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1.
Seleshi Zeleke 《欧洲特需教育杂志》2013,28(2):145-170
In an attempt to test the assumption that children with learning disabilities (LD) have deficient self‐concepts, a number of studies have compared the self‐concepts of students with learning disabilities and their normally achieving (NA) peers. The purpose of this paper is to review recent studies that investigated the academic, social and general self‐concepts of students with LD and their NA peers and compare the results with those of a previous meta‐analysis of relatively older studies, by Chapman. Consistent with earlier findings, results of the present review indicated that the academic self‐concept of LD students is more negative than that of their NA peers. Unlike Chapman’s conclusion, however, the evidence is less clear for general self‐concept. This is also true for social self‐concept. Because the evidence that shows no group differences outweighs that indicating better social and general self‐concept scores for NA children, the conclusion that children with LD hold more negative social and general self‐concepts than do NA children is not warranted. 相似文献
2.
Roel van Steensel Ron Oostdam Amos van Gelderen Erik van Schooten 《Journal of Research in Reading》2016,39(3):312-329
In this study, we analysed the relationships between word decoding, vocabulary knowledge, meta‐cognitive knowledge and reading comprehension in low‐achieving adolescents and examined whether the strength of these relationships differed between Grade 7 and 9 students and between monolingual and bilingual students. Tests were administered to 328 students in Dutch prevocational education. Multilevel analyses showed positive effects of vocabulary and meta‐cognitive knowledge on reading comprehension that were consistent across grades and across monolinguals and bilinguals. Additionally, we found a positive effect of word decoding for seventh graders, but no effect for ninth graders. There was also a positive effect of bilingualism on reading comprehension when vocabulary differences were controlled. This finding suggests that for bilingual students, reading comprehension is hampered by limited second‐language vocabulary knowledge and that these students will profit more from an increase in vocabulary knowledge than their monolingual peers. The results underline the importance of vocabulary and meta‐cognitive instruction for low‐achieving adolescents. 相似文献
3.
Will H. Canu 《Journal of College Counseling》2007,10(1):54-63
For college students with attention‐deficit/hyperactivity disorder (ADHD), which is associated with increased accidental injury, mindfulness regarding safety issues in vocational choice may be indicated. In this study, a group of male college students with ADHD‐predominantly inattentive type (ADHD‐IA) reported placing less emphasis on job safety than did their peers when considering their professional direction. College counselors might help prevent work‐related injury for similar clients by broaching the topic of safety when discussing vocational choice. 相似文献
4.
The study compared early literacy of Israeli children aged five to six years with and without attention deficit hyperactivity disorder (ADHD), contrasted parental writing mediation in the two groups and tested the relations between parents’ mediation characteristics and children’s early literacy skills. Each of 62 parent‐child dyads (32 with ADHD) was videotaped at home while writing words. Videotapes were transcribed and analysed for mediation (specific writing task measures, emotional measures typical of problem‐solving tasks, and general measures of interactions). Children’s early literacy (word writing, letter knowledge and phonological awareness) was assessed at home. Results showed that children with ADHD already exhibited lower literacy achievements at ages five to six compared to their peers without ADHD. Parents of children with ADHD scored lower than parents of children without ADHD on the writing‐specific, emotional and general mediation measures. In both groups, the specific writing mediation measures correlated significantly with children’s early literacy. More emotional mediation measures correlated significantly with children’s early literacy in the ADHD than in the non‐ADHD group. Discussion focused on parent‐child writing interactions as a context of early literacy development among young children with ADHD. 相似文献
5.
The authors focused on analyzing (a) peer acceptance and peer rejection of typically developing students, students with attention deficit hyperactivity disorder (ADHD), and students with autism spectrum disorder (ASD) in general secondary education; (b) attitudes of general secondary-aged students toward peers with ADHD and ASD; and (c) the relationship between peer acceptance/rejection and students' attitudes. A cross-sectional study was performed (n = 437 typically developing students, n = 28 students with ADHD/ASD; range = 12–15 years old). Students were asked to indicate with whom they prefer to hang out or preferably not want to hang out (peer acceptance and peer rejection). Attitudes were assessed using the Attitude Survey Toward Inclusive Education. Multilevel analysis showed significant differences between students with ADHD and ASD and typically developing peers on peer acceptance and higher on peer rejection. Second, typically developing peers showed neutral attitudes toward peers with ADHD or ASD. Third, the results showed that students' rejection and attitudes of peers significantly relate to each other. 相似文献
6.
William J. Therrien Jonte C. Taylor John L. Hosp Erica R. Kaldenberg Jay Gorsh 《Learning disabilities research & practice》2011,26(4):188-203
Although science has received much attention as a political and educational initiative, students with learning disabilities (LD) perform significantly lower than their nondisabled peers. This meta‐analysis evaluates the effectiveness of instructional strategies in science for students with LD. Twelve studies were examined, summarized, and grouped according to the type of strategy implemented. Effect sizes (ES) were calculated for each study. Across all studies, a mean ES of .78 was obtained, indicating a moderate positive effect on students with LD science achievement. Findings also align with past reviews of inquiry‐based instruction for students with special needs, indicating that students with LD need structure within an inquiry science approach in order to be successful. Additionally, results suggest that mnemonic instruction is highly effective at increasing learning disabled students' acquisition and retention of science facts. 相似文献
7.
Angeliki Leondari 《Educational studies》1993,19(3):357-371
Self‐concept ratings of normally and low achieving students in regular classes were compared with those of children facing academic difficulties and attending special education classes. Children's perceptions of scholastic competence and feelings of global self‐worth were measured using the Perceived Competence Scale for Children (Harter, 1982). Participants in the study were 424 children enrolled in the third to sixth primary school grades. Results indicated that special class children rated themselves more negatively than their normally achieving peers on both academic self‐concept and global self‐worth. They also rated themselves more negatively than their low achieving peers on academic self‐concept; no differences existed between these two groups on global self‐worth. The results are discussed in the light of the nature of the Greed educational system and the pressure put on children for academic excellence. 相似文献
8.
By the upper elementary grades, writing becomes an essential tool both for learning and for showing what you know. Students who struggle significantly with writing are at a terrible disadvantage. Data from the National Assessment of Educational Progress indicate that only 25% of students can be classified as competent writers; students with learning disabilities (LD) have even greater problems with writing than their normally achieving peers and frequently demonstrate a deteriorating attitude toward writing after the primary grades. In this article, we focus on composing and the writing process, and examine the knowledge base about writing development and instruction among students with LD. We address what research tells us about skilled writers and the development of writing knowledge, strategies, skill, and the will to write, and how this relates to students with LD. Next, we summarize what has been learned from research on writing development, effective instruction, and the writing abilities of students with LD in terms of effective instruction for these students. Finally, we indicate critical areas for future research. 相似文献
9.
Cathy W. Hall Andrea D. Peterson Raymond E. Webster Larry M. Bolen Michael B. Brown 《Psychology in the schools》1999,36(6):505-514
The current study examined the ability of children diagnosed as having Attention‐Deficit Hyperactive Disorder (ADHD) with and without a learning disability to perceive nonverbal social cues in comparison to their non‐ADHD peers. In addition, teacher ratings of students' social perceptions were obtained. Participants in the study were 45 students between the ages of seven and ten years who were identified as 1) ADHD only, 2) ADHD with a learning disability (ADHD/LD), and 3) a control group with no diagnosis. The Diagnostic Analysis of Nonverbal Accuracy(DANVA) and the Social Perception Behavior Rating Scale(SPBRS) were used to measure social perceptions. The DANVA was administered twice to each child in the ADHD and ADHD/LD groups: once while the ADHD and ADHD/LD participants were on medication and once off medication. The ADHD/LD group demonstrated significant difficulty in comparison to their peers in perceiving paralanguage cues effectively. The ADHD/LD group also showed significant improvement on the Postures and Paralanguage subtests during on‐medication conditions. © 1999 John Wiley & Sons, Inc. 相似文献
10.
This study examined the story composition abilities of learning disabled (LD) and normally achieving young adolescents as indicated by measures of writing category, cohesion, and fluency. Findings suggest that although adolescents with learning disabilities have a rudimentary knowledge of story form, this knowledge is less well developed than that of their nondisabled peers. Students with learning disabilities also had greater coherence problems in their writing and were less fluent writers. Several important age trends were noted when results of this investigation were compared with outcomes from a similar investigation involving younger students. 相似文献
11.
Yaacov Petscher 《Journal of Research in Reading》2010,33(4):335-355
A meta‐analysis of the relationship between attitudes in reading and achievement in reading was conducted to provide a statistical summary to the observed variability in the magnitude of previously reported effect sizes. A total of 32 studies, with a total sample size of 224,615 were used, and included a total of 118 effect sizes. A multi‐level approach was used in meta‐analysis to determine if variance in the magnitude of effect sizes could be partitioned to study (level 1) and moderator (level 2) levels by using a mixed model approach. Results from the meta‐analysis indicated that the mean strength of the relationship between reading attitudes and achievement is moderate (Zr=.32), while stronger for students in elementary school (Zr=.44) when compared with middle school students (Zr=.24). Findings related to selected moderator variables are discussed, with suggestions for future research. 相似文献
12.
Erica R. Kaldenberg Paula Ganzeveld John L. Hosp Derek B. Rodgers 《Psychology in the schools》2016,53(9):938-953
Twenty‐three single‐subject studies aimed at improving the writing achievement of students identified as having a learning disability were analyzed meta‐analytically. The effect size phi was used to compare the writing strategies. The dependent measures used to assess the efficacy of the interventions were also coded and reviewed. Results suggest intervention studies using the self‐regulated strategy development (SRSD) or a non‐SRSD writing strategy produced high effect sizes, suggesting the overall success of the writing interventions. Findings also indicate the 23 studies used a total of 39 dependent measures, which show the way writing achievement is measured varies greatly. Furthermore, many of the dependent measures were not standardized or technically sound. 相似文献
13.
Robert J. Reese H. Thompson Prout Emily H. Zirkelback Charlotte R. Anderson 《Psychology in the schools》2010,47(10):1035-1045
A meta‐analysis was conducted with 65 school‐based psychotherapy and counseling dissertations over the last 10 years (1998–2008) to assess if a file‐drawer problem (i.e., studies conducted but not published that, as a whole, have different results than studies in the same area published) exists in the school‐based outcome literature. An overall mean effect size of 0.44 was found for 73 treatment interventions. This effect size is comparable to Prout and DeMartino's 1986 meta‐analysis conducted with published school‐based studies and approximately half a standard deviation smaller than Prout and Prout's 1998 meta‐analysis of school‐based intervention studies. A bias does appear to exist but seems to be smaller than the bias found in the general child and adolescent psychotherapy outcome literature. Most of the dissertation studies evaluated group interventions and used a cognitive–behavioral or skills training intervention. Skills training and interventions with elementary‐school students yielded the largest effect sizes. Comparisons of the current study with previous school‐based intervention meta‐analyses are discussed as are suggestions for future research. © 2010 Wiley Periodicals, Inc. 相似文献
14.
We conducted a meta‐analysis to examine depressive symptomatology among students with learning disabilities (LD), as reported by their parents and teachers. A 2006 meta‐analysis by Maag & Reid of the self‐reports of students with LD indicated that this group's higher report of depressive symptoms compared to non‐LD students was small in magnitude (d = .35). In our meta‐analysis, 31 studies in which depressive symptomatology among school‐age (K–12) students with LD was examined were included. The overall effect size was statistically significant and medium in magnitude (d = .75) and indicated that parents and teachers reported students with LD to experience significantly more depressive symptoms than non‐LD students experience. When integrated with Maag and Reid's findings, these results suggest that parents and teachers appear to report greater depressive symptomatology for students with LD than these students report for themselves. Due to the observed discrepancy, multi‐informant assessment practices and the need for clinical judgment are discussed. © 2011 Wiley Periodicals, Inc. 相似文献
15.
Jeffrey S. Skowronek Michelle D. Leichtman David B. Pillemer 《Learning disabilities research & practice》2008,23(1):25-35
Twenty‐nine grade‐matched 4th–8th‐grade males, 12 with attention‐deficit/hyperactivity disorder (ADHD) (age M= 12.2 years, SD= 1.48), and 17 without (age M= 11.5, SD= 1.59), completed two working memory tasks (digit span and the Simon game) and three long‐term episodic memory tasks (a personal event memory task, story memory task, and picture recognition task). In line with clinical observations, children with ADHD performed worse than peers on all working memory tasks, but performed as well as or better than peers on long‐term episodic tasks, demonstrating particularly detailed memory for personally experienced past events. Participants' parents also completed questionnaires about their children's memories in daily life. Parents rated children with ADHD lower than children without ADHD on working and semantic memory (e.g., remembering names, spelling, and math), but rated them as high or higher on memory for events. Implications for theory and educational practice are discussed. 相似文献
16.
The majority of high-stakes tests from elementary school through postsecondary education include the timed impromptu essay as a measure of writing performance. For adolescents with writing disorders, this type of evaluation often presents a significant barrier. The purpose of the current study was twofold. First, we investigated the influence of handwritten, typed, and typed/edited formats of an expository essay on the quality scores received by students with (n = 65) and without (n = 65) dyslexia. Second, we examined the contribution of spelling, handwriting, fluency, and vocabulary complexity to the quality scores that students with and without dyslexia received on the same writing task. Analyses indicated that vocabulary complexity, verbosity, spelling, and handwriting accounted for more variance in essay quality scores for writers with dyslexia than for their typically achieving peers. Both group and individual student outcomes are reported to better understand the needs of struggling writers with dyslexia. Implications for assessment, instruction, and accommodations are discussed with an eye toward reform efforts that target improved teaching and learning. 相似文献
17.
In this randomized controlled study, we investigated implementation of Self-Regulated Strategy Development (SRSD) in story writing by 11 second grade teachers who first collaborated in practice-based professional development in SRSD. Students at-risk for failure in writing were randomly assigned to treatment and control conditions in each teacher’s classroom. Teachers implemented SRSD with small groups of students at-risk for failure in writing (referred to as Tier 2 intervention in the Response to Intervention, or RTI, model) in their classrooms; control students at-risk in writing received regular classroom instruction from their teachers. Integrity of strategies instruction and social validity were assessed among the participating teachers. Student outcomes assessed included inclusion of genre elements and story quality, generalization to personal narrative, and teacher perceptions of intrinsic motivation and effort for writing. Teachers implemented strategies instruction with high integrity; social validity was positive. Significant effects were found for inclusion of genre elements and story quality at both posttest and maintenance; effect sizes were large (.89–1.65). Intervention also resulted in significant generalization to personal narrative (effect sizes were .98 for elements and .88 for quality). Teachers reported significantly higher perceptions of both intrinsic motivation and effort (effect sizes were 1.09 and 1.07, respectively). Limitations and directions for future research are discussed. 相似文献
18.
The present study explored the relations of students’ age and noncognitive traits (grit, growth mindset, and college self-efficacy) on writing self-efficacy and writing motivation. Participants (N = 457) wrote a short reflection in response to a quote, after which they evaluated similar responses, purportedly written by their peers, that were either exemplary or poor. Participants who read the exemplary essays were less likely to believe they could write as well as their peers (writing self-efficacy) and less likely to write a second essay (writing motivation), demonstrating a discouragement by peer excellence effect. Grit, growth mindset, and college self-efficacy were all positive correlates of writing self-efficacy. Writing self-efficacy, in turn, predicted the willingness to write another essay. Older students reported higher levels of writing self-efficacy and exhibited greater writing motivation. Older students also reported higher levels of grit, college self-efficacy, and growth mindset. A parallel mediation analysis revealed an indirect effect of college self-efficacy on the relation between age and writing self-efficacy. These results suggest that educators should judiciously model the works of students’ exemplary peers and foster noncognitive traits that improve writing self-efficacy. The results also suggest that older students are more receptive to writing. 相似文献
19.
The Effects of Read‐Aloud Accommodations for Students With and Without Disabilities: A Meta‐Analysis
Hongli Li 《Educational Measurement》2014,33(3):3-16
Read‐aloud accommodations have been proposed as a way to help remove barriers faced by students with disabilities in reading comprehension. Many empirical studies have examined the effects of read‐aloud accommodations; however, the results are mixed. With a variance‐known hierarchical linear modeling approach, based on 114 effect sizes from 23 studies, a meta‐analysis was conducted to examine the effects of read‐aloud accommodations for students with and without disabilities. In general, both students with disabilities and students without disabilities benefited from the read‐aloud accommodations, and the accommodation effect size for students with disabilities was significantly larger than the effect size for students without disabilities. Further, this meta‐analysis reveals important factors that influence the effects of read‐aloud accommodations. For instance, the accommodation effect was significantly stronger when the subject area was reading than when the subject area was math. The effect of read‐aloud accommodations was also significantly stronger when the test was read by human proctors than when it was read by video/audio players or computers. Finally, the implications, limitations, and directions for future research are discussed. 相似文献
20.
Barbara Read Becky Francis Christine Skelton 《British Journal of Sociology of Education》2011,32(2):169-183
This paper draws on data from a research project investigating gendered identities and interactions of high‐achieving students in Year Eight in England (12–13 years old), particularly in relation to students’ ‘popularity’ amongst their peers. As part of this study 71 students were interviewed from nine different schools in urban, rural and small town locations. From an analysis of participants’ conceptions of the characteristics of ‘popular’ and ‘unpopular’ students, this paper looks in depth at notions of in/authenticity and how it is perceived and judged in relation to the self and others. In particular, the paper focuses on the genderedness of such discourses of in/authenticity as constructed by these students, and relates such concerns to theorizations of ‘impossible’ femininity. 相似文献