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Journal of Learning…3225
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Carretti, Barbara; Motta, Eleonora; Re, Anna Maria – Journal of Learning Disabilities, 2016
Several studies have highlighted that children with reading comprehension difficulties also have problems in tasks that involve telling a story, in writing or verbally. The main differences identified regard poor comprehenders' lower level of coherence in their productions by comparison with good comprehenders. Only one study has compared poor and…
Descriptors: Oral Language, Written Language, Expressive Language, Reading Comprehension
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Ho, Fuk-chuen; Siegel, Linda S. – Journal of Learning Disabilities, 2016
This article reports the results of two studies examining the effectiveness of the whole-word and analytic instructional methods in teaching different subtypes of readers (students with normal reading performance, surface dyslexics, phonological dyslexics, and both dyslexic patterns) and four kinds of Chinese two-character words (two regular [RR],…
Descriptors: Chinese, Teaching Methods, Reading Difficulties, Dyslexia
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Moll, Kristina; Göbel, Silke M.; Gooch, Debbie; Landerl, Karin; Snowling, Margaret J. – Journal of Learning Disabilities, 2016
High comorbidity rates between reading disorder (RD) and mathematics disorder (MD) indicate that, although the cognitive core deficits underlying these disorders are distinct, additional domain-general risk factors might be shared between the disorders. Three domain-general cognitive abilities were investigated in children with RD and MD:…
Descriptors: Learning Disabilities, Comorbidity, Cognitive Processes, Neurological Impairments
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Poletti, Michele – Journal of Learning Disabilities, 2016
The fifth edition of the "Diagnostic and Statistical Manual of Mental Disorders" grouped specific learning disabilities in the single diagnostic category of specific learning disorder (SLD), with specifiers for impairments in reading, written expression, and mathematics. This study aimed at investigating the intellectual profile,…
Descriptors: Learning Disabilities, Reading Difficulties, Writing Difficulties, Mathematics Skills
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Kershner, John R. – Journal of Learning Disabilities, 2016
Rapidly changing environments in day-to-day activities, enriched with stimuli competing for attention, require a cognitive control mechanism to select relevant stimuli, ignore irrelevant stimuli, and shift attention between alternative features of the environment. Such attentional orchestration is essential to the acquisition of reading skills. In…
Descriptors: Higher Education, College Students, Dyslexia, Disabilities
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Sumner, Emma; Connelly, Vincent; Barnett, Anna L. – Journal of Learning Disabilities, 2016
Spelling is a prerequisite to expressing vocabulary in writing. Research has shown that children with dyslexia are hesitant spellers when composing. This study aimed to determine whether the hesitant spelling of children with dyslexia, evidenced by frequent pausing, affects vocabulary choices when writing. A total of 31 children with dyslexia,…
Descriptors: Foreign Countries, Spelling, Spelling Instruction, Vocabulary Development
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Chua, Shi Min; Rickard Liow, Susan J.; Yeong, Stephanie H. M. – Journal of Learning Disabilities, 2016
For bilingual children, the results of language and literacy screening tools are often hard to interpret. This leads to late referral for specialized assessment or inappropriate interventions. To facilitate the early identification of reading difficulties in English, we developed a method of screening that is theory-driven yet suitable for…
Descriptors: Spelling, Bilingual Students, Kindergarten, At Risk Students
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Jitendra, Asha K.; Dupuis, Danielle N.; Star, Jon R.; Rodriguez, Michael C. – Journal of Learning Disabilities, 2016
This study examined the effect of schema-based instruction (SBI) on the proportional problem-solving performance of students with mathematics difficulties only (MD) and students with mathematics and reading difficulties (MDRD). Specifically, we examined the responsiveness of 260 seventh grade students identified as MD or MDRD to a 6-week treatment…
Descriptors: Schemata (Cognition), Teaching Methods, Problem Solving, Mathematical Logic
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Catts, Hugh W.; Nielsen, Diane Corcoran; Bridges, Mindy Sittner; Liu, Yi-Syuan – Journal of Learning Disabilities, 2016
Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension…
Descriptors: Reading Difficulties, Reading Comprehension, Language Skills, Kindergarten
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Protopapas, Athanassios; Parrila, Rauno; Simos, Panagiotis G. – Journal of Learning Disabilities, 2016
The concept of Matthew effects in reading development refers to a longitudinally widening gap between high achievers and low achievers. Various statistical approaches have been proposed to examine this idea. However, little attention has been paid to psychometric issues of scaling. Specifically, interval-level data are required to compare…
Descriptors: Reading Instruction, Reading Achievement, Achievement Gap, Longitudinal Studies
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Tamboer, Peter; Vorst, Harrie C. M.; Oort, Frans J. – Journal of Learning Disabilities, 2016
Two subtypes of dyslexia (phonological, visual) have been under debate in various studies. However, the number of symptoms of dyslexia described in the literature exceeds the number of subtypes, and underlying relations remain unclear. We investigated underlying cognitive features of dyslexia with exploratory and confirmatory factor analyses. A…
Descriptors: Dyslexia, Correlation, Factor Analysis, College Freshmen
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Zhang, Dake; Stecker, Pamela; Huckabee, Sloan; Miller, Rhonda – Journal of Learning Disabilities, 2016
Research has suggested that different strategies used when solving fraction problems are highly correlated with students' problem-solving accuracy. This study (a) utilized latent profile modeling to classify students into three different strategic developmental levels in solving fraction comparison problems and (b) accordingly provided…
Descriptors: Middle School Students, Fractions, Mathematics Achievement, Low Achievement
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Bonifacci, Paola; Storti, Michele; Tobia, Valentina; Suardi, Alessandro – Journal of Learning Disabilities, 2016
Despite their ascertained neurobiological origin, specific learning disorders (SLD) often have been found to be associated with some emotional disturbances in children, and there is growing interest in the environmental and contextual variables that may modulate children's developmental trajectories. The present study was aimed at evaluating the…
Descriptors: Learning Disabilities, Psychological Patterns, Well Being, Parents
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Wagner, Mary M.; Newman, Lynn A.; Javitz, Harold S. – Journal of Learning Disabilities, 2016
Using data from the National Longitudinal Transition Study-2 (NLTS2), this study examines the career and technical education (CTE) course taking of high school students with learning disabilities (LD) in the context of the national movement toward higher standards for determining whether students leave high school "college and career…
Descriptors: Vocational Education, Learning Disabilities, High School Students, Longitudinal Studies
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Wiener, Judith; Daniels, Lesley – Journal of Learning Disabilities, 2016
This article reports on a qualitative study of the school experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) in the context of quantitative research on teacher attitudes and practices, adolescent self-appraisals, and social and family relationships. Twelve adolescents with ADHD participated in in-depth, semistructured…
Descriptors: Adolescents, Attention Deficit Hyperactivity Disorder, Teacher Attitudes, Semi Structured Interviews
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