Effects of Mnemonic Reconstructions on the Spatial Learning of Adolescents with Learning Disabilities

1992 ◽  
Vol 15 (3) ◽  
pp. 154-162 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri ◽  
Frederick J. Brigham ◽  
G. Sharon Sullivan
Keyword(s):  
Eighteenth Century ◽  
Learning Disabilities ◽  
Spatial Learning ◽  
Spatial Information ◽  
Training Session ◽  
Students With Learning Disabilities ◽  
Research And Practice ◽  
Eighth Grade Students ◽  
Analysis Of Results ◽  
Filler Activity

Thirty-nine seventh- and eighth-grade students with learning disabilities received verbal and spatial information about eighteenth-century North American battles under two conditions. In the control condition, learners were provided a map depicting locations of battles, accompanied by descriptive/decorative pictures. Mnemonic condition learners received the same map with the exception that pictures accompanying place names represented reconstructed keywords of those names. In both conditions, pictures were colored red if they represented British victories, blue if they represented American victories. After a training session and a 90-second filler activity, students were asked to locate each battle on an unlabeled map and indicate which side had won the battle. Analysis of results indicated that mnemonic condition students significantly outperformed controls on measures of spatial relocation and correct matching of place name with victor. Effects were especially pronounced on the measure of spatial relocation, in which an effect size of over two standard deviations was obtained. Implications for research and practice are discussed.

Predicting Placement in Learning Disabilities Programs: Do Predictors Vary by Ethnic Group?

1998 ◽  
Vol 64 (4) ◽  
pp. 543-559 ◽  
Author(s):  
Alfredo J. Artiles ◽  
Zenaida Aguirre-Muñoz ◽  
Jamal Abedi
Keyword(s):  
Learning Disabilities ◽  
African American ◽  
Minority Students ◽  
Predictor Variables ◽  
National Database ◽  
Disproportionate Representation ◽  
Sociocultural Perspective ◽  
Factors Affecting ◽  
Research And Practice ◽  
Eighth Grade Students

Notwithstanding the historical persistence of the disproportionate representation of ethnic minority students in special education, there is a scarcity of research on factors affecting the placement of minority students in these programs. The purpose of this study was to identify placement predictors in learning disabilities (LD) programs for Latino, African-American, and Anglo students. We used 12 predictor variables from two key domains (student and family) and used placement data from a national database of eighth-grade students. We found that although some factors predicted placement in LD programs for all ethnic groups, placement predictors also varied by student ethnicity. Based on these findings, we provide implications for research and practice from a sociocultural perspective.

Reading Comprehension Instruction: Summarization and Self-Monitoring Training for Students with Learning Disabilities

1991 ◽  
Vol 58 (3) ◽  
pp. 270-279 ◽  
Author(s):  
Linda Duncan Malone ◽  
Margo A. Mastropieri
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Training Session ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Self Monitoring ◽  
Think Aloud Protocols ◽  
Reading Comprehension Instruction ◽  
Before And After ◽  
Monitoring Training

Forty-five middle-school students with learning disabilities were randomly assigned to one of three reading-comprehension training conditions: (a) summarization training, (b) summarization training with a self-monitoring component, or (c) traditional instruction. All students were interviewed before and after training regarding the strategies they typically employ during reading comprehension; during one training session, “think aloud” protocols were collected. Results indicated that students with learning disabilities trained in summarization procedures performed statistically higher on all dependent measures. In addition, on some transfer measures, students who were trained in the monitoring component statistically outperformed those with only the summarization training.

Writing Characteristics of Students With Learning Disabilities and Typically Achieving Peers

2016 ◽  
Vol 83 (2) ◽  
pp. 199-218 ◽  
Author(s):  
Steve Graham ◽  
Alyson A. Collins ◽  
Hope Rigby-Wills
Keyword(s):  
Learning Disabilities ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Students With Learning Disabilities ◽  
Writing Quality ◽  
Research And Practice ◽  
Students With Ld ◽  
Weighted Effect ◽  
Typically Achieving ◽  
Calculated Average

There is a general consensus that writing is a challenging task for students with learning disabilities (LD). To identify more precisely the extent and depth of the challenges that these students experience with writing, the authors conducted a meta-analysis comparing the writing performance of students with LD to their typically achieving peers. From 53 studies that yielded 138 effect sizes, the authors calculated average weighted effect sizes, showing that students with LD obtained lower scores than their peers on the following writing outcomes: writing quality (–1.06); organization (–1.04); vocabulary (–0.89); sentence fluency (–0.81); conventions of spelling, grammar, and handwriting (–1.14); genre elements (–0.82); output (–0.87); and motivation (–0.42). Implications for research and practice are provided based on these findings.

Effects of Reading Comprehension Interventions for Students with Learning Disabilities

1994 ◽  
Vol 17 (3) ◽  
pp. 223-232 ◽  
Author(s):  
Elizabeth Talbott ◽  
John Wills Lloyd ◽  
Melody Tankersley
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Study Author ◽  
Experimental Methods ◽  
Effect Sizes ◽  
Students With Learning Disabilities ◽  
Research And Practice ◽  
Comparison Groups

We examined 48 studies of interventions designed to affect the reading comprehension of students with learning disabilities and coded their characteristics and effect sizes. Our analyses revealed that students who received the researchers' experimental methods obtained reading comprehension scores that were higher than those of 87% of students in comparison groups. Strong effects were more likely when students' performance was assessed on lower level comprehension measures, when the study author delivered the interventions, and when the experimental students' performance was compared to that of students who did not receive any special intervention. These results indicate that although effective reading comprehension interventions exist, there are gaps between their use in research and practice.

The Effects of Story Prompts on the Narrative Production of Students with and without Learning Disabilities

1994 ◽  
Vol 17 (2) ◽  
pp. 154-164 ◽  
Author(s):  
Anne Graves ◽  
Melvyn Semmel ◽  
Michael Gerber
Keyword(s):  
Learning Disabilities ◽  
The Other ◽  
Students With Learning Disabilities ◽  
Significant Group ◽  
Sequential Processing ◽  
Theoretical Position ◽  
Eighth Grade Students ◽  
Students With Ld ◽  
The Difference

The effects of four types of prompting conditions on the narrative productions of seventh- and eighth-grade students with learning disabilities (LD) and without learning disabilities (NLD) were investigated. Participants were asked to write four stories for which a beginning, middle, end, or no prompt was given in a randomly assigned order. Results indicated differences between LD and NLD groups in both quantity and quality of story production across prompts. A significant group-by-prompt interaction supported the experimental hypothesis. The difference between the quality of LD and NLD stories was significantly greater following the middle-prompt condition; that is, the LD group scored significantly lower when offered the middle prompt than under the other prompting conditions. The results are interpreted as supporting the theoretical position that students with LD reveal relatively greater propensity for linear-sequential processing. Hence, the quality of their writing performance on tasks requiring recursive processing is lower than that of NLD students.

A Cross-National Comparison of Attributional Patterns Toward Students With and Without Learning Disabilities

2016 ◽  
Vol 51 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Stuart Woodcock ◽  
Han Jiang
Keyword(s):  
Learning Disabilities ◽  
Educational Outcomes ◽  
Students With Learning Disabilities ◽  
Research And Practice ◽  
Trainee Teachers ◽  
Students With Ld ◽  
National Comparison ◽  
Perceptions And Expectations ◽  
Attributional Patterns ◽  
Cross National

Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and China. Australian and Chinese trainee teachers ( N = 240) who were at the end of their training were surveyed with vignettes and Likert-scale questions to ascertain their responses to students with and without LD. Overall, the findings suggest that Chinese trainee teachers’ attributional pattern is more positive than that of their Australian counterparts. Implications and recommendations for research and practice are also presented.

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