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Examining Reading Development and Reading Disability in English Language Learners: Potential Contributions from Functional Neuroimaging
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Pugh, Kenneth R.; Sandak, Rebecca; Frost, Stephen J.; Moore, Dina; Mencl, W. Einar – Learning Disabilities Research and Practice, 2005
Neuroimaging studies have suggested that across different written languages, skilled reading behavior is supported by similar, largely left hemisphere (LH), networks. In addition, recent studies of reading disability (RD) in monolingual readers, conducted in several languages, suggest a common neurobiological signature for this syndrome…
Descriptors: Second Language Learning, Monolingualism, English (Second Language), Reading Instruction
The Comprehension Instruction That Students Need: Instruction Fostering Constructively Responsive Reading.
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Pressley, Michael; And Others – Learning Disabilities Research and Practice, 1995
This study reviews research indicating that specific instruction in reading comprehension strategies is effective in improving comprehension for students, including those with learning disabilities. The reading strategies of highly competent readers are identified, and effective application of transactional strategies instruction with weak…
Descriptors: Elementary Secondary Education, Instructional Effectiveness, Intervention, Learning Disabilities
More about Whole Language Methods of Reading Instruction for Students at Risk for Early Reading Failure.
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Pressley, Michael; Rankin, Joan – Learning Disabilities Research and Practice, 1994
This literature review contends that whole-language approaches to reading are not well supported by scientific analyses of reading and reading instruction. The paper argues that whole language is not the preferred approach of outstanding primary and special education teachers, who favor instruction which balances decoding instruction and…
Descriptors: Decoding (Reading), High Risk Students, Literacy Education, Primary Education
The Use of the Self-Directed Search and the Self-Directed Search Form E with People with Learning Disabilities.
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Taymans, Juliana M. – Learning Disabilities Research and Practice, 1991
Two self-administered, self-scored, and self-interpreted career interest inventories used by adolescents and adults are described, the Self-Directed Search and its Form Easy, an adaptation for poor readers. The paper discusses test components, subtests, and theory; gender issues; interpretation; appropriateness; coding discrepancies; and…
Descriptors: Adolescents, Adults, Career Choice, Career Guidance
Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters.
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Torgesen, Joseph K. – Learning Disabilities Research and Practice, 2000
Five recent studies of methods to prevent reading difficulties are examined. It is estimated that current methods would leave 2 to 6 percent of children with inadequate word reading skills in the first and second grades. Several broad characteristics of these "treatment resisters" are identified and implications are discussed. (Contains…
Descriptors: Early Intervention, High Risk Students, Prevention, Primary Education
Alternative Diagnostic Approaches for Specific Developmental Reading Disabilities.
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Torgesen, Joseph K.; Wagner, Richard K. – Learning Disabilities Research and Practice, 1998
Summarizes recent studies identifying specific linguistic-cognitive markers for reading disabilities and describes efforts to develop measures of these markers in the areas of phonological awareness, rapid automatic naming, and verbal short-term memory. (Author/DB)
Descriptors: Cognitive Ability, Decoding (Reading), Disability Identification, Dyslexia
Cognitive Profile of Neurofibromatosis Type 1: Rethinking Nonverbal Learning Disabilities
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Cutting, Laurie E.; Clements, Amy M.; Lightman, Andrea D.; Yerby-Hammack, Pamula D.; Denckla, Martha Bridge – Learning Disabilities Research and Practice, 2004
The cognitive profiles of children with Neurofibromatosis Type 1 (NF-1) have many similarities to those observed in learning disabilities in the general school population, as well as some distinct features. Approximately 30-65 percent of children with NF-1 have learning disabilities; most commonly, they have language and reading disabilities,…
Descriptors: Reading Difficulties, Profiles, Physical Characteristics, Nonverbal Learning