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

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.

The Language of Instructional Materials: A Source of Reading Problems

1982 ◽  
Vol 49 (1) ◽  
pp. 48-53 ◽  
Author(s):  
Sandra McCormick ◽  
Alden J. Moe
Keyword(s):  
Reading Instruction ◽  
Oral Language ◽  
Learning Disabled ◽  
Reading Performance ◽  
Written Language ◽  
Instructional Materials ◽  
Disabled Students ◽  
Reading Abilities ◽  
Reading Materials ◽  
Sentence Patterns

A discussion of the effects of lack of congruency between children's language and the written language of reading materials is presented. The premise that written language is simply “talk written down” is challenged. Differences between these two forms of language in sentence patterns, vocabulary, intonation, and context exist. Failure to take into account the mismatch between oral language and written language can result in inaccurate assessment of the reading abilities of children and can affect their reading performance. Implications for reading instruction of learning disabled students are suggested by the differences in these two language forms.

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.

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.

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.

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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