Is Earlier Better? Reading Achievement and WISC-R Stability in Earlier Vs. Later Identified Students with Learning Disabilities

1988 ◽  
Vol 11 (1) ◽  
pp. 71-79 ◽  
Author(s):  
Susan L. Weltner-Brunton ◽  
Felicisima C. Serafica ◽  
Gary R. Friedt
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Reading Achievement ◽  
Verbal Ability ◽  
Group Differences ◽  
Students With Learning Disabilities ◽  
Significant Group ◽  
Intelligence Scale ◽  
Iq Scores ◽  
Over Time

This study compared earlier identified (grades 2–4) to later identified (grades 5–8) students with learning disabilities on Woodcock Reading Mastery Tests (WRMT) and Wechsler Intelligence Scale for Children - Revised scores upon identification and over time in special education. Test-retest stability of WISC-R scores was also examined. No significant between-group differences were found at identification on WRMT scores, Wechsler IQ scores, Kaufman factors, or Bannatyne recategorized scores. Overall, results showed significant group mean increases in reading achievement and decreases in verbal ability. Moderate correlational stability was noted for all scores.

Reflections on a Research Career: Research as Detective Work

2000 ◽  
Vol 66 (3) ◽  
pp. 295-304 ◽  
Author(s):  
Naomi Zigmond
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Research Career ◽  
Students With Learning Disabilities ◽  
Medical Problems ◽  
Research Award ◽  
Inclusive Schools ◽  
Career Research ◽  
Distinguished Group ◽  
Over Time

The CEC Research Award recognizes researchers for the significant contributions they have made to special education. We believe that the members of this distinguished group have much to share with our readers. We have invited each of them to contribute an article, addressing their perspectives on special education research and practices. Naomi Zigmond was awarded the Research Award in 1997. This article by Naomi Zigmond presents her perspective of research as detective work, starting from the investigation of dyslexia, and progressing over time to such topics as the design of secondary education for students with learning disabilities, dropouts, classroom and instructional variables, and educating students with chronic medical problems in inclusive schools.

Teaching Geometry to Students With Learning Disabilities: Introduction to the Special Series

2020 ◽  
pp. 073194872095976
Author(s):  
Dake Zhang
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Math Education ◽  
Learning Difficulties ◽  
Students With Learning Disabilities ◽  
Critical Questions ◽  
Special Series ◽  
Teaching Geometry ◽  
Geometry Learning ◽  
Learning And Instruction

This article introduces and contextualizes the four articles that constitute the thematic special series on geometry instruction for students with learning disabilities or difficulties. The four articles, each emphasizing one important aspect of geometry learning and instruction for students with learning difficulties or disabilities, are aimed to answer critical questions raised by special education/math education researchers and practitioners on how to teach geometry to students with learning disabilities or difficulties.

Staying in School

1999 ◽  
Vol 20 (2) ◽  
pp. 106-113 ◽  
Author(s):  
Larry J. Kortering ◽  
Patricia M. Braziel
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
School Dropout ◽  
Mild Mental Retardation ◽  
Students With Learning Disabilities ◽  
Secondary Special Education ◽  
Education Resource ◽  
And Behavior ◽  
Attitudes And Behavior ◽  
Insight Into

Fifty-two students with learning disabilities (LD), behavior disorders (BD), or mild mental retardation (MMR) answered questions relating to secondary special education resource and self-contained programs. Their responses provided insight into their perceptions about secondary special education and possible improvements. In terms of staying in school and reducing school dropout rates, the most dominant themes suggested a need for the students and teachers to change their attitudes and behavior. Related, but less dominant, themes suggested better textbooks, more help from parents and teachers, and more sports. Students indicated that the best part of school was socializing with peers, a particular class or teacher, and sports, whereas the worst part was being in particular classes, dealing with teachers or administrators, the schoolwork, and getting up so early. As for advantages, 46 students (89%) linked staying in school to an improvement in employment prospects. Conversely, 9 students (17%) perceived doing the schoolwork and limited employment prospects as a disadvantage.

Innovative Technology for Secondary Students with Learning Disabilities

1992 ◽  
Vol 58 (5) ◽  
pp. 407-421 ◽  
Author(s):  
John Woodward ◽  
Russell Gersten
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Student Achievement ◽  
Secondary Students ◽  
Secondary Teachers ◽  
Innovative Technology ◽  
Students With Learning Disabilities ◽  
Secondary Special Education ◽  
Use Of Technology

During the 1980s, innovative use of technology was equated with microcomputer instruction. In the 1990s, a different kind of technology—videodisc instruction—has great potential for application in secondary special education. By examining its day-to-day use in naturalistic settings, this study builds on previous research with a specific videodisc program in fractions. Participants were seven secondary teachers of students with learning disabilities. Researchers measured the program's level of implementation, teacher reactions, and student achievement. Results were generally positive in all areas, with a surprisingly high acceptance of the program by the seven teachers.

Mainstreaming Students with Learning Disabilities: Are We Making Progress?

1994 ◽  
Vol 60 (6) ◽  
pp. 508-517 ◽  
Author(s):  
James McLeskey ◽  
Debra Pacchiano
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Annual Reports ◽  
Special Education Services ◽  
Students With Learning Disabilities ◽  
Education Services ◽  
The Past ◽  
Separate Class

This study investigated placement practices for students with learning disabilities over the past 11 years, as reported in the Annual Reports to Congress on the Implementation of P.L. 94–142. From 1979 to 1989, the placement rate for students with learning disabilities being educated in restrictive, separate-class settings almost doubled. Moreover, the proportion of all students with learning disabilities served in separate-class settings increased 4.4%. Little progress is being made toward mainstreaming students with learning disabilities. The article discusses implications of these findings for reform in the provision of special education services.

Peer Status of Children with and without Learning Disabilities — A Multimethod Study

1988 ◽  
Vol 11 (4) ◽  
pp. 322-332 ◽  
Author(s):  
Sally G. Hoyle ◽  
Felicisima C. Serafica
Keyword(s):  
Social Networks ◽  
Learning Disabilities ◽  
Social Relations ◽  
Ecological Factors ◽  
Peer Status ◽  
Group Differences ◽  
Significant Group ◽  
Friendship Formation ◽  
The Social ◽  
Peer Nominations

This study examined the social relations of third-grade children with (LD) and without learning disabilities (nonLD). Two sociometric measures (peer nominations and ratings of “liking”) and a questionnaire on social networks outside of school were employed. Results on the former indicated that LD children were less accepted but not more rejected by peers than nonLD children. Differences were found in the functions and contexts -but not the size or composition - of LD and nonLD children's social networks. To test different hypotheses for LD children's social status, three possible determinants were studied: behavior problems as rated by teachers, conceptions of friendship, and ecological factors. Teachers of LD students did not observe these children to be more disruptive though they rated them as demonstrating more personality problems than nonLD peers. Significant group differences in friendship conceptions were found: the LD group's mean stage score for conceptions of friendship and their mean levels of reasoning about friendship formation and conflict resolution were significantly lower than those of the nonLD controls. Theoretical and methodological implications of the results are discussed.

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