Journal of Learning Disabilities

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Occupational and Educational Aspirations and Attainment of Young Adults With and Without LD 2 Years After High School Completion
Journal of Learning Disabilities - Tập 32 Số 6 - Trang 533-552 - 1999
Jay W. Rojewski
A national longitudinal database was used to compare the aspirations and attainment of individuals with and without learning disabilities (LD) 2 years after high school completion. Analyses revealed that individuals with LD reported lower graduation rates, were more likely to aspire to moderate- (men) or low-prestige (women) occupations, and were more likely to be employed and less likely to be en... hiện toàn bộ
The Validity of Discrepancy Criteria for Identifying Children with Developmental Language Disorders
Journal of Learning Disabilities - Tập 25 Số 9 - Trang 549-554 - 1992
Dorit Aram, Robin D. Morris, Nancy E. Hall
Empirical data from two studies address the clinical validity of discrepancy criteria for identification of children with developmental language disorders (DLD). Study 1 involved 256 preschoolers clinically defined as DLD and meeting inclusionary criteria for normal hearing intellectual, neurological, and psychiatric status. Application of alternative psychometrically derived discrepancy criteria ... hiện toàn bộ
Morphological Awareness and Vocabulary Development Among Kindergarteners With Different Ability Levels
Journal of Learning Disabilities - Tập 47 Số 1 - Trang 54-64 - 2014
Gloria Ramírez, Patrick Walton, William L. Roberts
Our goal was to investigate the growth of vocabulary and morphological awareness over time in the context of an intervention for kindergartners with different ability levels in these skills. Participants in this exploratory study were 108 children from schools serving socioeconomically disadvantaged neighborhoods. Results indicated that children significantly improved their morphological awareness... hiện toàn bộ
The LD Label for Relatively Well-Functioning Students: A Critical Analysis
Journal of Learning Disabilities - Tập 32 Số 6 - Trang 485-490 - 1999
Michael Gordon, Lawrence J. Lewandowski, Shelby Keiser
The number of students identified since the mid-1970s as having learning disabilities has produced a corresponding increase in the population of such individuals in postsecondary programs. The Americans with Disabilities Act, along with Section 504 of the Vocational Rehabilitation Act of 1973, provide the basis for civil rights for students in higher education. These laws protect individuals who h... hiện toàn bộ
Spectral Analysis of EEG Differences Between Children With and Without Learning Disabilities
Journal of Learning Disabilities - Tập 18 Số 7 - Trang 403-408 - 1985
Joel F. Lubar, Kevin J. Bianchini, William H. Calhoun, E. Warren Lambert, Z. H. Brody, Harry S. Shabsin
Power Spectral Fast Fourier analysis of the scalp EEG was obtained from six locations, three left hemisphere and three right hemisphere, in 69 children with learning disabilities without hyperactivity and 34 control children, during baseline and while performing reading, arithmetical and spatial tasks in their schools. Significant EEG power and percent differences for specific frequencies were obt... hiện toàn bộ
Effects of Stimulant Medication on Learning in Children with ADHD
Journal of Learning Disabilities - Tập 24 Số 4 - Trang 219-230 - 1991
James M. Swanson, Dennis P. Cantwell, Marc Lerner, Keith McBurnett, Gregory L. Hanna
It is well established that stimulant medication improves classroom manageability and attention in terms of time on task, but does stimulant medication improve learning or long-term academic achievement in children with ADHD? There is no clear evidence that it does, but there are at least two reasons why beneficial effects may be obscured in research studies and clinical practice: (1) Higher-than-... hiện toàn bộ
Phonologic Impairment and Prereading
Journal of Learning Disabilities - Tập 30 Số 4 - Trang 365-375 - 1997
Penelope E. Webster, Amy Solomon Plante, L. Michael Couvillion
This study examined the effects of overt phonologic impairment (disordered speech) on phonological awareness, verbal working memory, and letter knowledge. Forty-five children—29 with moderate to severe productive phonologic impairment at the inception of the project and 16 without impairment—were followed from mean age 3–6 to age 6–0. Fifteen participants with impairment were matched on gender and... hiện toàn bộ
Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties
Journal of Learning Disabilities - Tập 52 Số 4 - Trang 337-348 - 2019
Amber Y. Wang, Lynn S. Fuchs, Douglas Fuchs, Jennifer K. Gilbert, Sarah Krowka, Rebecca Abramson
Longitudinal Studies of Phonological Processing and Reading
Journal of Learning Disabilities - Tập 27 Số 5 - Trang 276-286 - 1994
Joseph K. Torgesen, Richard K. Wagner, Carol A. Rashotte
Bidirectional Cross-Linguistic Association of Phonological Skills and Reading Comprehension: Evidence From Hong Kong Chinese-English Bilingual Readers
Journal of Learning Disabilities - Tập 52 Số 4 - Trang 299-311 - 2019
Qinli Deng, William Choi, Xiuli Tong
Tổng số: 26   
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