Mathematics and Learning Disabled Youth: The Upper Grade Levels

1978 ◽  
Vol 1 (4) ◽  
pp. 37-52 ◽  
Author(s):  
John F. Cawley ◽  
Anne M. Fitzmaurice ◽  
Robert A. Shaw ◽  
Harris Kahn ◽  
Herman Bates
Keyword(s):  
Learning Disabilities ◽  
Real Life ◽  
Learning Disabled ◽  
Written Expression ◽  
Review Of The Literature ◽  
Mathematical Skills ◽  
Grade Levels ◽  
And Mathematics ◽  
The University ◽  
University Of Connecticut

Compared to disorders in reading, spelling, and written expression, mathematics disorders have received little attention by learning disabilities specialists. However, in recent years, Cawley and his associates at the University of Connecticut have made significant contributions in this area through their research and development efforts with learning disabled populations. This represents the first in a series of three articles which will focus upon mathematics and learning disabled students. Specifically, this article presents a model for mathematics programming for handicapped youth that considers both the characteristics of the learner and the appropriate representation of mathematics. The second article will present an interpretive review of the literature and the characteristics of learning disabled youth and mathematics. The final article will focus on problem solving and the application of mathematical skills and concepts to “real-life” situations.

LD Youth and Mathematics: A Review of Characteristics

1979 ◽  
Vol 2 (1) ◽  
pp. 29-44 ◽  
Author(s):  
John F. Cawley ◽  
Anne M. Fitzmaurice ◽  
Robert Shaw ◽  
Harris Kahn ◽  
Herman Bates
Keyword(s):  
Learning Disabilities ◽  
Real Life ◽  
Learning Disabled ◽  
Mathematical Skills ◽  
Spring Issue ◽  
Final Article ◽  
And Mathematics ◽  
The Many ◽  
Assessment Procedures ◽  
Insight Into

This represents the second in a series of three articles by John F. Cawley and his associates on mathematics and learning disabled students. Based on information gleaned from the literature as well as an extensive data pool collected by the authors, the present article includes an interpretative review of the characteristics of learning disabled youth as they relate to mathematics. The authors delineate the many facets of failure with which the learning disabled youngster is faced. A set of discriminators are specified for identification of certain subgroups of learning disabilities. Finally, the data presented are shown to provide insight into assessment procedures for youth with disabilities in mathematics. The final article in this series on mathematics will appear in the Spring issue of the Quarterly. The focus will be on problem solving and the application of mathematical skills and concepts to “real-life” situations.

scholarly journals How Specific Are Learning Disabilities?

2021 ◽  
pp. 002221942098298
Author(s):  
Robin L. Peterson ◽  
Lauren M. McGrath ◽  
Erik G. Willcutt ◽  
Janice M. Keenan ◽  
Richard K. Olson ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Full Range ◽  
Written Expression ◽  
Strongly Correlated ◽  
Math Problem Solving ◽  
Confirmatory Factor ◽  
Bifactor Models ◽  
And Mathematics ◽  
Specific Learning

Despite historical emphasis on “specific” learning disabilities (SLDs), academic skills are strongly correlated across the curriculum. Thus, one can ask how specific SLDs truly are. To answer this question, we used bifactor models to identify variance shared across academic domains (academic g), as well as variance unique to reading, mathematics, and writing. Participants included 686 children aged 8 to 16. Although the sample was overselected for learning disabilities, we intentionally included children across the full range of individual differences in this study in response to growing recognition that a dimensional, quantitative view of SLD is more accurate than a categorical view. Confirmatory factor analysis identified five academic domains (basic reading, reading comprehension, basic math, math problem-solving, and written expression); spelling clustered with basic reading and not writing. In the bifactor model, all measures loaded significantly on academic g. Basic reading and mathematics maintained variance distinct from academic g, consistent with the notion of SLDs in these domains. Writing did not maintain specific variance apart from academic g, and evidence for reading comprehension-specific variance was mixed. Academic g was strongly correlated with cognitive g ( r = .72) but not identical to it. Implications for SLD diagnosis are discussed.

Learning Disabilities and other Attributes as Factors in Delinquent Activities among Adolescents in a Nonurban Area

1987 ◽  
Vol 60 (1) ◽  
pp. 327-334 ◽  
Author(s):  
Fran Trocinsky Fleener
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
White Male ◽  
Learning Disabled ◽  
Mathematics Skills ◽  
Poor Families ◽  
Delinquent Activity ◽  
And Mathematics ◽  
Northern Idaho ◽  
Eastern Washington

62% of 50 adjudicated delinquents in the Palouse area of eastern Washington and northern Idaho showed learning disabilities when tested. Among the learning disabled and nonlearning disabled delinquents, there was no difference in kind or seriousness of delinquent activity. The typical delinquent of the nonurban Palouse area tends to be white, male and has a learning disability. His reading and mathematics skills are at least two years below grade. His family is large; his real parents are divorced. He comes from a poorer economic and cultural background than do the nondelinquents. This analysis suggests that the academic treatment of the learning disabled youngster should not be ignored as a factor in delinquency, especially in economically and culturally poor families.

Questioning Discrepancies: Retaking the First Step 20 Years Later

1988 ◽  
Vol 11 (3) ◽  
pp. 307-318 ◽  
Author(s):  
Bob Algozzine ◽  
James E. Ysseldyke
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Driving Force ◽  
Achievement Tests ◽  
Learning Disabled ◽  
Achievement Scores ◽  
Grade Levels ◽  
Overall Performance ◽  
General Difference ◽  
Political Economic

The term learning disability was scarsely off the breath of the early pioneers when a profession began questioning its own integrity. Today, the proliferation of students classified as learning disabled (LD) has caused social, political, economic, and educational concerns that, in turn, have produced serious questioning of practices. The driving force behind most conceptualizations of learning disabilities is the discrepancy between ability and achievement; yet, the dimensions of this parameter have not been documented. The purpose of this investigation was to examine the nature and occurrence of discrepancies between ability and achievement scores of students demonstrating average overall performance on commonly used assessment devices. Ability and achievement scores in several domains on individual and group-administered tests were compared. In general, difference patterns of students with average overall performance scores were similar across grade levels and achievement tests. Average discrepancies were generally small; however, wide (30–50 points) ranges were evident at all grade levels for individual and group-administered tests. Implications of these findings for current and future use of discrepancies as estimators of disabilities are discussed.

Questioning Discrepancies: Retaking the First Step 20 Years Later

1987 ◽  
Vol 10 (4) ◽  
pp. 301-312 ◽  
Author(s):  
Bob Algozzine ◽  
James E. Ysseldyke
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Driving Force ◽  
Achievement Tests ◽  
Learning Disabled ◽  
Achievement Scores ◽  
Grade Levels ◽  
Overall Performance ◽  
General Difference ◽  
Political Economic

The term learning disability was scarsely off the breath of the early pioneers when a profession began questioning its own integrity. Today, the proliferation of students classified as learning disabled (LD) has caused social, political, economic, and educational concerns that, in turn, have produced serious questioning of practices. The driving force behind most conceptualizations of learning disabilities is the discrepancy between ability and achievement; yet, the dimensions of this parameter have not been documented. The purpose of this investigation was to examine the nature and occurrence of discrepancies between ability and achievement scores of students demonstrating average overall performance on commonly used assessment devices. Ability and achievement scores in several domains on individual and group-administered tests were compared. In general, difference patterns of students with average overall performance scores were similar across grade levels and achievement tests. Average discrepancies were generally small; however, wide (30–50 points) ranges were evident at all grade levels for individual and group-administered tests. Implications of these findings for current and future use of discrepancies as estimators of disabilities are discussed.

Effects of Discourse Mode on the Syntactic Complexity of Learning Disabled Students' Written Expression

1984 ◽  
Vol 7 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Teresa K. Blair ◽  
W. Donald Crump
Keyword(s):  
Average Length ◽  
Learning Disabled ◽  
Written Language ◽  
Written Expression ◽  
Syntactic Complexity ◽  
Disabled Students ◽  
Grade Levels ◽  
Density Score ◽  
Complexity Results ◽  
Two Measures

The purpose of this study was to investigate the effect of discourse mode on the syntactic complexity of the written expression of learning disabled students at three grade levels. A film without narration was used to elicit written language samples in each of the two discourse modes, description and argumentation. Two measures of syntactic complexity — average length of T-unit and Syntactic Density Score — were employed to determine differences between the two modes. In addition, sentence types and syntactic patterns were examined as indices of syntactic complexity. Results of the investigation and implications of these results are discussed.

Effects of Training on Learning Disabled Students' Creative Written Expression

1987 ◽  
Vol 60 (1) ◽  
pp. 23-26 ◽  
Author(s):  
Twila H. Jaben
Keyword(s):  
Learning Disabilities ◽  
Creative Thinking ◽  
Learning Disabled ◽  
Intermediate Level ◽  
Written Expression ◽  
Disabled Students

50 students from learning disabilities classrooms of intermediate level served as subjects. The Torrance Tests of Creative Thinking were given as pretests and posttests to measure the effects of instruction on subjects' creative written expression. For 14 wk. the Purdue Creative Thinking Program was used to stimulate the learning disabled experimental group's creative thinking. Posttest group's means were significantly greater than the control group's means on the verbal subtests of the Torrance Tests of Creative Thinking.

scholarly journals Mathematical and financial literacy

2020 ◽  
Vol 15 (6) ◽  
pp. 1574-1586
Author(s):  
Munevver Muyo Yildirim ◽  
Luan Vardari
Keyword(s):  
University Students ◽  
Financial Literacy ◽  
Real Life ◽  
Mathematical Literacy ◽  
Economic Information ◽  
Mathematics Literacy ◽  
Literacy Knowledge ◽  
And Mathematics ◽  
Faculty Of Education ◽  
The University

This study aimed to determine the financial and mathematical literacy levels of university students. Therfore the study contributes to the reflection of students’ knowledge of mathematics and finane aquired during their studies to the problems they face in real life as well as to examine how this bacground affect their opinions in practice. Findings has shown that students' financial  and mathematics literacy general achievement levels is 39.7%. It is satisfactory to found that the studnets of Faculty of Economics have higher levels of financial mathematical literacy knowledge than those of the Faculty of Education and the Faculty of Technology, and that the Faculty of Education is at the forefront of the Faculty of Technology studentsdespite the fact that the Faculty of Education does not proviede does not courses in the field of economics and finance. In addition, considering the university students to be more sensitive about their current financial and economic information, it is not expected that the overall success in the findings will be lower than 40%.   Keywords: Mathematical Literacy, Financial Literacy, Prizren University, Students, Kosovo;

scholarly journals A Comparison of Components of Written Expression Abilities in Learning Disabled and Non-Learning Disabled Students at Three Grade Levels

1980 ◽  
Vol 3 (4) ◽  
pp. 46-53 ◽  
Author(s):  
Mary S. Poplin ◽  
Richard Gray ◽  
Stephen Larsen ◽  
Alison Banikowski ◽  
Tes Mehring
Keyword(s):  
Academic Success ◽  
Empirical Evidence ◽  
Normal Development ◽  
Critical Role ◽  
Normal Subjects ◽  
Learning Disabled ◽  
Written Language ◽  
Written Expression ◽  
Disabled Students ◽  
Grade Levels

Although written language plays a critical role in academic success, little empirical evidence exists on the normal development of processes involved in producing written products. Even less is known about the writing performance of LD children. This study empirically compared the written products of LD and normal students at three grade levels on The Test of Written Language. Results showed that LD subjects scored significantly lower than normal subjects on most written expression abilities, especially in the mechanical tasks of spelling, punctuation, and word usage.

Characteristic Motor Development of Children with Learning Disabilities

1972 ◽  
Vol 35 (1) ◽  
pp. 291-296 ◽  
Author(s):  
Jean L. Pyfer ◽  
B. Robert Carlson
Keyword(s):  
Learning Disabilities ◽  
Motor Development ◽  
Learning Disabled ◽  
Motor Dysfunction ◽  
Static Balance ◽  
University Of Kansas ◽  
The University ◽  
Balance Problems ◽  
Characteristic Motor

This study attempted to determine whether children classified as learning disabled also demonstrate specific or general motoric dysfunction characteristics which can be identified early. The Lincoln-Oseretsky Motor Development Scale was administered to 28 children aged 5.1 to 13.6 who were referred to the University of Kansas Perceptual Motor Clinic. The findings support Ayres' conclusion that children evidencing perceptual-motor dysfunction also demonstrate static balance problems.

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