Relative Effects of Two Previewing Procedures on LD Adolescents' Oral Reading Performance

1984 ◽  
Vol 7 (1) ◽  
pp. 39-44 ◽  
Author(s):  
Terry L. Rose ◽  
Lee Sherry
Keyword(s):  
Junior High School ◽  
Oral Reading ◽  
Learning Disabled ◽  
Reading Performance ◽  
Disabled Students ◽  
Alternating Treatments Design ◽  
Assigned Reading ◽  
Instructional Procedures ◽  
Student Reading ◽  
School Learning

An alternating-treatments design was used to investigate the relative effects of two oral reading previewing procedures: (a) silent: the student reads silently the assigned reading passage prior to reading it aloud, and (b) listening: the teacher reads the assigned selection aloud with the student following along silently prior to the student reading the passage aloud. Five junior-high school learning disabled students, four boys and one girl, participated in the study. In four of five cases results showed that systematic prepractice procedures were related to higher performance levels than was baseline (no prepractice). Differential effects were noted: the listening procedure was related to higher rates of words read correctly than was the silent procedure. The findings are discussed in terms of their implications for research and instructional procedures, especially as these relate to adolescent learners.

Effects of two Error-Correction Procedures on Oral Reading

1982 ◽  
Vol 5 (2) ◽  
pp. 100-105 ◽  
Author(s):  
Terry L. Rose ◽  
Elizabeth McEntire ◽  
Carol Dowdy
Keyword(s):  
Error Correction ◽  
Oral Reading ◽  
Reading Skills ◽  
Relative Effectiveness ◽  
Learning Disabled ◽  
Reading Performance ◽  
Alternating Treatments Design ◽  
Systematic Correction ◽  
School Learning ◽  
Error Correction Procedures

An alternating-treatments design was used to investigate the relative effectiveness of two error-correction procedures, word supply and phonic analysis, on the oral reading performance of five elementary-school learning disabled students, four boys and one girl. All subjects had deficient oral reading skills. Results indicated that (a) increased oral reading rates were related to systematic correction procedures, and (b) the word-supply procedure was relatively superior to the phonic analysis method. Possible reasons for these findings are discussed, as are suggestions for future investigations and implications for instruction.

Factors Related to Competency Test Performance for High School Learning Disabled Students

1985 ◽  
Vol 7 (2) ◽  
pp. 151-160
Author(s):  
Julia Hall ◽  
Harold Griffin ◽  
Mary Cronin ◽  
Bruce Thompson
Keyword(s):  
Test Performance ◽  
Parental Support ◽  
Learning Disabled ◽  
Reading Performance ◽  
Disabled Students ◽  
Home Support ◽  
The North ◽  
School Learning ◽  
Overall Performance ◽  
Passing Score

The purpose of this study is to explore some of the factors associated with 55 learning disabled students who passed the North Carolina Minimum Competency Test on the second administration. The factors examined are the following: reading score on the first competency test; IQ; locus of control; mother’s education; teacher support; student/teacher ratio; and home support. Results indicate that only reading performance on the first competency test is significantly correlated with overall performance on the second competency test. Parental support for learning disabled students was also correlated with a passing score on the second test, but the correlation was not statistically significant.

Standard and Modified Administrations of the Iowa Tests of Basic Skills with Learning Disabled Students

1986 ◽  
Vol 62 (2) ◽  
pp. 619-625
Author(s):  
Robert E. Estes ◽  
Douglas L. Baum ◽  
Nanci M. Bray
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Basic Skills ◽  
Learning Disabled ◽  
Disabled Students ◽  
Math Problem Solving ◽  
School Learning ◽  
Grade Placement ◽  
Iowa Tests

The purpose of this study was to investigate the performance of junior high school learning disabled students on standard and modified administrations of selected subtests from the Iowa Tests of Basic Skills. No significant differences were noted for correlations between types of administration and teachers' ratings on any of the subtest comparisons. Grade placements for Vocabulary and Reading Comprehension using the modified administration were significantly higher than those using the standard administration and more closely aligned with teachers' ratings. Math Concept and Math Problem-solving grade-placement scores did not differ by type of administration; teachers' ratings were higher than those produced by either testing format.

Effects of Illustrations on Learning Disabled Students' Reading Performance

1984 ◽  
Vol 7 (2) ◽  
pp. 165-171 ◽  
Author(s):  
Terry L. Rose ◽  
Helen H. Robinson
Keyword(s):  
Learning Disabled ◽  
Reading Performance ◽  
Disabled Students

Effects of a Taped-Words Treatment Procedure on Learning Disabled Students' Sight-Word Oral Reading

1984 ◽  
Vol 7 (1) ◽  
pp. 49-54 ◽  
Author(s):  
Timothy J. Freeman ◽  
T.F. McLaughlin
Keyword(s):  
Oral Reading ◽  
Word Reading ◽  
Sharp Decrease ◽  
Response Rates ◽  
Learning Disabled ◽  
Error Rates ◽  
Tape Recorder ◽  
Disabled Students ◽  
Baseline Design ◽  
Sight Word

The effects of modeling vocabulary words using a tape recorder on six high-school learning disabled boys' sight-word reading were examined in a multiple-baseline design. Response rates were first scored during the Baseline condition when no tape recorder was used. No teacher modeling was given. Later response rates were measured during the Taped-Words condition after a tape recording only provided a model for correctly pronounced words. Results indicated an increase in correct oral response rates of isolated word lists and a sharp decrease in each student's oral error rates. Implications of the findings are drawn both for practitioners working with learning disabled students and for others involved with reading tasks. The results indicate that the students were able independently to improve their response rates through the use of the tape recorder alone, thus freeing the teacher for other kinds of instruction.

scholarly journals Self-Regulated Learning and Academic Procrastination as Predictors of Smartphone Addiction among Second Year-Middle School Learning Disabled Students

2020 ◽  
Vol 9 (26) ◽  
pp. 236-243
Author(s):  
Mourad Ali Eissa Saad
Keyword(s):  
Middle School ◽  
Negative Impact ◽  
Learning Disabled ◽  
Smartphone Addiction ◽  
Academic Procrastination ◽  
Disabled Students ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
School Learning ◽  
Second Year

This study aimed to investigate the combined effects of Self-Regulated Learning (SRL) and Academic Procrastination (AP) on Smartphone Addiction (SA). It also aimed at investigating the relative contribution of SRL and academic procrastination to SA among second year- middle school learning disabled students. Moreover, it sought to explore if there were correlations between and among SRL and AP on SA. Quantitative survey research was employed. 68 students from the four schools were selected. The results revealed that there were correlations between and among SRL, AP and SA. Both SRL and AP contributed to the prediction of SA. AP is a more potential predictor than SRL. The results raise our awareness of the negative impact of SA upon students as students who are supposed to be of no risk for SA could use high SRL strategies. Additionally, students who are used to using smartphone excessively are rarely able to attain high academic achievement, and may delay doing their assigned homework.

Learning Disabled Students' Conformity Responses to Prosocial and Antisocial Situations

1982 ◽  
Vol 5 (4) ◽  
pp. 344-352 ◽  
Author(s):  
Tanis Bryan ◽  
Mara Werner ◽  
Ruth Pearl
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Peer Pressure ◽  
Social Behaviors ◽  
Learning Disabled ◽  
Prosocial Behaviors ◽  
Disabled Children ◽  
Disabled Students

Junior-high school aged learning disabled and nondisabled students rated their willingness to conform to peer pressure to engage in antisocial and prosocial actions. In addition, students indicated how many friends they had, how supportive they perceived their peers and parents to be, and how often they participated in antisocial actions with friends. The results indicated that while learning disabled and nondisabled children did not differ in their estimates of likely conformity to engaging in prosocial behaviors, the learning disabled subjects rated themselves more likely to engage in antisocial actions with friends. While learning disabled children estimated having somewhat fewer friends than nondisabled students, the groups did not differ in their perceptions of peer and parent supportiveness. Results are discussed in terms of factors which may affect learning disabled adolescents' social behaviors.

A Unique Equation

1989 ◽  
Vol 24 (5) ◽  
pp. 569-575 ◽  
Author(s):  
Evelyn T. Locke ◽  
David E. Abbey
Keyword(s):  
High School ◽  
Learning Strategies ◽  
Learning Disabled ◽  
Disabled Students ◽  
Teacher Enthusiasm ◽  
School Learning ◽  
Student Independence

A learning strategies program for high school learning disabled students fosters teacher enthusiasm and student independence.

Effects of Relative Competence on Learning Disabled Children'S Oral Reading Performance

1984 ◽  
Vol 7 (1) ◽  
pp. 108-112 ◽  
Author(s):  
Barbara W. Gottlieb
Keyword(s):  
Oral Reading ◽  
Social Facilitation ◽  
Learning Disabled ◽  
Dependent Measure ◽  
Reading Performance ◽  
Academic Instruction ◽  
Reading Errors ◽  
Main Effect ◽  
The Impact ◽  
Better Than

The effect of social facilitation, particularly the impact of perceived evaluation and relative competence of handicapped learners, was tested to determine its efficacy in predicting 26 learning disabled children's oral reading performance. Two conditions reflected the competence variable: low relative competence and similar relative competence. The dependent measure was number of oral reading errors. Results revealed a significant main effect, indicating that children who read with similar-ability peers performed significantly better than when they read with peers of superior ability. Results are discussed in relation to mainstreaming decisions and homogeneous groupings of students for direct academic instruction.

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