A Preliminary Study of Syntax in the Written Expression of Learning Disabled Children

1982 ◽  
Vol 15 (6) ◽  
pp. 359-362 ◽  
Author(s):  
Peggy L. Anderson
Keyword(s):  
Learning Disabled ◽  
Written Expression ◽  
Disabled Children ◽  
Preliminary Study

Comparison of Nominal Recall (Standard) and Multiple-Choice Methods for Administration of WISC—R Information Subtest: A Preliminary Study Indicating a Learning Effect of Multiple-Choice Testing

1989 ◽  
Vol 64 (2) ◽  
pp. 659-665 ◽  
Author(s):  
Warren A. Weinberg ◽  
Anne McLean ◽  
Robert L. Snider ◽  
Jeanne W. Rintelmann ◽  
Roger A. Brumback
Keyword(s):  
Learning Effect ◽  
Multiple Choice ◽  
Learning Disabled ◽  
Disabled Children ◽  
Intelligence Scale ◽  
Standard Format ◽  
Recall Method ◽  
Preliminary Study ◽  
Choice Testing

The Wechsler Intelligence Scale for Children—Revised (WISC—R) Information subtest was administered to learning disabled children using two methods of administration, the standard (recall) method and a multiple-choice format. Those children who were tested first with the multiple-choice format and subsequently with the standard format did better on the standard format than expected. This preliminary study suggests a learning effect of such multiple-choice testing and the desirability of further research being undertaken.

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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