Processing Styles of Learning-Disabled Children on the Kaufman Assessment Battery for Children (K-ABC) and their Relationship to Reading and Spelling Performance

1988 ◽  
Vol 6 (3) ◽  
pp. 242-252 ◽  
Author(s):  
Linda Kempa ◽  
Tom Humphries ◽  
John Kershner
Keyword(s):  
Learning Disabled ◽  
Disabled Children ◽  
Assessment Battery ◽  
Processing Styles ◽  
Spelling Performance ◽  
Reading And Spelling

Using cognitive behaviour training activities and group processes to enhance spelling performance

1990 ◽  
Vol 4 ◽  
pp. 69-77
Author(s):  
Robyn Gillies
Keyword(s):  
Cognitive Training ◽  
Group Processes ◽  
Learning Disabled ◽  
Original Training ◽  
Disabled Children ◽  
Behaviour Modification ◽  
Spelling Performance ◽  
Group Settings ◽  
Cognitive Behaviour ◽  
Training Activities

This study was conducted to determine whether cognitive behaviour modification training procedures, implemented in small group settings of learning disabled children and low progress children, was effective in improving their spelling through writing. The study demonstrated two main outcomes. Firstly, it showed that learning disabled children can be taught specific cognitive training strategies to help them regulate their self-instructional behaviours in spelling and these skills can generalise to spelling situations outside the original training program. Secondly, it showed that reciprocal gains occur when learning disabled children work cooperatively with other low progress spellers.

Pseudoword repetition ability in learning-disabled children

1989 ◽  
Vol 10 (2) ◽  
pp. 203-219 ◽  
Author(s):  
H. Gerry Taylor ◽  
Debra Lean ◽  
Sybil Schwartz
Keyword(s):  
Phonological Processing ◽  
Math Achievement ◽  
Learning Disabled ◽  
Disabled Children ◽  
Psychometric Characteristics ◽  
Major Objective ◽  
Spelling Acquisition ◽  
Phonological Skill ◽  
Repetition Task ◽  
Reading And Spelling

ABSTRACTA test of pseudoword repetition was developed and administered to a group of 24 learning-disabled children. Twenty nondisabled children were also assessed. The major objective was to investigate associations between learning-disabled children's ability to repeat pseudowords and their performances on other measures of phonological processing, as well as on measures of academic achievement. Results revealed that the repetition procedure had good psychometric characteristics, including the ability to distinguish disabled and nondisabled groups independent of IQ. Within the learning-disabled sample, repetition ability was more closely related to reading and spelling skills than to math achievement. Measures of phonological skill were moderately associated with one another. Findings suggest that the repetition task may be useful in identifying one important correlate of childhood learning disabilities. Results justify further research on the mechanisms responsible for repetition difficulties and on the significance of these difficulties for reading and spelling acquisition.

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