Making Functional Time Estimates: Comparison of School-Aged, Learning-Disabled and other Children

1984 ◽  
Vol 59 (3) ◽  
pp. 967-973 ◽  
Author(s):  
Larry Burd ◽  
John M. Dodd ◽  
Wayne W. Fisher
Keyword(s):  
Group Membership ◽  
Time Estimation ◽  
Learning Disabled ◽  
Analysis Of Covariance ◽  
Disabled Children ◽  
Time Estimates ◽  
Main Effects

A time-estimation survey was administered to 266 control children and 72 learning disabled children in Grades 4, 5, and 6. Using a 2 × 3 × 3 analysis of covariance significant main effects for group membership and grade were found. These data indicate that learning disabled youngsters frequently do not estimate time as accurately as normal ones.

Laterality Preference Patterns of Learning Disabled Children

1978 ◽  
Vol 47 (3) ◽  
pp. 869-870 ◽  
Author(s):  
Neil H. Schwartz ◽  
Raymond S. Dean
Keyword(s):  
Discriminant Analysis ◽  
Group Membership ◽  
Learning Disabled ◽  
Stepwise Discriminant Analysis ◽  
Disabled Children ◽  
Normal Children ◽  
Orthogonal Contrasts ◽  
Preference Patterns

This study concerned the prediction of group membership of 40 learning disabled and 40 normal children on the basis of preference for laterality of the children and of their parents. A stepwise discriminant analysis showed maternal and paternal lateral preferences could correctly identify approximately 85% of the cases. Orthogonal contrasts showed that, although children themselves did not differ in the degree of laterality, parents of learning disabled children were significantly more bilateral in their preference patterns than normals.

Immediate versus Remote Judgements: Delay of Response and Rate of Stimulus Presentation in Time Estimation

1998 ◽  
Vol 86 (1) ◽  
pp. 19-22 ◽  
Author(s):  
William F. Vitulli ◽  
Kathleen A. Crimmins
Keyword(s):  
Analysis Of Variance ◽  
Time Estimation ◽  
Stimulus Presentation ◽  
Factorial Analysis ◽  
Subjective Time ◽  
Target Interval ◽  
Time Intervals ◽  
Time Estimates ◽  
Verbal Estimation ◽  
Main Effects

A systematic replication of Vitulli and Shepard's 1996 study showed that a change in response requirements (verbal estimation) from circling time intervals on a scoring sheet in the older study to writing subjective time estimates in the present study did not alter the robust effects of a delay in retrospective judgement. A complete 2×2×2 factorial analysis of variance showed main effects for rate (fast versus slow) of stimulus (random digits, 1–5) presentation and delay of estimate (immediate versus remote), yet there were no interactions among rate, delay, or sex. The interpolation of “filler tasks” between the end of the target interval and subjective estimate of the duration of the target interval significantly increased perceived time compared to estimates made immediately after the target interval.

Sensory Process Instruction with Learning Disabled Children

1983 ◽  
Vol 57 (3_suppl) ◽  
pp. 1219-1226 ◽  
Author(s):  
James F. Curley ◽  
Laurence J. Reilly
Keyword(s):  
Teaching Method ◽  
Learning Disabled ◽  
Learning Task ◽  
Disabled Children ◽  
Perceptual Modality ◽  
Sensory Modalities ◽  
The Subject ◽  
Screening Procedures ◽  
Main Effects ◽  
Sensory Process

To determine whether the use of a teaching method geared to an individual learner's dominant perceptual modality would increase level of learning and the efficiency with which that level was achieved on a selected learning task 60 children (8 to 12 yr. old) were divided into three groups of 20 each based upon performance on two perceptual screening procedures. In the instructional phase the subject was given information to be mastered under the following three sensory modalities, Auditory-Vocal-Motor, a Visual-Vocal-Motor, and Combination channel. A two-way analysis of variance yielded significant main effects for training in the visual and combined conditions only.

Teachability and Behavior of Learning Disabled Children

1986 ◽  
Vol 59 (2) ◽  
pp. 471-476 ◽  
Author(s):  
William N. Bender
Keyword(s):  
Problem Behaviors ◽  
Learning Disabled ◽  
Analysis Of Covariance ◽  
Acting Out ◽  
Disabled Children ◽  
Appropriate Behavior ◽  
Educational Implications ◽  
The Disabled ◽  
And Behavior

Teachers' ratings of teachability and behavior for 38 learning disabled children in Grades 3 to 6 were compared with ratings for 38 nondisabled children. Only two correlations between behavior and teachability for the disabled group and six for the nondisabled group were significant. Analysis of covariance indicated that the disabled children received less positive teachability ratings on school-appropriate behavior. Also the disabled group was rated less positively on three overt problem behaviors, acting out, distractibility, and immaturity. Research and educational implications were discussed.

Reading Achievement of Disabled Learners

1979 ◽  
Vol 45 (6) ◽  
pp. 454-458 ◽  
Author(s):  
Ned Ratekin
Keyword(s):  
School Districts ◽  
Reading Instruction ◽  
Experimental Period ◽  
Learning Disabled ◽  
Reading Program ◽  
Reading Programs ◽  
Analysis Of Covariance ◽  
Disabled Children ◽  
Reading Group ◽  
Principles Of Learning

This article compares the reading progress of learning disabled children receiving oralographic reading instruction with the progress of disabled learners in current special reading programs in five school districts. The experiment was conducted to measure the validity of the Oralographic Reading Program as an approach that meets distinctive needs of learning disabled children in reading. The results of standardized survey and diagnostic tests, using analysis of covariance procedures, revealed significantly higher performance in reading by the oralographic reading group at the end of the experimental period. Program elements considered to provide the treatment effects include careful provision for general principles of learning as well as planned guidance in the integration and application of developing skills.

Figural and Verbal Creativity in Learning Disabled and Nondisabled Children

1980 ◽  
Vol 3 (3) ◽  
pp. 11-18 ◽  
Author(s):  
Sara G. Tarver ◽  
Patricia S. Ellsworth ◽  
David J. Rounds
Keyword(s):  
Sex Differences ◽  
Learning Disabled ◽  
Disabled Children ◽  
Grade Levels ◽  
Verbal Creativity ◽  
Males And Females ◽  
Main Effects

Learning disabled (LD) and nondisabled (ND) males and females at four grade levels (1, 3, 5 and 7) were compared on ten measures of figural and verbal creativity. No sex differences were found. In reference to figural creativity, originality was greater for the LD children at all grade levels, while elaboration was greater for the ND children at all grade levels. In reference to verbal creativity, group main effects in favor of the nondisabled were found; however, group x grade interactions revealed higher performance for the LD children at grade 1. This latter finding is discussed in terms of the possible effects of negative reactions of others (e.g., teachers, peers) to the unique verbalizations of young learning disabled children.

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