Interactive Effects of Prior Reading Achievement and Training in Context on the Reading of Learning-Disabled Children

1980 ◽  
Vol 16 (1) ◽  
pp. 138 ◽  
Author(s):  
Susanna W. Pflaum ◽  
Ernest T. Pascarella
Keyword(s):  
Reading Achievement ◽  
Learning Disabled ◽  
Interactive Effects ◽  
Disabled Children ◽  
And Training

Variables Influencing Phonemic Discrimination Performance in Normal and Learning-Disabled Children

1979 ◽  
Vol 44 (4) ◽  
pp. 543-556 ◽  
Author(s):  
Margaret J. Atchison ◽  
Gerald J. Canter
Keyword(s):  
Reading Achievement ◽  
Discrimination Performance ◽  
First Grade ◽  
Learning Disabled ◽  
Receptive Vocabulary ◽  
Disabled Children ◽  
Discrimination Test ◽  
Impaired Performance ◽  
Lower Performance ◽  
Small Subgroup

Twenty-five learning-disabled and 25 normal first-grade-age children took a phonemic discrimination test that manipulated word-pairs systematically according to degree of phonetic difference, position of phoneme contrast, and lexical familiarity. Results indicated that (1) the significantly lower performance of the learning-disabled to children as a group was due to the impaired performance by a small subgroup, (2) all three stimulus variables had significant effects on performance, (3) all combinations of stimulus variables interacted significantly, and (4) discrimination performance did not correlate with measures of receptive vocabulary or reading achievement for either group.

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.

Follow-Up of Learning Disabled Children

1979 ◽  
Vol 2 (1) ◽  
pp. 60-69 ◽  
Author(s):  
Ruth L. Gottesman
Keyword(s):  
Reading Achievement ◽  
Longitudinal Data ◽  
Learning Disability ◽  
Learning Disabled ◽  
Learning Problems ◽  
Disabled Children ◽  
Learner Characteristics ◽  
And Performance ◽  
Over Time

Limited longitudinal data on learner characteristics and performance are available in the learning disability field. This study, however, follows the course of reading achievement over a five- to seven-year period of a group of children with learning problems. These students' characteristics are described in detail along with their relationship to reading achievement over time. The data support the premise that academically related deficits persist over time in LD populations.

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.

Sign in / Sign up

Export Citation Format

Share Document