A comparison of normally achieving, mildly retarded, and learning disabled students on a perceptually based oddity task

1993 ◽  
Vol 5 (2) ◽  
pp. 129-151 ◽  
Author(s):  
Marcia S. Scott ◽  
Ruth Perou ◽  
Daryl Greenfield ◽  
Mary F. Partridge ◽  
Leslie J. Swanson
Keyword(s):  
Learning Disabled ◽  
Disabled Students ◽  
Oddity Task ◽  
Normally Achieving

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.

The Oral Syntactic Proficiency of Learning Disabled Students

1989 ◽  
Vol 32 (1) ◽  
pp. 67-77 ◽  
Author(s):  
Froma P. Roth ◽  
Nancy J. Spekman
Keyword(s):  
Learning Disabled ◽  
Research Data ◽  
Comprehensive Analysis ◽  
Syntactic Complexity ◽  
Disabled Students ◽  
Syntactic Structures ◽  
Normally Achieving ◽  
Correct Usage ◽  
Direct Contrast ◽  
Post Hoc

A comprehensive analysis of syntactic complexity was performed on spontaneously generated oral stories obtained from 93 learning disabled (LD) and normally achieving (NA) students, 14 to 16 each at 8:0–9:11 (years:months), 10:0–11:11, and 12:0–13:11 age levels. Syntactic complexity was measured using a structural constituent analysis and a T-unit analysis. In direct contrast to the extant LD literature, the results revealed almost identical rates of correct usage and extremely similar patterns of usage between the LD and NA subjects on all measures. Post-hoc analyses indicated that three syntactic structures were used by a significantly greater percentage of NA subjects than LD students. The significance of these findings is discussed with respect to: (a) previous and current characterizations of syntactic abilities of LD students; and (b) the importance of differentiating between statistical and clinical significance for the meaningful interpretation of research data.

The Effects of Illustrations on the Reading Performance of Learning Disabled and Normal Children

1983 ◽  
Vol 6 (1) ◽  
pp. 55-60 ◽  
Author(s):  
Jean R. Harber
Keyword(s):  
Test Score ◽  
Detrimental Effect ◽  
Learning Disabled ◽  
Reading Performance ◽  
Intelligence Test ◽  
Instructional Materials ◽  
Chronological Age ◽  
Normal Children ◽  
Disabled Students ◽  
Normally Achieving

This study examined the effect of three illustration conditions — no illustrations, complete illustrations, and partial illustrations — on the reading performance of learning disabled and normally achieving children. With the effects of chronological age and intelligence test score controlled, illustrations were found to exert a detrimental effect on the learning disabled subjects' performance but a beneficial effect on the performance of normally achieving subjects. Findings are discussed as they relate to the selection and/or adaptation of instructional materials for learning disabled students.

Correlations of Reading Achievement and Ability for Learning Disabled Students

1983 ◽  
Vol 53 (1) ◽  
pp. 212-214
Author(s):  
George D. Labercane
Keyword(s):  
Reading Comprehension ◽  
Pilot Study ◽  
School System ◽  
Visual Memory ◽  
Learning Disabled ◽  
Limited Sample ◽  
Disabled Students ◽  
Normally Achieving ◽  
Education Class ◽  
The Relationship

5 boys and 7 girls enrolled in a special education class in a large metropolitan school system participated in a pilot study of the relationship between achievement in reading, spelling, arithmetic, and ability as measured by the WISC-R and Basic Visual-memory Association Test. The Test of Reading Comprehension was also administered. Achievement in reading, spelling, and arithmetic was significantly related to performance on all three measures. The lack of correlation of all other variables with the Test of Reading Comprehension suggests these learning disabled youngsters' inability to identify words successfully may preclude them from processing the relational aspects of meaning in longer discourse. That results were based on a very limited sample points to the need for further studies with larger samples of learning disabled and normally achieving students.

Computerized Cognitive Training with Learning Disabled Students: A Pilot Study

1992 ◽  
Vol 71 (3_suppl) ◽  
pp. 1347-1356 ◽  
Author(s):  
F. Talbot ◽  
M. Pépin ◽  
M. Loranger
Keyword(s):  
Pilot Study ◽  
Training Program ◽  
Cognitive Training ◽  
Cognitive Skills ◽  
Mental Arithmetic ◽  
Learning Disabled ◽  
Skills Development ◽  
Control Group ◽  
Disabled Students ◽  
Computerized Cognitive Training

The effects of practicing computerized exercises in class by 59 learning disabled students who received an 8-hr. training program, 30 min. per week, were evaluated. Six exercises designed to facilitate basic cognitive skills development were used. Twelve subjects were assigned to a control group without any form of intervention. Covariance analysis (pretest scores used as covariates) showed a significant effect of training on mental arithmetic. These results suggest that practicing a computerized exercise of mental arithmetic can facilitate the automatization of basic arithmetic skills (addition, subtraction, and multiplication). The nature, progress, and evaluation of such types of intervention are discussed.

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.

Learning Disabled Students' Spontaneous Use of Test-Taking Skills on Reading Achievement Tests

1985 ◽  
Vol 8 (3) ◽  
pp. 205-210 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Karla Bennion ◽  
Steven Lifson
Keyword(s):  
Reading Achievement ◽  
Achievement Tests ◽  
Learning Disabled ◽  
Achievement Test ◽  
Strategy Use ◽  
Disabled Students ◽  
Test Items ◽  
Test Taking ◽  
Level Of Confidence ◽  
Resource Rooms

The present investigation was undertaken to identify the type of strategies learning disabled (LD) students employ on standardized, group-administered achievement test items. Of particular interest was level of strategy effectiveness and possible differences in strategy use between LD and nondisabled students. Students attending resource rooms and regular third-grade classes were administered items from reading achievement tests and interviewed concerning the strategies they had employed in answering the questions and their level of confidence in each answer. Results indicated that (a) LD students were less likely to report use of appropriate strategies on inferential questions, (b) LD students were less likely to attend carefully to specific format demands, and (c) LD students reported inappropriately high levels of confidence.

Computerized Drill-and-Practice and Academic Attitudes of Learning Disabled Students

1989 ◽  
Vol 9 (3) ◽  
pp. 167-172 ◽  
Author(s):  
Marley W. Watkins
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Academic Skills ◽  
Academic Work ◽  
Disabled Students ◽  
Academic Tasks ◽  
Academic Attitudes ◽  
Spelling Instruction ◽  
Positive Attitudes ◽  
Drill And Practice

Computerized drill-and-practice is currently a primary application of microcomputers in special education. This application has been disparaged by some, but in many cases has been demonstrated effective in improving the academic skills of learning disabled (LD) and underachieving children. This investigation found that 126 LD students who received computerized math and spelling drill-and-practice for a year expressed significantly more positive attitudes toward academic work on the computer than toward similar academic tasks undertaken in the regular classroom. They also reported opinions significantly more favorable toward math and spelling drill than opinions expressed by 89 other learning disabled students, who did not have access to computerized math and spelling instruction, toward academic work performed in their special education classrooms. Analysis by gender of student revealed that boys were significantly less positive about school than girls but that boys and girls were equally positive about practicing academic skills on the microcomputer. It was concluded that computerized drill-and-practice may be more effective than once believed and that additional research is needed to identify the components of computerized drill-and-practice that result in academic and attitudinal gains among learning disabled pupils.

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