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1.
We reviewed eight studies that described learning differences between students with learning disabilities (LD) and students with mild mental retardation (MMR). A total of 639 students, 6–20 years old, participated in these studies. Study authors examined students' inductive reasoning and their performance during guided inquiry and more lengthy interventions in reading and math. Students with LD and students with MMR were assessed in terms of learning ease, pre‐ to posttreatment gains, and the maintenance, transfer, and application of knowledge acquisition. Students with LD statistically significantly outperformed students with MMR on both inductive reasoning and guided inquiry tasks. They made reliably larger gains following interventions in reading and math. Across all learning tasks and contexts, students with LD displayed greater consistency transferring and applying conceptual knowledge to new tasks. Regarding maintenance, results were mixed. Implications for categorical instruction are discussed. 相似文献
2.
Susan Dickerson Mayes Daniel A. Waschbusch Susan L. Calhoun Richard E. Mattison 《Exceptionality》2020,28(1):60-75
ABSTRACTLittle is known about the characteristics of academic overachievers, children whose achievement significantly exceeds IQ. Correlates of overachievement (achievement test scores ≥ 1 SD above IQ), nondiscrepant achievement, and learning disability (LD; achievement ≥ 1 SD below IQ) were analyzed in 1,543 children (739 ADHD, 285 autism, and 519 general population), 6–16 years of age. Significant correlates of the reading and math achievement groups were diagnosis (autism greatest overachievement, ADHD greatest LD), IQ (lowest in overachievers and highest in LD), and Working Memory scores relative to the child’s IQ (close to or exceeding IQ in overachievers and lower than IQ in LD). Demographics (age, sex, race, and parent occupation) and parent and teacher ratings of psychopathology (e.g., behavior problems, anxiety, and depression) and personality characteristics (e.g., motivation and self-confidence) did not contribute significantly more to predicting overachievement and LD beyond that explained by IQ, diagnosis, and working memory. These findings suggest an underlying neurobiological etiology for both overachievement and LD. 相似文献
3.
Gender differences in level and pattern of cognitive abilities were examined in 28 LD college-able females (CA 18–25) as compared
to 21 LD college-able males (CA 18–25). Both groups were in the average IQ range as measured by the Wechsler Adult Intelligence
Scale, with LD males significantly higher on the Full Scale IQ and three out of the four subtests, Picture Completion, Block
Design, and Information. The LD females performed significantly better on the Digit Symbol subtest. The hierarchies of subtest
performance and Bannatyne and ACID category scores were compared. LD females have strengths in visual-motor abilities and
verbal conceptualization, while the LD males’ highest abilities were nonverbal visual-spatial confirming earlier studies on
younger LD individuals and non-LD males and females. Performance on the Digit Symbol subtest was the next to the lowest for
the males, the highest for females. However, for both groups, short-term and long-term memory for digits and factual knowledge
and mental arithmetic problem solving were relative weaknesses. Results indicate different patterns of cognitive abilities
in LD females and males which have implications for identification, service, and prognosis for the learning disabled, especially
females. 相似文献
4.
Peer groups, popularity, and social preference: trajectories of social functioning among students with and without learning disabilities 总被引：1，自引：0，他引：1
Estell DB Jones MH Pearl R Van Acker R Farmer TW Rodkin PC 《Journal of learning disabilities》2008,41(1):5-14
The extant literature on the social functioning of students with learning disabilities (LD) has indicated that whereas a majority belong to peer groups, a higher proportion are isolated and most have lower social status among peers in general than their typically achieving classmates. Although some work has examined these issues over short-term longitudinal studies, none to date have examined them over extensive time periods. Toward this end, the current study examined a sample of 1,361 students (678 girls and 683 boys; 55 with LD) using multiple measures of peer social functioning assessed each semester from spring of third grade through fall of sixth grade. The results indicated that whereas students with LD were similar to their typically achieving peers in terms of group functioning and characteristics, they were viewed as lower in social standing among their classmates as a whole. These effects were maintained over time, indicating that long-term inclusion may not substantially affect peer social functioning among students with LD. 相似文献
5.
Learning disabilities in children with very low birthweight: prevalence, neuropsychological correlates, and educational interventions 总被引：3，自引：0，他引：3
This study examined achievement, neuropsychological, and intervention outcomes at a mean age of 11 years in children with very low birthweight (VLBW, <1500 g) compared with a term-born control group. To assess the prevalence and correlates of specific learning disabilities (LD), the sample was limited to children without neurosensory disorders who had at least low average IQ. Participants included 31 children with <750 g birthweight, 41 with 750-1499 g birthweight, and 52 controls. The <750 g group obtained lower scores in math, IQ, and perceptual-organizational skills than the term-born group. The < 750 g group also had higher rates of past and present LD than the controls. Despite these differences, the groups did not differ significantly in rates of special education or tutorial/remedial assistance. These findings suggest that children with extremely low birthweight without gross physical or intellectual impairments are at higher risk for LD and cognitive deficiencies than their term-born peers and that further efforts are needed to improve identification and treatment of these learning problems. 相似文献
6.
Self-perceptions, motivation, and adjustment in children with learning disabilities: a multiple group comparison study 总被引：1，自引：0，他引：1
This study examined the self-perceptions, motivational orientations, and classroom adjustment of children with learning disabilities (LD), matched-IQ non-LD, randomly selected non-LD, and low achieving children. Elementary-age children (N = 148; 37 from each group) completed domain-specific measures of their self-concepts, perceptions of control, and motivation. Teachers rated children on motivational and competence indices and classroom behavioral adjustment. Comparisons among groups indicated that children with LD were lower in perceived cognitive competence and academic self-regulation relative to the nondisabled control groups, but were comparable to the low achieving children. Children with LD were most likely to perceive academic outcomes as controlled by powerful others. No group differences were found for general self-perceptions of control or competence. Teacher ratings of children with LD were more discrepant from those of comparison groups than were self-ratings of children with LD. The results suggest the need for matched-IQ and low achieving control groups in research on children with LD. The origin and role of both environmental inputs and self-perceptions in the adjustment of students with LD are discussed. 相似文献
7.
Substance use, substance abuse, and LD among adolescents with a childhood history of ADHD 总被引：5，自引：0，他引：5
A clinic-referred sample of 109 children with attention-deficit/hyperactivity disorder (ADHD) was followed into adolescence for the ascertainment of alcohol and other drug use and abuse. Learning disability (reading or math) in childhood was examined as a predictor of adolescent substance use and substance use disorder for alcohol and marijuana. No statistically significant group differences for children with LD versus those without LD emerged even after using different methods to compute LD. IQ/achievement discrepancy scores were similarly not predictive of later use or abuse. However, children with ADHD who had higher IQs and higher levels of academic achievement in childhood were more likely to try cigarettes, to smoke daily, and to have their first drink of alcohol or first cigarette at an early age. Children with ADHD who had higher reading achievement scores were less likely to have later alcohol use disorder. Although these findings are necessarily preliminary, due to the small number of children interviewed, the pattern of results suggests that level of cognitive functioning--rather than discrepancy between IQ and achievement--is important for the prediction of later substance use and abuse, at least in this clinic-referred sample of children with ADHD. Further, different mechanisms of risk related to cognitive functioning may be operating for experimentation with legal drugs such as alcohol and tobacco, regular cigarette smoking, and problematic alcohol use. 相似文献
8.
LD status and achievement: confounding variables in the study of children's social status, self-esteem, and behavioral functioning 总被引：2，自引：0，他引：2
The purpose of the present study was to examine the role of achievement in explaining the poor social and behavioral functioning associated with LD status, and to evaluate potential gender differences in patterns of interpersonal functioning among youth with learning disabilities (LD) and nondisabled (NLD) youth. Thirty-two students with learning disabilities (21 boys, 11 girls) were matched with same-sex, same-race classmates whose reading achievement was low (LA) or average (AA), and these groups were compared on peer ratings of liking and disliking, perceptions of self-worth and social acceptance, and teacher ratings of conduct problems, anxiety-withdrawal, and attention problems. Students with learning disabilities were less accepted and less well-liked than children in the LA or AA groups and also perceived their self-worth and social acceptance to be lower than LA or AA students. Group by Sex interactions were apparent for several of the peer rating and behavioral variables, indicating that different patterns of social and behavioral functioning distinguished LD boys and LD girls from their NLD peers. The findings highlight the potential role of low achievement in peers' dislike of LD girls and suggest the importance of investigating well-defined subgroups of youth with LD in future research. 相似文献
9.
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
10.
This study examined cognitive, academic, and attitudinal predictors of college grade point average (GPA) among college students with learning disabilities (LD). The study population included 84 youth who attended a large private university in the midwestern United States. Measures of cognitive and academic functioning, along with a self-report measure of study habits and study attitudes, were used to predict college GPA. The results indicated that Full Scale IQ and one factor on the self-reported study habits scale accounted for a significant amount of variance in students' college GPA. These findings suggest that variables other than traditional cognitive and academic skills are important for determining the performance of youth with LD during college. The implications of these findings for future research efforts and practice are discussed. 相似文献
11.
To investigate the relationship between achievement and IQ in the learning-disabled (LD) population, changes in the IQ scores of LD students from the early elementary grades to the high school grades were studied. The intercorrelations among those IQ scores and a variety of achievement scores were then explored for the purpose of ascertaining causal relationships. The results were interpreted as support for the contention that the underachievement of LD students (in particular, reading underachievement) plays a predominant causal role in the achievement-IQ relationship in this population. 相似文献
12.
Leena Holopainen Airi Taipale Hannu Savolainen 《International Journal of Disability, Development & Education》2017,64(1):88-103
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
13.
Raymond E. Webster 《Psychology in the schools》1988,25(4):365-372
This study examines the temporal stability of the WISC-R for 155 13-and 14-year-old adolescents identified as either EMR or LD who were involved in special education during the preceding three-year time period. The three major scales of the WISC-R were found to be more stable over a three-year period for the LD than for the EMR group, while the subtest scales for the EMR group, showed greater stability over the three-year interval. Test-retest coefficients for the EMR group were substantially lower than those presented in the WISC-R test manual. A large proportion of individuals within both groups showed statistically significant differences on one or more of the IQ score scales between testings based on standard errors of measurement. These findings are examined in relation to individual placement of students, reporting confidence intervals in reports, and calculation of the best unbiased estimate of intellectual functioning. 相似文献
14.
Raymond E. Webster Cathy W. Hall Michael B. Brown Larry M. Bolen 《Psychology in the schools》1996,33(3):193-201
This study assesses information processing and memory functioning in 50 children diagnosed with Attention Deficit Hyperactive Disorder (ADHD) with and without learning disabilities (LD). Mode of presentation (visual vs. auditory), type of memory processing (immediate, short-term, and long-term), and order of recall (ordered vs. unordered) were assessed using the Learning Efficiency Test-II (LET-II). Both groups demonstrated difficulty with auditory ordered recall and lost substantial information from immediate memory to short-term and long-term memory stores. The ADHD/LD group also demonstrated more difficulty with ordered recall than the ADHD only group. While there were no differences between the two groups in regard to immediate recall, the ADHD/LD group demonstrated more problems transferring information into short-term and long-term memory stores than the ADHD only group. Verbal interference effects significantly decreased retention for both visual and auditory processing. Results indicate that ADHD alone presents significant problems in information processing, but the comorbid effects of a learning disability further intensify the negative impact of ADHD. © 1996 John Wiley & Sons, Inc. 相似文献
15.
P. G. Aaron 《Reading and writing》1989,1(4):291-308
This study tested the hypothesis that when a stringent criterion of normal IQ is applied in the selection of dyslexic readers, and when dyslexics, nondyslexic poor readers, and normal readers are matched on reading comprehension — rather than word reading — significant differences among these groups can be demonstrated. Two groups of poor readers from primary grades, one with normal IQ (dyslexics) and the other with below-average IQ (nonspecific reading disabled, NSRD) were matched for reading comprehension with a group of younger normal readers. The dyslexic group was found to be inferior to the other two groups in tests of decoding and spelling. The dyslexic readers were more context-dependent for word recognition than the other two groups. The NSRD group did not differ from the normal readers in these aspects but had the worst performance on a test of inferential comprehension. It was concluded that dyslexics differ from normal readers and low-IQ poor readers in word and nonword reading skills and context-dependency for reading. A group of six adult dyslexics were also found to be deficient in decoding skills. A lack of unanimity in the use of certain terminology, a substantial age difference between low-IQ poor readers and normals, and the difference in the criteria used for matching the different groups could be factors that can explain the disagreements seen between the findings of the present study and those reported by some other studies. Potential problems associated with reading-age matched experimental design are discussed. 相似文献
16.
Patterns of performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R) have been proposed as useful tools for the identification of children with learning disabilities (LD). However, most of the studies of WISC-R patterns in children with LD have been plagued by the lack of a typically achieving comparison group, by failure to measure individual patterns, and by the lack of a precise definition of LD. In an attempt to address these flaws and to assess the presence of patterns of performance on the WISC-R, we examined data from 121 children with typical achievement (TA), 143 children with reading disabilities (RD), and 100 children with a specific arithmetic disability (AD), ages 6 to 16 years. The results indicated that the RD and AD groups had significantly lower scores than the TA group on all the Verbal IQ subtests. Many of the children with AD and RD showed a significant difference between Verbal and Performance IQ scores, but so did many of the typically achieving children. Although there were some children with LD who showed the predicted patterns, typically, 65% or more of the children with LD did not. Furthermore, a proportion of the TA group-generally not significantly smaller than that of the RD and AD groups-showed discrepancy patterns as well. Our results indicate that the patterns of performance on intelligence tests are not reliable enough for the diagnosis of LD in individual children. Therefore, it might be more profitable to base the detection of an individual's LD on patterns of achievement test scores. 相似文献
17.
This replication study compared 86 petition students who received course substitutions for the college foreign language (FL) requirement with 40 nonpetition students who fulfilled the FL requirement by passing FL courses on cognitive and academic achievement measures and graduating grade point average. The results showed significant differences between the two groups, favoring the nonpetition group on one measure, the American College Testing (ACT) score, when IQ was used as a covariate; however, no significant group differences remained when ACT score was used as a covariate. More than half of the 126 petition and nonpetition students did not meet a minimum criterion for classification as learning disabled (LD), and more than half of both groups (54% and 63%, respectively) were not classified as LD before enrolling in college. Sixty percent of the petition students either had not taken an FL course in college or had achieved only grades of withdrawal before petitioning for substitution of the FL requirement. Implications addressed include petition students' persistence in fulfilling the FL requirement, students' use of instructional accommodations and services, criteria used to classify students as LD, use of the Modern Language Aptitude Test (MLAT), and why some students classified as LD pass FL courses and other students classified as LD do not. 相似文献
18.
Paul T. Cirino Jack M. Fletcher Linda Ewing‐Cobbs Marcia A. Barnes Lynn S. Fuchs 《Learning disabilities research & practice》2007,22(1):25-35
The objectives of this study were to (1) evaluate group differences in specific arithmetic competencies among students with various types of learning difficulties (LD) and (2) to examine the influence of attention behaviors on possible group differences. Participants were a community sample of 291 third‐ and fourth‐grade students with reading difficulties (RD) and/or math difficulties (MD), or with no LD (51 MD, 66 RD, 89 MD + RD, and 85 No LD students). Students were administered computerized measures of cognitive addition, subtraction, and estimation (accuracy and response times), as well as other measures. Groups were compared with and without covariation for behavioral inattention and their interactions. Small sums addition, thought to reflect retrieval processes, estimation accuracy, and number knowledge, did not show differences between MD and MD + RD students, although both showed lower performance than the RD and No LD groups. Attention behavior had a variable impact, most typically making group differences larger, but did not alter the general pattern of group differences, except in the case of estimation. 相似文献
19.
The purpose of this study was to provide initial information regarding: (a) the applicability of Sternberg's componential theory of intellectual functioning to young children's thinking, and (b) the validity of an observational approach to the measurement of metacomponential processing. Results indicated that both reliability and construct validity of the observational instrument were acceptable. The results also provided support for Sternberg's theory as applied to young children's cognition and suggested separable phases of componential processing. 相似文献
20.
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