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1.
This study used conventional self-efficacy measures as well as predictions of performance to examine the spelling and writing efficacy beliefs of early adolescents with and without learning disabilities (LD). In addition, the study examined two types of global efficacy—self-efficacy for self-regulated learning and general self-efficacy. The students with LD over-estimated their spelling performance by 52% and their writing performance by 19%, whereas the non-LD students were generally accurate in their performance estimates. Students’ performance predictions and self-efficacy ratings were strong predictors of a composite writing performance, but the self-efficacy for self-regulated learning and general self-efficacy scores did not predict writing performance. The article concludes with a discussion of recommendations to improve the calibration and academic functioning of adolescents with learning disabilities. 相似文献
2.
Yvonne N. Bui Jean B. Schumaker Donald D. Deshler 《Learning disabilities research & practice》2006,21(4):244-260
The purpose of this study was to test the effects of a comprehensive writing program for students with and without learning disabilities (LD) in inclusive general education classrooms. The program incorporated research‐based components including instruction in a prewriting planning strategy, narrative text structure, writing strategies, and the process approach to writing. The study was conducted in five fifth‐grade inclusive classrooms with 113 students (including 14 students with LD). A quasi‐experimental comparison‐group design was utilized, whereby three intact experimental classes received the writing intervention, and two intact comparison classes received traditional writing instruction. Measures included several writing indicators as well as state writing competency test scores. Results indicated that the students with and without LD in the experimental group made significant gains from pretest to posttest on several writing measures. Although students in the comparison group made some gains, the gains were related to fewer measures than the measures associated with experimental‐group gains, and the effect sizes were smaller. 相似文献
3.
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
4.
Abigail Reaser Frances Prevatt Yaacov Petscher Briley Proctor 《Psychology in the schools》2007,44(6):627-638
This study compared learning and study strategies of students with attention‐deficit/hyperactivity disorder (ADHD) to two groups: college students with learning disabilities (LD) and college students without disabilities. In addition, strengths and weaknesses within the ADHD group were examined on the Learning and Study Strategies Inventory, 2nd edition (LASSI; C.E. Weinstein & D.R. Palmer, 2002). The LASSI was also evaluated as a predictive measure for academic achievement for college students with ADHD compared to other students. Results indicate that several important differences may exist in the learning and study strategies of students with ADHD versus students with LD and students without disabilities. However, the LASSI may not be a useful tool for predicting academic achievement for college students with ADHD. Interventions for working with students with ADHD are given. © 2007 Wiley Periodicals, Inc. 相似文献
5.
Writing performance for a large number of adolescents, with and without learning disabilities (LD), in the United States is below the level required for success in college and in the world of work. Despite the importance of writing and students' with LD documented difficulties in this academic domain, writing intervention research for adolescents with LD is not as well established as research in other domains, such as reading. Programs of research in writing interventions for adolescents with LD, nevertheless, have provided frameworks for effective instruction for these students. Adapting criteria from Graham and Perin's (2007c) Writing Next report, 40 studies across six programs of research were located for our literature review in writing instruction for adolescents with LD. Based on the findings of these studies, instruction within two levels of support for adolescents with LD are recommended. 相似文献
6.
This article examines the Common Core State Standards as they apply to writing and students with learning disabilities (LD). We first consider why the implementation of these standards is advantageous to writing instruction for students with LD as well as the challenges in implementing them. Next, we make the following four recommendations in terms of their implementation: (1) increase general and special education teachers’ knowledge about writing development; (2) create a writing environment in which students with LD can thrive; (3) employ evidence‐based writing practices in general education classes (where most students with LD are taught); and (4) use evidence‐based writing practices effective with students with LD. We conclude by considering research that still needs to be undertaken to help educators maximize the probability that students with and without LD meet the writing benchmarks proposed in these Standards. 相似文献
7.
《International Journal of Educational Research》2005,43(1-2):39-54
This study examined student perceptions of teacher behavior in three motivational variables (self-efficacy beliefs, intrinsic value, and test anxiety in mathematics) for adolescents enrolled in three distinct schooling tracks. Questionnaires were administered to 111 learning disabled (LD), 224 average (AV) and 258 talented students (TA). Some differences among groups were found on students’ perceptions of teacher behavior as measured by the Questionnaire on Teacher Interaction, and on motivational beliefs assessed by the Motivated Strategies for Learning Questionnaire. Overall, the results show that perceptions of teacher proximity and influence have implications for AV and TA motivation, but are not significant in students with learning disabilities. The findings are discussed with special attention given to LD and TA. 相似文献
8.
This study sought to examine distinctions in social competencies between children with learning disabilities (LD) and other children who also experience academic difficulties. Eighty-five children with LD (54 male, 31 female) in Grades 3 through 6 from a large urban school district were compared to a group of low achieving (LA) peers matched on achievement as well as sex, race, and grade. The samples were 42% black, 39% Hispanic, and 19% Anglo. Both groups completed two self-concept questionnaires, a loneliness scale, and a measure of their social relationships outside of school. In addition, their classmates completed a peer rating scale and their teachers completed two ratings of the child's social skills. The results indicated that children with LD and LA children were comparable on most measures, although children with LD reported themselves as being less lonely than LA children. In addition, regular-class children rated children with LD as more likable than LA children. The results highlight similarities in the social competencies of children with LD and LA children and suggest that special education classes may offer some social advantages to children with mild handicaps. 相似文献
9.
The ability to understand and produce coherent text structure was assessed across three groups of college writers, normally achieving, learning disabled, and underprepared. It was found that college writers with learning disabilities were more like the normally achieving writers on an assessment of comprehension of text structure. On the production of a coherent text, normally achieving writers performed better than either of the other groups, but the writers with learning disabilities (LD) performed better than the underprepared writers. These results suggest that the writers with LD demonstrate greater discrepancies between their comprehension and production of written form than either of the other groups. The writers with LD appear to understand text structure like normally achieving writers but, like the underprepared writers, they experience difficulty in the production processes. 相似文献
10.
Waseem Mazher 《International journal of qualitative studies in education》2013,26(6):767-800
In this article, I present a critical discourse analysis (CDA) of two discourses in learning disabilities (LD) – the academic research literature on emotions of students labeled as LD and retrospective autobiographies from adults labeled as LD writing about their emotions as students. Drawing mainly on Foucaultian explanations of power, I investigate how these two discourses differentially position persons labeled as LD as human subjects. I raise research and theoretical concerns to further interpret power as discursively and historically situated and point out opportunities for resisting ways the dominant positivist, scientific discourse positions students labeled as LD. 相似文献
11.
Two studies examined students classified as having learning disabilities (LD) who had received course substitutions for the college foreign language (FL) requirement. In the first study, 42 students at one university were divided into groups and compared on measures of IQ, academic achievement, FL aptitude, college grade point average (GPA), and FL and English grades. Findings showed that most of the 42 students had been classified as LD in college after experiencing problems in FL courses. Comparisons based on students' performance on measures of FL aptitude, native language skill, and performance in FL courses showed few significant group differences. In the second study, the 42 students from the first study were compared with 86 students at another university who had also been classified as LD and received course substitutions for the college FL requirement. Comparisons on demographic information and measures of IQ, academic achievement, FL aptitude, college GPA, and FL GPA showed few significant differences between the two groups. Both studies suggest that students classified as LD at different universities exhibit similar demographic, cognitive, academic achievement, and FL aptitude profiles and that educators should not make the a priori assumption that students classified as LD require course substitutions for the FL requirement or experience problems with FL learning. 相似文献
12.
Barbara Walker Margaret E. Shippen Paul Alberto David E. Houchins David F. Cihak 《Learning disabilities research & practice》2005,20(3):175-183
Abstract. The complex nature of written expression presents difficulty for many students, particularly those with learning disabilities (LD). The literature in the area of written expression and students with learning disabilities indicates that explicit, rule‐based instruction can enhance the writing skills of struggling students. Research in Direct Instruction (DI) writing programs is promising, but limited at this time to a small number of group design studies. The purpose of this study was to investigate the effects of the DI writing program, Expressive Writing, for high school students with learning disabilities using a single‐subject design methodology. Results indicated that the Expressive Writing program improved the writing skills of the students in this study. Students also were able to generalize and maintain the writing skills learned during intervention. 相似文献
13.
《Australian Journal of Learning Difficulties》2013,18(4):13-19
Abstract There has been extensive research into the area of learning and in particular reading disabilities over the past thirty years. However, despite a significant body of research into the written expression difficulties experienced by children with learning disabilities (LD) in general, very little research has focussed on the written expression ability of children with specific reading disabilities (SRD). This study compared the narrative story writing of 18 students with SRD and 18 typically achieving (TA) students between the ages of 8 and 10 years. Story samples were obtained in response to a standard stimulus using two production modes ‐ handwriting and dictation. The spontaneous writing sub‐tests of the Test of Written Language III (Hammill & Larsen, 1996) were used for assessment and measurement. Measures of fluency, mature vocabulary and story construction were examined for both modes of production. No group differences were found for any of the measures in the dictated production mode, however significant differences were found on measures of fluency and story construction in the handwritten mode. Children with SRD wrote significantly fewer words and scored significantly lower on measures of story construction in comparison to their typically achieving peers. No group differences were found in relation to mature vocabulary usage. Implications for future study and educational practice are identified and discussed. 相似文献
14.
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
15.
Philippe Tremblay 《Journal of Research in Special Educational Needs》2013,13(4):251-258
We compared two instructional models (co‐teaching inclusion and solo‐taught special education) for students with learning disabilities (LD) with regard to their effect on academic achievement and class attendance. Twelve inclusive classes (experimental group) and 13 special education classes (control group) participated in the study. In grade 1, there were eight inclusive classes and nine special education classes with a total of 353 students (195 without disabilities, 58 with LD in inclusion and 100 with LD in special education classes). The data were collected from academic tests. Although our results revealed no significant difference between the two models in terms of target population, objectives and assigned resources, significant differences were observed in the effects on student outcomes in reading/writing and on attendance, as the inclusion model was shown to be globally more effective compared with the special education setting. 相似文献
16.
Ann Grasso Ryan 《Annals of dyslexia》1994,44(1):227-249
This paper reports the results of a study comparing college freshmen with learning disabilities (LD) and freshmen with no
learning disabilities (NLD). Four data collections over one academic year were completed on a total of 72 students (LDn=39; NLDn=33). Results of the study indicated differences between groups in their initial choice of living accommodations and in the
changes made over the year: the overall trend was for students with LD to become more dependent on their families, while students
with NLD were becoming less dependent on their families. With regard to academics, students with LD reported spending significantly
less time in study and course preparation, as well as greater pessimism about success in coursework. Despite their pessimism,
the actual GPA attainment of students with LD was similar to that of NLD peers. Whereas both groups initially predicted it
would be easy to adjust to the academic and social nature of college, students with learning disabilities ultimately reported
being dissatisfied with the social climate on campus. No differences were found between LD and NLD students regarding their
motivation for attending college, or their plans for final degree attainment. 相似文献
17.
Improving the comprehension of disabled readers 总被引：1，自引：1，他引：0
Joanna P. Williams 《Annals of dyslexia》1998,48(1):213-238
Students with learning disabilities (LD) often have difficulty comprehending what they read. Although reading comprehension
problems frequently are associated with inadequate word recognition, students also have difficulties related to comprehension
itself—a passive approach to the reading task, insensitivity to text structure, and poor metacognitive skills. The reading
and language arts curricula that have emerged from today’s constructivist paradigm can pose problems for these students. Whereas
the new curricula emphasize personal interpretations of text and relatively unstructured teaching strategies, students with
LD do well with explicit, highly structured instruction. This paper introduces an instructional program designed to teach
students with serious learning disabilities how to identify a story theme, and how to relate it to their own real-life experiences.
The program focused on understanding a text as a whole, and integrating text meaning with concepts and experiences that are
personally meaningful, goals shared by a constructivist approach. At the same time, the program incorporates the explicit,
structured instruction that these students also need. A study to evaluate the program’s effectiveness is described, as are
current efforts to refine the program to promote transfer of comprehension strategies. 相似文献
18.
Written expression of students with and without learning disabilities: differences across the grades 总被引：2，自引：0，他引：2
This study compares the written expression of 48 students with learning disabilities (LD) and 48 normally achieving (NA) students (Grades 4, 8, and 11). Productivity, syntactic maturity, vocabulary, and mechanics were examined using writing samples obtained in response to a standard stimulus. Results indicate that, compared to their NA peers, students with learning disabilities write fewer words and sentences, write more words per sentence, produce fewer words with seven letters or more and fewer sentence fragments, and have a higher percentage of capitalization and spelling errors. No group differences were found for the number of T-units produced or the number of morphemes per T-unit. Comparison of group differences at each grade level and differences by groups across the grades reveals persistent written expression difficulties and signals a need for a careful review of current instructional practices and how they can be improved. 相似文献
19.
In this investigation, fifth‐ and sixth‐grade children (N= 289) completed a measure to assess aspects of their relationships with teachers and bonds with schools. Children and teachers also completed measures related to children's social and emotional adjustment. Analyses of responses to these measures indicated that students with disabilities had greater dissatisfaction with their relationships with teachers, poorer bonds with school, and perceived higher school danger than did students without disabilities. Comparisons involving students who were receiving services for emotional disturbance (ED), learning disabilities (LD), mild mental retardation (MMR), other health impairments (OHI), and no disabilities indicated that students with ED and students with MMR had poorer affiliation with teachers and greater dissatisfaction with teachers than students without disabilities. Students with ED also had poorer bonds with school than did students without disabilities. Students with LD and students with MMR had significantly higher ratings of perceived school danger than did students without disabilities. Results of correlational analyses indicated that student‐teacher relationship and school bonding variables were associated with social and emotional adjustment variables for students with and without disabilities. © 2001 John Wiley & Sons, Inc. 相似文献
20.
The present study aimed to identify subtypes of the learning disabilities (LD) syndrome by examining classroom behavior and family climate among four groups of Israeli students ranging in age from 7 to 10 years: 22 students with LD and hyperactive behavior (HB), 22 nonhyperactive students with LD, 20 nondisabled students with HB, and 20 nondisabled nonhyperactive students. Schaefer's Classroom Behavior Inventory and Moos's Family Environmental Scale were administered to teachers and mothers, respectively. The results revealed that higher distractibility and hostility among both groups with HB differentiated between the two groups with LD. Families of children with HB were reported as less supportive and as emphasizing control less. The academic competence and temperament of the nondisabled students with HB were rated as similar to those of the two groups of students with LD. Both groups with LD were characterized by dependent interpersonal relations and by more conflictual families who fostered more achievement but less personal growth. 相似文献