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Direct linkCarlson, Sarah E.; van den Broek, Paul; McMaster, Kristen; Rapp, David N.; Bohn-Gettler, Catherine M.; Kendeou, Panayiota; White, Mary Jane – International Journal of Disability, Development and Education, 2014
The purpose of this study was to investigate differences between readers with different levels of comprehension skill when engaging in a causal questioning activity during reading, and the varied effects on inference generation. Fourth-grade readers (n?=?74) with different levels of comprehension skill read narrative texts aloud and were asked…
Descriptors: Reading Comprehension, Inferences, Questioning Techniques, Elementary School Students
Thurston, Allen – International Journal of Disability, Development and Education, 2014
This article presents a critical review of the literature surrounding the potential impact of undiagnosed and untreated vision impairment on reading development in the early years of primary school. Despite pre-school screening programmes, it is still possible for children to enter school with undiagnosed, uncorrected vision impairments. This can…
Descriptors: Visual Impairments, Clinical Diagnosis, Reading Skills, Young Children
Taneja Johansson, Shruti – International Journal of Disability, Development and Education, 2014
This article explores stakeholders' awareness of autism and their perspectives on children with autism, in an urban Indian school context. Using an interpretive framework, the article draws on interview data from a study conducted in Kolkata. Findings indicated varying but limited awareness of autism among school staff. Teachers instead…
Descriptors: Foreign Countries, Attitudes toward Disabilities, Attitude Measures, Teacher Attitudes
Passolunghi, Maria Chiara – International Journal of Disability, Development and Education, 2011
Emotional and cognitive factors were examined in 18 children with mathematical learning disabilities (MLD), compared with 18 normally achieving children, matched for chronological age, school level, gender and verbal IQ. Working memory, short-term memory, inhibitory processes, speed of processing and level of anxiety in mathematics were assessed…
Descriptors: Learning Disabilities, Short Term Memory, Cognitive Processes, Anxiety
Madelaine, Alison; Wheldall, Kevin – International Journal of Disability Development and Education, 2005
Identifying low-progress readers easily and quickly is an essential prerequisite for effective literacy intervention in schools. In this study, teacher judgment of reading performance is compared with a curriculum-based measurement procedure. This study involved 33 teachers and their Year 3 to Year 5 classes. Twelve students were randomly selected…
Descriptors: Ability Identification, Curriculum Based Assessment, Reading Difficulties, Student Evaluation
Zeleke, Seleshi – International Journal of Disability Development and Education, 2004
Self-concept ratings of children with mathematics disabilities (MD), average mathematics achievement (AA), and high mathematics achievement (HA) who attended regular classes in grades 4 through 6 were compared. Twenty-four children in each group, who were selected from an original pool of 811 children, and who were matched one-to-one by grade,…
Descriptors: Nonverbal Ability, Learning Disabilities, Achievement Tests, Mathematics Achievement
