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1.
In this study, the relationship between adolescents’ difficulty in mathematics and reading and the influence on academic self-concept and school grades was examined. The participants (N = 585; 299 girls, 286 boys) were one age group of ninth-graders whose mathematics and reading skills were assessed at the end of comprehensive school at age 16 years. Five student profile groups were found using cluster analysis: best achievers, normal achievers (NA), the reading difficulty (RD) group, the mathematical difficulty (MD) group, and the learning difficulty (LD) group. Post-hoc tests revealed that the RD group and the LD group had a higher academic self-concept than the MD group. In school grades history, surprisingly, the NA group and the RD group performed equally well across all school grades. Students in the MD group performed as poorly as the LD group. The results emphasise the prolonged and generalised effects of especially MD on students’ academic careers.  相似文献   

2.
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   

3.
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   

4.
The purpose of this study was to document the degree of overestimation of academic skills among students with learning disabilities (LD) and to evaluate the role of reference group and metacognitive awareness in such overestimation. High school students with (n = 52) and without (n = 49) LD in Grades 9 through 12 completed a self-concept scale and a survey requiring them to rate their own academic skills in 17 specific skill areas. Students were further asked to predict their performance on two academic tasks prior to actually performing the tasks. The students' mothers or fathers, their English teachers or academic advisors, and (in the case of the students with LD) their special education case managers also completed the skill rating inventory and predicted student performance on the two tests. Despite reporting significantly lower academic self-concepts, students with LD overestimated their academic skills relative to the ratings of others and to their actual test performance. Such overestimation was less pronounced among the students without LD. All participants reported using similar reference groups in making their judgments. Analyses of item-by-item accuracy judgments from the two tests revealed evidence of group differences in metacognitive awareness that may be related to the overestimation. These findings have implications for realistic goal setting and effective self-advocacy.  相似文献   

5.
《Exceptionality》2013,21(1):13-27
This investigation was intended to evaluate the effects of attribution training combined with spelling strategy training on spelling performance, strategy transfer, and effort attributions. Thirty-four adolescents with learning disabilities in Grades 7 and 8 were stratified by grade level and randomly assigned to one of three experimental conditions: spelling strategy training, spelling strategy plus attribution training, or a traditional study control condition. Individually administered training sessions were conducted over 3 consecutive days. Participants in the two strategy training conditions received instruction in a five-step study strategy that included explicit training for strategy transfer, whereas participants in the control condition received training in the use of traditional spelling study procedures. Spelling performance was assessed across the training days and on an unprompted general- ization task that occurred 1 week following instruction. Results indicated that significant differences occurred on spelling recall scores across the training days, favoring the strategy training condition. No performance differences emerged on numbers of words learned on the unprompted generalization task or on posttest numbers of effort attributions. Significant differences were detected on numbers of participants who employed the trained strategy independently on the unprompted task, favoring the strategy attribution condition and the strategy training condi- tions. In this study, attribution training did not result in greater spelling perfor- mance, strategy transfer, or numbers of attributions to effort. Limitations are discussed in addition to implications for future research and classroom practice.  相似文献   

6.
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   

7.
The purpose of this study was to identify predictors of competence among adolescents with learning disabilities (LD) who participated in a virtual supported self‐advocacy programme within the risk and protective paradigm. The sample consisted of 374 adolescents with and without learning disabilities, students of the 7th to 9th grades, at 15 schools across Israel. The adolescents were divided into three groups, matched by age and gender: 111 adolescents with LD who participated in a five‐month virtual‐supported intervention, and two comparison groups: adolescents with LD (N = 115) who did not participate in the program and adolescents without LD (N = 148). The self‐perceptions of adolescents were assessed using the following questionnaires: basic psychological skills (competence and relatedness); hope and loneliness. Following the intervention, higher competence scores were reported by students with LD who participated in the programme. At that time (the end of the academic year), the predictors of the groups of students with LD for the competence measure were their level of competence at the beginning of the period, their belonging to the group who participated in the intervention, their loneliness and hope. Comparisons with predictors of the group of students without LD, and with predictors of competence at the beginning of the year, emphasized the importance of risk factors (loneliness) and the protective factors (hope) for students with LD. In addition, the results focused attention at the contribution of the participation in an e‐supported self advocacy programme for enhancing competence among students with LD.  相似文献   

8.
The goals of this study were to compare self‐perceptions of self‐efficacy, mood, effort, and hope between 123 adolescents with learning disabilities (LD) and a group of 123 Non‐LD peers, who were matched for their level of academic performance and gender, and to explore the relations between measures of self‐perception and achievement. The results showed that students with LD reported lower academic self‐efficacy and lower social self‐efficacy. They also rated their mood as more negative and reported lower levels of hope and less investment of effort in their academic work. At the same time, no significant differences were found for emotional self‐efficacy in comparison to the Non‐LD peer group. In addition, among students with LD who were successful in their studies, a subgroup continued to report low levels of hope. The results demonstrated that even when the academic performance of students with LD is similar to their Non‐LD peers, their specific and global self‐perceptions continue to reflect their distress. It is not clear if these results represent past difficulties, day‐to‐day struggles, and/or future worries. Resilience models are proposed and research limitations are specified.  相似文献   

9.
Some researchers suggest that having a learning disability (LD) may act as a risk factor, increasing the likelihood that adolescents experience more negative outcomes in many areas of their lives. However, researchers have yet to examine in one study how having LD with and without attention deficit hyperactivity disorder (ADHD) is related to a comprehensive set of psychosocial variables across a diverse set of domains (e.g., peer, family, school, intrapersonal). The purpose of the present study was to address that limitation by comparing the perceptions of adolescents with LD (N= 230), with comorbid LD/ADHD (N= 92), and without LD or ADHD (N= 322) regarding their academic orientation, temperament, well‐being, loneliness, parental relationships, victimization, activities, and friendships. Results are consistent with the hypothesis that LD may indeed act as a risk factor increasing the likelihood of more negative outcomes. The results also indicate that for some psychosocial variables this likelihood may be increased in adolescents with comorbid LD/ADHD. The findings have important implications for stakeholders concerned about supporting adolescents with LD with and without comorbid ADHD.  相似文献   

10.
This study was conducted to assess the effectiveness of two programs developed by the Frostig Center Research Department to improve the reading and spelling of students with learning disabilities (LD): a computer Speech Recognition-based Program (SRBP) and a computer and text-based Automaticity Program (AP). Twenty-eight LD students with reading and spelling difficulties (aged 8 to 18) received each program for 17 weeks and were compared with 16 students in a contrast group who did not receive either program. After adjusting for age and IQ, both the SRBP and AP groups showed significant differences over the contrast group in improving word recognition and reading comprehension. Neither program showed significant differences over contrasts in spelling. The SRBP also improved the performance of the target group when compared with the contrast group on phonological elision and nonword reading efficiency tasks. The AP showed significant differences in all process and reading efficiency measures.  相似文献   

11.
Spelling performance of students with learning disabilities (LD) was compared with that of same-age normally achieving subjects and younger normally achieving subjects. Subjects with learning disabilities were divided into two groups: poor readers/poor spellers and good readers/poor spellers. A spelling battery was administered that included one task of phoneme-grapheme correspondence rule usage and four tasks of suffix rule usage. The groups with learning disabilities performed significantly below the same-age normally achieving group on all tasks. No significant differences among the two groups with learning disabilities and their achievement-level peers emerged in primary analyses. However, secondary analyses revealed differences in mastery of the past tense spelling rule ed, and in some subskills related to the spelling of words with suffixes. The cognitive-linguistic significance of these results is discussed.  相似文献   

12.
Field News     
Abstract

The effects of increased environmental stimulation on the performance of hyperactive children appear to depend on the locus of that stimulation. Laboratory research has suggested that increased distal and peripheral stimulation reduce activity and may improve performance; the effects of increased within-task stimulation have not been conclusive. The present study sought to test the effects of within-task stimulation on activity and on performance of an academic spelling task in a classroom setting. Hyperactive and normal children learned a set of spelling words with or without added color, movement, and increased size in a repeated measures design. The results support the view that (a) hyperactive children have more difficulty than normals separating the relevant aspects of a task from additional within-task stimulation and so show a slower adjustment to high levels of within-task stimulation (i.e., make more errors initially), and (b) high levels of activity during learning predict later performance deficits for both hyperactive and normal children. The increased activity during learning acquisition brought about by added within-task stimulation can be interpreted as incipient support for Keogh’s hypothesis that motor activity may disrupt information acquisition in hyperactive children (23).  相似文献   

13.
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   

14.
This study used qualitative methodology to investigate the self-efficacy beliefs of early adolescents with learning disabilities (LD). We conducted a series of focus group interviews with 28 Grade 8 and 9 students with LD and individual interviews with 7 specialist LD teachers. Content analyses of the student and teacher data resulted in 2 a priori and 3 inductive themes: self-efficacy, calibration and levels of self-efficacy, students' self-awareness, attributions for failure, and problems and solutions. The students viewed themselves as low in self-efficacy and generally accurate in the calibration of their efficacy and performance, whereas the teachers viewed the students as overconfident about academic tasks. In contrast to the teachers, the students viewed verbal persuasion as a valued source of self-efficacy. Students attributed their failures to lack of effort, whereas their teachers attributed student failure to uncontrollable deficits. Problems and solutions related to student motivation were discussed from student and teacher perspectives.  相似文献   

15.
Homework completion has an important impact on the overall academic functioning of students. Consultation requests often center on identifying efficient interventions so that teachers may facilitate the homework process and enhance students' academic achievement. This investigation employed a randomized interdependent group contingency and randomized reinforcers to improve homework completion and accuracy of spelling performance in 21 elementary school students. An ABAB reversal design across all students was employed. Results showed this intervention to have a positive impact on both spelling homework completion and accuracy rates. Limitations, future research, and contributions are addressed.  相似文献   

16.
In recent literature on persons with learning disabilities (LD), speech recognition has been discussed primarily as an assistive technology to help compensate for writing difficulties. However, prior research by the authors has suggested that in addition to helping persons to compensate for poor writing skills, speech recognition also may enhance reading and spelling; that is, what was designed as assistive technology appears to serve remedial functions as well. The present study was conducted to determine whether elementary and secondary students with LD who used the technology to write self-selected compositions and class assignments would demonstrate improvements in reading and spelling. Thirty-nine students with LD (ages 9 to 18) participated. Nineteen participants used speech recognition 50 minutes a week for sixteen weeks, and twenty students in a control group received general computer instruction. Results indicated that the speech recognition group showed significantly more improvement than the control group in word recognition (p<.0001), spelling (p<.002) and reading comprehension (p<.01). Pre- and posttests on five reading-related cognitive processing measures (phonological, orthographic, semantic processing, metacognitive reading strategies, and working memory) indicated that for the experimental group, only phonological processing improved significantly over the treatment period when compared to controls (p<.04). Further ANCOVA suggested that growth in phonological processing was associated with significant differences among conditions for all three academic measures: word recognition, spelling, and reading comprehension. Address correspondence to 971 N. Altadena Drive, Pasadena, CA 91107. E-mail center@frostig.org.  相似文献   

17.
Basic skills in reading and spelling and supporting metalinguistic abilities were assessed in ninth and tenth grade students in two school settings. Students attending a private high school for the learning disabled comprised one group and the other comprised low to middle range students from a public high school. Both the LD students and the regular high school students displayed deficiencies in spelling and in decoding, a factor in reading difficulty that is commonly supposed to dwindle in importance after the elementary school years. Treating the overlapping groups as a single sample, multiple regression analysis was used to investigate the contribution of nonword decoding skill and phonological and morphological awareness to spelling ability. The analysis revealed that decoding was the major component, predicting about half of the variance in spelling. The effect of phonological awareness was largely hidden by its high correlation with decoding, but was a significant predictor of spelling in its own right. Morphological awareness predicted spelling skill when the words to be spelled were morphologically complex. An additional study showed that differences in decoding and spelling ability were associated with differences in comprehension after controlling for reading experience and vocabulary. Even among experienced readers individual differences in comprehension of text reflect efficiency of phonological processing at the word level.  相似文献   

18.
This study investigated the relations between eight characteristics of teaching and students’ academic emotions (enjoyment, pride, anxiety, anger, helplessness and boredom) across four academic domains (mathematics, physics, German, and English). 121 students (50% female; 8th and 11th graders) were asked about their perceptions of teaching characteristics and their academic emotions using the experience sampling method (real-time approach) for a period of 10 school days, with intraindividual analyses conducted using a multilevel approach. Multilevel exploratory factor analysis revealed that the eight teaching characteristics (understandability, illustration, enthusiasm, fostering attention, lack of clarity, difficulty, pace, level of expectation) represented two factors, labeled supportive presentation style (e.g., comprising understandability) and excessive lesson demands (e.g., comprising difficulty). In line with our hypothesis, we found clear relations on the intraindividual level between the two factors of teaching characteristics and students’ academic emotions in the classroom (e.g., supportive presentation style positively related to students’ enjoyment and negatively related to their boredom). Further, and supporting the universality assumption of teaching characteristics/academic emotions relations, the strength of relations between the two factors of teaching characteristics and academic emotions was very similar across the four academic domains. Implications for future research and educational practice are discussed.  相似文献   

19.
This study examined the role of variability and change in children’s strategy performance within the context of spelling. The spelling ability of 34 eight‐ to nine‐year‐olds was examined using an experimental spelling task comprising 45 items, which varied with regard to rime unit frequency. The spelling task incorporated a series of consistent, unique, and exception word items. Children were tested on the same spelling task on three separate occasions over a period of three months. Performance was examined using immediately retrospective verbal self‐reports after the presentation of every word. The findings showed that children spelt words strategically and were adaptive in their strategy selection, showing a general change from using less efficient backup strategies to using more efficient direct retrieval methods over time. Finally, while those less skilled in spelling showed a greater reliance on less efficient backup strategies, the skilled spellers mainly retrieved the correct spellings from memory. However, accuracy only improved across time intervals for each skill group when spelling unique word items. Overall, the findings illustrate the benefits of using a detailed microgenetic approach to assess the progress children make in learning to spell.  相似文献   

20.
Dyslexic difficulties in lexical stress were compared to difficulties in segmental phonology. Twenty-nine adolescents with dyslexia and 29 typically developing adolescents, matched on age and nonverbal ability, were assessed on reading, spelling, phonological and stress awareness, rapid naming, and short-term memory. Group differences in stress assignment were larger than in segmental phonology in reading and spelling pseudowords but not words, indicating a fragility of explicit processes that manipulate stress representations. Despite impaired stress performance in dyslexia at the group level, individual variability failed to reveal evidence for a stress-specific deficit or for a distinct stress-impaired subgroup.  相似文献   

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