共查询到20条相似文献，搜索用时 31 毫秒
1.
Gail D. Chermak Donna M. Burgerud 《International Journal of Disability, Development & Education》1983,30(3):226-229
Three tests of receptive language were administered to thirty children enrolled in regular, gifted, and learning disabled‐gifted programs. Analyses of variance indicated that the Token Test for Children differentiated the learning disabled‐gifted children and the Verbal Absurdities Subtest of the Detroit Tests of Learning Aptitude differentiated the gifted children from the other two groups. 相似文献
2.
Michael Simpson Dominic A. Carone William J. Burns Traci Seidman Doil Montgomery Alfred Sellers 《Psychology in the schools》2002,39(5):515-524
The Wechsler Intelligence Scale for Children–Third Edition (WISC‐III) and the Stanford‐Binet Intelligence Scale–Fourth Edition (SB‐IV), were administered to 20 gifted children and 20 non‐gifted children to examine the extent of the difference in IQ scores obtained on the two tests and whether order effects were present. Results show that the SB‐IV Composite Score was significantly higher than the WISC‐III Full Scale IQ for both groups. However, for the gifted group, unlike the non‐gifted group, this difference achieved significance only when the SB‐IV was administered first. When either IQ test was administered to the gifted students for the first time, without the confound of a learning influence, there was no significant difference in mean scores. However, when both tests were administered, it was found that the SB‐IV influenced the WISC‐III Full Scale IQ in a downward direction whereas the WISC‐III influenced the SB‐IV Composite Score in an upward direction. © 2002 Wiley Periodicals, Inc. 相似文献
3.
This study investigated the effectiveness of teacher ratings of student social behavior in differentiating a group of 81 elementary‐age gifted students from a control group of 81 age and gender matched non‐gifted students. The School Social Behavior Scales, a recently developed set of rating scales that assesses both social competence and antisocial behavior, was used for the ratings. Gifted students were rated as having significantly higher levels of social competence and lower levels of antisocial behavior than the comparison group, and the individual scores of the gifted students were significantly skewed in the direction of better social‐behavioral adjustment. The findings also indicated the presence of a small subset of gifted students who appeared to have extremely poor social competence and high levels of problem behaviors. The results are compared to previous research on the psychosocial development of gifted children, and important areas for future research on this topic are recommended. 相似文献
4.
Corinne Bees 《Roeper Review》2013,35(2):155-161
Adolescents who are both gifted and learning disabled have unique needs. The GOLD program is a successful model which includes both resource room support and enrichment. Entrance criteria are described. The curriculum includes teaching students about learning disabilities, self‐advocacy, critical thinking, word processing, communication skills, and ethics. Time is provided for remedial and subject work. As well as the curriculum, the success of the program has resulted from intense involvement of staff, one‐to‐one tutoring, a flexible approach to timetables and attendance, and an environment that encourages hope, humor, trust, and student decision making. 相似文献
5.
Suzann M. Norton 《Community College Journal of Research & Practice》2013,37(1):105-107
The purpose of this study was to determine if differences exist between postsecondary students with learning disabilities and their non‐learning disabled counterparts. Data were collected through two survey forms: one gathered specific data about the learning disabled group; the second provided data about study habits of the learning disabled group and two other groups of non‐learning disabled students at San Diego Mesa College. Results showed that although most study habits did not significantly differ, students with learning disabilities required substantially more assistance in math, spelling, writing, and reading comprehension. As a result, implications for instruction are suggested. A short review of literature about postsecondary learning disability programs precedes the study discussion. 相似文献
6.
ABSTRACT This article reports on an intervention study into the effects of a training in the use of social and cognitive strategies on the learning outcomes of students in secondary mathematics education. Special attention is given to differential effects for high‐ and low‐achieving students. The focus on differential effects is derived from studies into learning in small co‐operative groups, and from the results of meta‐analyses into the effects of training in learning strategies. From these studies it can be concluded that in general such programs contribute to learning. However, it seems that low‐achieving students are unable to benefit from interventions of the kind investigated (i.e., co‐operative learning and training in learning strategies). The main question is whether it is possible to design an instructional program from which all students benefit, and from which the low‐achieving students profit more than their counterparts in the control‐program. In the present study three instructional programs for co‐operative learning were compared: (i) an experimental program with special instruction in the use of social strategies; (ii) an experimental program with special instruction in the use of cognitive strategies; and (iii) a control program without training in either cognitive or social strategies. The programs were identical with respect to mathematical content and general instructional settings (a combination of whole‐class instruction, working in co‐operative groups and individual work). The experiment addressed the following research question: what are the general and differential effects of a training in the use of social and cognitive strategies on the results of learning in secondary mathematics? The research was conducted in two schools for secondary education in a total of 21 classes, involving a total of 511 students. The design was a pretest‐posttest control group design, using two experimental groups and one control group. The data were analysed from a multi‐level perspective. The outcomes of the investigation clearly show the effects of the intervention. Teaching cognitive and social strategies has the expected, positive effects. In addition to this main effect, a compensatory effect for the low‐achieving students was found. The low‐achieving students in the experimental conditions outperformed their counterparts in the control group. 相似文献
7.
《Australian Journal of Learning Difficulties》2013,18(2):20-30
Abstract Up to 30 per cent of gifted students display a learning disability, with 10 per cent reading at two or more years below their grade level. They are referred to as being ‐gifted learning disabled’ or as having the dual exceptionalities of giftedness and learning disabilities. For these students, their learning disability is more likely to be recognised and targeted in teaching than their gifted ability. The present study reviews their learning characteristics and explains these in terms of an information processing model of learning. Nine characteristics are addressed: their superior general intellectual ability in at least some domains of knowledge, a global wholistic preference in thinking, a negative academic self‐concept, low resilience in learning, patterns in motivation to learn orientation, their use of metacognifion, their ability to show what they know, their uneven rates of development, their high standards and goals, and the quality of their interpersonal interactions. The paper uses these characteristics to recommend a set of procedures for identifying these students. It examines the influence that a learning disability can have on the display of gifted knowledge and describes how dynamic assessment procedures can be used to obtain a more accurate diagnosis. It describes the two main types of general ability profiles that emerge. Procedures for assessing creativity and divergent thinking, a learning disability, aptitude in particular areas, an intrinsic motivation to learn, self‐concept, metacognition and self management of learning are discussed. To his teachers, Adam was a conundrum. He was a very quick thinker, but not in the ways that would help him excel academically. He had excellent knowledge of a range of subjects but this didn't seem to help him achieve academic success. His answers to questions were unexpected, although, when analysed, creative. On excursions he could be relied on to see ways around obstacles that arose; his teachers valued his ‘native intelligence’ on these occasions. It was less valued in classroom contexts in which they were developing a topic with a group and Adam would interject with ideas and questions that were either ‘marginally relevant’ or ‘further down the track’. They wished he would put his energy more into improving his spelling and writing ability, that were extremely low, and bis recall of the times tables. Ann, an eight year old, was also perplexing to her teachers. In class she was ‘off task’ and daydreamed a lot. She did not finish most tasks, frequently lost her place and made many careless errors. Her distractability meant that she was frequently disruptive. As a consequence, her level of academic achievement was low. Her teacher interpreted her inattention and impulsivity as a lack of interest in learning and her preference to avoid tasks. As well, however, her teacher noticed her comparatively high level reading ability and her advanced oral language capacity and had difficulty reconciling the two sets of observations. 相似文献
8.
Renitta L. Goldman Veralee B. Hardin 《International Journal of Disability, Development & Education》1982,29(1):57-63
This study was undertaken to determine if there were differences in the social perception of learning disabled and non‐learning disabled youngsters, whether social perception was related to sex and if interaction by sex and learning disability status was involved. Fifty‐seven elementary school children aged 9 to 11 years were given four measures of social perception. Results showed that learning disabled children differed significantly (p .01) from their non‐learning disabled peers on each of the four measures. Neither sex nor group by sex interaction was significant. Assessment and intervention aimed at improving social perceptual skills should be incorporated into educational programming for those learning disabled children who exhibit deficiencies in this area of functioning. 相似文献
9.
The constructs of risk and resilience and their implication in the life of individuals who are gifted, learning disabled, and gifted/learning disabled will be explored in this paper. The intent is to understand further how the constructs of risk and resilience affect individuals who are gifted/learning disabled. The paper includes a discussion of risk and resilience, followed by a discussion of learning disabilities, giftedness, and learning disabilities combined with giftedness. Each of these sections addresses the risk factors that hinder normal development and make the individual more vulnerable and the protective factors that serve to buffer the individual's response to adversity. Interventions that may foster resilience in the individual who is gifted/learning disabled are proposed. 相似文献
10.
The purpose of this study was to determine whether significant group, gender, and grade differences existed in the preferred learning styles of gifted minority students. The Learning Style Inventory (Dunn, Dunn, & Price, 1987) was administered to 54 African‐American (20 males, 34 females), 61 third‐generation Mexican‐American (26 males, 35 females), and 40 third‐generation American‐born Chinese (25 males, 15 females) students. A three‐way analysis of variance on the LSI raw scores of gifted African‐American, Mexican‐American, and American‐born Chinese students indicated significant group differences in preferences for noise, light, visual modality, studying in the afternoon, and persistence. Significant gender differences were found in preferences for the tactile modality and intake. Finally, significant grade differences were found in preferences for temperature (warm/cool environment) and mobility. Findings support and extend past research regarding the learning styles of gifted students. 相似文献
11.
Abstract This study investigates the effects on learning‐disabled students of embedding a drill and practice task within an arcade game‐like context. We identified 30 learning‐disabled and 30 nondisabled students who had conceptual understanding of addition but had not achieved automaticity in addition facts. We trained students on either a drill‐and‐practice game or an unadorned, straightforward drill (i.e., “plain vanilla") program. We assessed automaticity in three modes of responding—oral, computer keyboard, and written response. There was a significant interaction effect indicating that the learning‐disabled students were relatively disadvantaged by repeated practice in the game format. We infer learning‐disabled students' lower performance is attributed to attentional difficulties, particularly selective attention problems, when potentially distracting elements of a game environment are present. 相似文献
12.
Jerrell C. Cassady Kristie L. Speirs Neumeister Cheryll M. Adams Tracy L. Cross Felicia A. Dixon Rebecca L. Pierce 《Roeper Review》2013,35(3):139-146
This article presents a new classroom observation scale that was developed to examine the differential learning activities and experiences of gifted children educated in regular classroom settings. The Differentiated Classroom Observation Scale (DCOS) is presented in total, with clarification of the coding practices and strategies. Although the DCOS was developed to examine the impact of differentiated classroom practices for gifted children, it is expected that the scale could be used for observing the educational experiences of any identifiable group of children. Reflections on the benefits offered by the DCOS that are not available with existing measures are provided, and include (a) the ability to contrast the educational experiences of two groups of learners; (b) documentation of a variety of educational factors including pedagogy, student engagement, and level of cognitive activity; and (c) preservation of contextual factors for deeper investigation through a database‐driven record keeping system that maintains disaggregated data from a series of short observational segments. 相似文献
13.
ABSTRACT In order to compare the performance of learning‐disabled and normally‐achieving children (of between nine and 11 years of age) on visuo‐spatial tasks, the Raven's Progressive Matrices, the Children's Embedded Figures Test and three self‐designed visuo‐spatial tasks were administered. The study has been conducted within the theoretical framework of a human information‐processing approach. 相似文献
14.
The purpose of this study is to examine the social and self-perceptions of twice-exceptional students, those students who meet criteria for being identified as both gifted and learning disabled. In particular, we focus on how twice-exceptional students are similar to, or different from, students with only a learning disability or who are only identified as gifted. Using data collected from the National Longitudinal Study of Adolescent Health, we identified a group of 90 twice-exceptional adolescents as well as three matched comparison groups. Overall, twice-exceptional adolescents had less positive perceptions of maternal relationships and self-concept than did gifted or nonidentified adolescents. Further, perceptions of maternal relationships mediated and moderated group differences in self-concept. Implications for adults working with twice-exceptional adolescents are discussed. 相似文献
15.
This study hypothesises that non‐achieving behaviour of gifted adolescents in Singapore may be attributed to a lack of knowledge, volition and action on the part of the gifted. As such, an educational intervention programme, Knowledge/Volition/Action, was devised to teach pupils knowledge of the self, volition, consultation, time management and stress management. All subjects were gifted pupils in a secondary one cohort in three premier schools hosting the Gifted Education Programme (GEP). Experimental subjects (n = 57) and control subjects (n = 57) were matched by age, gender, school, class, race, socio‐economic status, academic and non‐academic achievement before being randomly selected and randomly assigned to groups. The effects of the intervention on academic and non‐academic achievement were reported using paired t‐tests. Interestingly, the intervention programme was found to be effective in augmenting the non‐academic rather than the academic achievement of the experimental group. 相似文献
16.
Students learn new or difficult information most effectively when the classroom environment is compatible with their learning style preferences. Determining learning style preferences can be accomplished by administering the Learning Style Inventory (LSI). However, to understand compatibility with the classroom, an instrument that quantifies student perceptions of elements within the environment is essential. This paper describes development and field‐testing of such an instrument‐the Student Perception Inventory (SPI). The SPI was administered to 80 gifted middle school students and was found to provide useful student perception data. Information needed to improve learning environments for gifted learners, especially underachieving gifted students, was found when using the LSI in conjunction with the SPI. 相似文献
17.
Sandhya Paranjpe 《欧洲特需教育杂志》2013,28(2):152-153
ABSTRACT India has accorded a mission status to ‘Education for All’ over the past decade. Since Independence this goal remains elusive, due to certain disadvantaged groups remaining out of the fold of education. One such group is the ‘disabled’, within which those with severe learning difficulties (SLD) pose even more problems. This paper highlights the need to implement a community‐based model of integration for the SLD, and strongly advocates a holistic, community‐responsive educational approach. The model views the primary school as an integral part of the community environment, placing equal importance on other organizational structures. The role of the community as an active and vital partner in planning and implementation of education and support services seems to hold the key to success in achieving integration and education for all by the year 2000. 相似文献
18.
《The Journal of educational research》2012,105(6):315-318
AbstractThe present study examined die influence self-concept played in a verbal free recall and non-verbal paired associate learning task with gifted children. Twenty-four male and 24 female pre-adolescents were divided into high and low self-concept groups for each sex, forming four groups with 12 subjects in each group. A 20-item free recall task and a five-trial, six-item non-verbal paired associate learning task were administered. High self-esteem boys and girls showed significantly greater mastery of all learning tasks than lower self-concept counterparts. Analysis of organization scores supported the use of more sophisticated learning strategies by children with higher self-perceptions. 相似文献
19.
Kristin Litster Jillian Roberts 《Journal of Research in Special Educational Needs》2011,11(2):130-140
The current meta‐analysis compares the self‐concepts and perceived competencies of gifted and non‐gifted students. Using meta‐analytic methods to synthesise the results of 40 studies, we found that gifted students scored significantly higher than non‐gifted students on measures of academic and behavioural perceived competence, as well as global self‐concept. Gifted students scored significantly lower than non‐gifted students on measures of appearance and athletic perceived competence. Significant heterogeneity was found in the extent to which gifted and non‐gifted students' scores differed in the academic and global domains. Moderator variables such as participant grade level, method of gifted designation and publication year accounted for systematic differences in these domains. Gifted students' appearance and athletic perceived competencies may benefit from specific intervention, but their beliefs in other areas remain positive. 相似文献