Comparison of Pen and Keyboard Transcription Modes in Children with and without Learning Disabilities

2009 ◽  
Vol 32 (3) ◽  
pp. 123-141 ◽  
Author(s):  
Virginia W. Berninger ◽  
Robert D. Abbott ◽  
Amy Augsburger ◽  
Noelia Garcia
Keyword(s):  
Learning Disabilities ◽  
Grade Level ◽  
Fourth Graders ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Relative Advantage ◽  
Typically Developing ◽  
Spelling Ability ◽  
Students With Ld ◽  
Larger Sample

Fourth graders with learning disabilities in transcription (handwriting and spelling), LD-TD, and without LD-TD (non-LD), were compared on three writing tasks (letters, sentences, and essays), which differed by level of language, when writing by pen and by keyboard. The two groups did not differ significantly in Verbal IQ but did in handwriting, spelling, and composing achievement. Although LD-TD and non-LD groups did not differ in total time for producing letters by pen or keyboard, both groups took longer to compose sentences and essays by keyboard than by pen. Students in both groups tended to show the same pattern of results for amount written as a larger sample of typically developing fourth graders who composed longer essays by pen. Results for that sample, which also included typically developing second and sixth graders, showed that effects of transcription mode vary with level of language and within level of language by grade level for letters and sentences. However, consistently from second to fourth to sixth grade, children wrote longer essays with faster word production rate by pen than by keyboard. In addition, fourth and sixth graders wrote more complete sentences when writing by pen than by keyboard, and this relative advantage for sentence composing in text was not affected by spelling ability. Implications of the results for using computers for accommodations or specialized instruction for students with LD-TD are discussed.

Systematically Applying UDL to Effective Practices for Students With Learning Disabilities

2018 ◽  
Vol 41 (3) ◽  
pp. 179-191 ◽  
Author(s):  
Sara Cothren Cook ◽  
Kavita Rao
Keyword(s):  
Learning Disabilities ◽  
Secondary Teachers ◽  
Grade Level ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Effective Practices ◽  
Students With Learning Disabilities ◽  
Design For Learning ◽  
Students With Ld ◽  
Core Components

Based on the premise that instruction should be designed from the outset to reduce barriers, Universal Design for Learning (UDL) guidelines provide a set of flexible options and scaffolds to ensure access for all learners. Using the UDL framework, teachers and researchers can systematically adapt effective practices that have been established by methodologically sound research studies to have meaningful gains for students with learning disabilities (LD). Specifically, we suggest that teachers can select an effective practice and then use the UDL framework to individualize the practice (while maintaining core components). Furthermore, we propose that researchers may use this approach to (a) clearly define how UDL was applied to a practice and (b) systematically measure the effects of UDL when applied to practices that have been established as effective by methodologically sound research. Although teachers and researchers can apply UDL to effective practices for all students, in this article, we highlight how secondary teachers can design and adapt effective practices for students with LD, who need intensive interventions to improve skills (e.g., reading comprehension, decoding) and access to grade-level curriculum.

Correlations between Coopersmith's Self-Esteem Inventory and the California Test of Personality for Children in Grades Four and Six

1976 ◽  
Vol 39 (1) ◽  
pp. 221-222 ◽  
Author(s):  
Darwin Dorr ◽  
Christine Berg Rummer ◽  
Russel F. Green
Keyword(s):  
Social Adjustment ◽  
Fourth Graders ◽  
Emotional Adjustment ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Self Esteem ◽  
Personal Adjustment ◽  
The Social

Correlations between scores on Coopersmith's self-esteem inventory and a measure of emotional adjustment, the California Test of Personality, for 214 fourth and 213 sixth grade children, contrary to expectations, were not curvilinear. For n = 427 Coopersmith scores correlated .62, .49, and .59 with the California Personal, Social and Total scores respectively, rs by grade and sex were not substantially different However, for fourth graders, self-esteem scores were more strongly related to Personal Adjustment scores than they were to the Social Adjustment scores, whereas for sixth graders, these rs were about the same.

Reinforcement-Responsibility Differences in Birth Order, Grade Level, and Sex of Children in Grades 4, 5, and 6

1974 ◽  
Vol 34 (3) ◽  
pp. 699-705 ◽  
Author(s):  
Robert C. Newhouse
Keyword(s):  
Locus Of Control ◽  
Factorial Design ◽  
Birth Order ◽  
School Children ◽  
Grade Level ◽  
Elementary School Children ◽  
Fourth Graders ◽  
Sixth Graders ◽  
Demographic Variables ◽  
Positive Events

This study was concerned with examining reinforcement-responsibility, a measure of locus of control, and its possible relationship to several demographic variables; sex, birth order, and grade level. The sample consisted of 800 elementary school children in Grades 4, 5, and 6. Data were analyzed by a 2 × 3 × 3 unbalanced factorial design with a co-variate adjustment (sex by birth order by grade level). Results indicated that only-born children assume credit for a lesser number of positive events than first- or later-borns, that fourth graders were more inclined than fifth and sixth graders to assume credit for their successes and less likely to accept responsibility for their failures, and females were more accepting of blame for failures than males ( p ≤ .05) for all comparisons.

scholarly journals THE ASSOCIATION BETWEEN SOCIODEMOGRAPHIC FACTORS AND TEACHERS’ GUIDANCE TOWARDS STUDENTS’ ADVERSITY QUOTIENT

2019 ◽  
Vol 11 (2) ◽  
pp. 109 ◽  
Author(s):  
Nur Listiawati ◽  
Susy K Sebayang
Keyword(s):  
Primary Schools ◽  
Fourth Graders ◽  
Inductive Reasoning ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Sociodemographic Factors ◽  
Self Report ◽  
Skilled Workers ◽  
Born Child ◽  
Sixth Grade Students

This paper aims to report results of research on the association between sociodemographic indicators and teachers’ efforts to help students cope with problems and help build students’ Adversity Quotient. A questionnaire in the form of self-report inventory was distributed to 102 fourth, fifth, and sixth grade students of A- and C-accredited primary schools in Bantul Regency, Yogyakarta, Indonesia. Multiple regression and inductive reasoning were used for analysis. FGDs with teachers were conducted in order to explore teachers’ efforts in helping improve students’ adversity quotient. Research results showed that students who were middle child had significantly lower AQ compared to those of first-born or earlier-born child, while sixth-graders had significantly higher AQ scores compared to fourth graders, and children whose fathers were skilled workers had greater odds of having high AQ. Teachers had already done some LEAD sequence, but had not guided students to explore and analyze the problem by themselves. The results have some implications for the education policy to integrate religious teachings into the curriculum that can facilitate the improvement of students’ Adversity Quotient.

Developmental Shift Hypothesis and Preferred Memory Attributes in Elementary School Children

1978 ◽  
Vol 46 (1) ◽  
pp. 167-170 ◽  
Author(s):  
George W. Hynd ◽  
John E. Obrzut
Keyword(s):  
School Children ◽  
Grade Level ◽  
Elementary School Children ◽  
Fourth Graders ◽  
Sixth Graders ◽  
Second Graders ◽  
Developmental Shift ◽  
Limited Support ◽  
Orderly Fashion ◽  
Shift Hypothesis

Developmental preferences for memory attributes were investigated through an analysis of errors on a word-recognition test for children in grades 2, 4, and 6. 20 male and 20 females participated at each grade level. It was predicted that developmental shifts would occur whereby second graders would demonstrate a preference for orthographic distractors, fourth graders would prefer acoustic distractors, and sixth graders would evidence a preference for the associative-verbal distractors. Posttest comparisons showed that only second graders demonstrated the predicted preference. There were no other significantly preferred attributes according to grade level or sex. These findings offer limited support to the developmental shift hypothesis. Children, rather than shifting from one preferred attribute of memory to another in an orderly fashion as has been suggested, may progress through alternating stages where a number of attributes are prominant in recall to periods of development where a definite preference exists.

scholarly journals AN EXPLORATION OF THE DEVELOPMENT OF VIETNAMESE CHILDREN’S SELF-CONTROL ABILITY

2018 ◽  
Vol 76 (3) ◽  
pp. 309-317
Author(s):  
Shih-Tseng Tina Huang ◽  
Vinh-Long Tran-Chi ◽  
Tung-En Hsiao
Keyword(s):  
Academic Performance ◽  
Gender Difference ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Sixth Graders ◽  
The Self ◽  
Self Control ◽  
Control Scale ◽  
Self Evaluation

The purpose of the present research is to explore the development of self-control ability during childhood. A group of 360 children (185 boys and 175 girls from grades 2, 4, and 6) participated in the survey. They completed the Children’s Perceived Self-Control Scale (CPSC) which included the interpersonal self-control (ISC), the personal self-control (PSC), and the self-evaluation (SE) subscales. Results showed significant differences in ISC, SE and total scores among the second, fourth and sixth graders. On the total scores, the fourth graders had higher scores than the second and the sixth graders. Moreover, the scores of ISC of the fourth graders were higher than those of the sixth grades. There was no gender difference and interaction of gender and grade found. The results suggested that the development of self-control following a quadratic pattern increased and reached a peak in the fourth grade and then decreased during sixth grade time. Keywords: academic performance, self-control, self-ratings, Vietnamese children.

Text Readability Level and Developmental Differences in Context Effects

1982 ◽  
Vol 14 (1) ◽  
pp. 5-12 ◽  
Author(s):  
Frederick M. Schwantes
Keyword(s):  
Grade Level ◽  
Context Effects ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Developmental Differences ◽  
The Third ◽  
Text Readability ◽  
Readability Level ◽  
Target Words

Vocalization latency of target words which were either congruous or incongruous with a story context was measured. The readability level of the story contexts was varied. Third and sixth grade children each read stories which were of grade-appropriate level as well as stories with readability levels which were above their present grade level. The effect of story context on mean vocalization latency was greater for the third as compared to the sixth graders when grade-appropriate level stories were presented. However, these developmental differences in context effects were reduced when more difficult readability level stories were presented.

Implementing Asynchronous Instructional Materials for Students With Learning Disabilities

2021 ◽  
pp. 105345122110018
Author(s):  
Matthew L. Love ◽  
Kathy B. Ewoldt
Keyword(s):  
Learning Disabilities ◽  
Instructional Materials ◽  
Academic Standards ◽  
Asynchronous Learning ◽  
Student Needs ◽  
Students With Learning Disabilities ◽  
Learning Materials ◽  
Instructional Environments ◽  
Students With Ld ◽  
K 12

Online learning continues to be an increasingly popular option in K–12 and postsecondary settings As this trend continues, it is important that the developers of online instructional environments and materials proactively consider the needs of all students. This includes determining how special education and specially designed instruction can be provided in online environments. For students with learning disabilities (LD), a systematic process for determining whether available learning materials address academic standards and specific student needs is key. To support practitioner lesson planning, this column provides guidance for aligning asynchronous learning materials to academic standards and the needs of students with LD. Guidance for supplementing and augmenting available materials is also provided.

Using Graphic Novels to Engage Students With Learning Disabilities During Fluency Instruction

2019 ◽  
Vol 55 (5) ◽  
pp. 278-285
Author(s):  
Nicole S. Fenty ◽  
Melissa Brydon
Keyword(s):  
Learning Disabilities ◽  
Reading Fluency ◽  
Oral Reading ◽  
Graphic Novels ◽  
Reading Program ◽  
Reading Engagement ◽  
Students With Learning Disabilities ◽  
Fluency Instruction ◽  
Students With Ld ◽  
Good Reading

Strong oral reading fluency skills are an important indication of good reading. In addition, reading engagement is often correlated with reading success. Unfortunately, students with learning disabilities (LD) often struggle to read fluently and engage with text. Incorporating graphic novels as part of a comprehensive reading program may help support student engagement with text during reading fluency instruction. This article outlines how teachers can use graphic novels as part of a comprehensive reading program to help engage students with LD in reading during fluency instruction. A brief summary of the literature surrounding comprehensive fluency instruction and the use of graphic novels is provided. In addition, a scenario is provided to illustrate guidelines for fluency planning and instruction using graphic novels. Finally, conclusions are summarized.

scholarly journals I Just Have to Try Harder: Examining the Mindsets of Students with LD

2021 ◽  
pp. 082957352199895
Author(s):  
Lauren D. Goegan ◽  
Gabrielle N. Pelletier ◽  
Lia M. Daniels
Keyword(s):  
Learning Disabilities ◽  
Pilot Study ◽  
Growth Mindset ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Fixed Mindset ◽  
Students With Ld

Growth and fixed mindset messaging is gaining popularity. In our pilot study, we examine the mindsets of students with learning disabilities (LD) to determine how their self-beliefs relate to this messaging. Our results demonstrate that students with LD endorse growth mindsets more than fixed mindsets which is consistent with their peers without LD. Moreover, in their comments about being a student with LD, participants highlight important components of growth mindset messaging. However, some comments may reflect a false-growth mindset wherein students are only focused on effort and not the additional resources required for growth. We provide directions for future research.

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