reading and Reading Fluency in Learning Disabled Children

1985 ◽  
Vol 20 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Carol A. Rashotte ◽  
Joseph K. Torgesen
Keyword(s):  
Reading Fluency ◽  
Repeated Reading ◽  
Learning Disabled ◽  
Disabled Children

Arousal and Cognition: Picture Vocabulary Performance and Individual Differences in Physiological Arousal

1980 ◽  
Vol 50 (2) ◽  
pp. 579-582
Author(s):  
Frank H. Farley ◽  
Valerie J. Reynolds
Keyword(s):  
Individual Differences ◽  
Physiological Arousal ◽  
Learning Disabled ◽  
Significant Trend ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Disabled Children ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test

The contribution of individual differences in physiological arousal to intellective assessment in learning disabled children was studied. Arousal was measured by salivary response and intellective function (receptive vocabulary) by the Peabody Picture Vocabulary Test. It was predicted that best performance would be found at intermediate levels of arousal. Peabody scores of learning disabled subjects of high, middle, and low arousal showed a non-significant trend in the predicted direction. Reasons for the lack of significance of this hypothesized trend were proposed and needed research outlined.

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