Thematische Bibliographien / Learning disabled children

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Auswahl der wissenschaftlichen Literatur zum Thema „Learning disabled children“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Learning disabled children"

Dr. Sharmista, Dr Sharmista. „Concept development in learning disabled children“. International Journal of Scientific Research 2, Nr. 8 (01.06.2012): 117–19. http://dx.doi.org/10.15373/22778179/aug2013/39.

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Bender, William N., und Lorri B. Golden. „Adaptive Behavior of Learning Disabled and Non-Learning Disabled Children“. Learning Disability Quarterly 11, Nr. 1 (Februar 1988): 55–61. http://dx.doi.org/10.2307/1511037.

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Adaptive behavior, problem behavior, and self-perception of behavior of 54 learning disabled children and 54 non-learning disabled children were compared to revealed the differences mainstream teachers perceive between the two groups. Multivariate analysis revealed differences in the first two measures. That is, the groups were different in each subscale of adaptive behavior, including social coping, relationships, pragmatics and production. Analysis of the problem-behavior scale indicated differences between the groups on three of five subscales. In each case, the scores for the LD group were higher indicating less desirable adaptive behavior and more problem behavior in the classroom. Implications of these results are presented as well as recommended use of adaptive-behavior measures for identification and the need to prepare mainstream teachers to deal with maladaptive behaviors in the classroom.

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Silver, L. „Therapies for Learning-Disabled Children“. Nurse Practitioner 12, Nr. 10 (Oktober 1987): 48. http://dx.doi.org/10.1097/00006205-198710000-00014.

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Jacobsen, Barbara, Barbara Lowery und Joseph DuCette. „Attributions of learning disabled children.“ Journal of Educational Psychology 78, Nr. 1 (1986): 59–64. http://dx.doi.org/10.1037/0022-0663.78.1.59.

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Kelly, Greg. „Motivation in Learning Disabled Children“. British Journal of Occupational Therapy 48, Nr. 11 (November 1985): 340–42. http://dx.doi.org/10.1177/030802268504801111.

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Brainard, Richene Bevilaqua, Donald J. Viglione und Jared R. D. Wilke. „A Comparison of Learning-Disabled Children and Non-Learning-Disabled Children on the Rorschach“. Rorschachiana 35, Nr. 1 (Januar 2014): 66–91. http://dx.doi.org/10.1027/1192-5604/a000049.

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The purpose of this study was to examine the differences between learning-disabled (LD) and non-learning-disabled (non-LD) students on the Rorschach inkblot test to help determine how differently the two groups process information. Using the cognitive triad in Exner’s Comprehensive System (CS), the variables consistent with past research and most representative of each of the three stages of the cognitive triad were investigated. The sample consisted of 62 schoolchildren in the age range of 7–12 years in the US state of California. Thirty-one children were identified as LD and were matched on age, gender, and ethnicity with a student who was identified as non-LD. The groups’ responses were compared using a one-way Analysis of Variance (ANOVA) to determine whether differences existed between the groups for each of the Rorschach variables F%, W+, XA%, and WSum6. This study concluded that LD children are unable to perceive, interpret, and synthesize information from their environment in a clear and realistic way when compared with their non-LD peers.

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Pirani, Zainab, Vasiqullah Molvizadah, Mohammad Abbas Sayyed und Sasikumar M. „E-Learning Framework for Learning Disabled Children“. International Journal of Computer Applications 63, Nr. 19 (15.02.2013): 38–42. http://dx.doi.org/10.5120/10577-5703.

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Bender, William N. „Teachability and Behavior of Learning Disabled Children“. Psychological Reports 59, Nr. 2 (Oktober 1986): 471–76. http://dx.doi.org/10.2466/pr0.1986.59.2.471.

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Teachers' ratings of teachability and behavior for 38 learning disabled children in Grades 3 to 6 were compared with ratings for 38 nondisabled children. Only two correlations between behavior and teachability for the disabled group and six for the nondisabled group were significant. Analysis of covariance indicated that the disabled children received less positive teachability ratings on school-appropriate behavior. Also the disabled group was rated less positively on three overt problem behaviors, acting out, distractibility, and immaturity. Research and educational implications were discussed.

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Goh, David S., und Joy M. Hanson Wood. „Development of Conservation and Academic Achievement in Learning Disabled Children“. Psychological Reports 60, Nr. 1 (Februar 1987): 71–77. http://dx.doi.org/10.2466/pr0.1987.60.1.71.

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To investigate learning disabled children's development of conservation concepts and its relationship with academic achievement 24 normal and 23 learning disabled children were individually administered the Concept Assessment Kit-Conservation, the Peabody Individual Achievement Test, and the Peabody Picture Vocabulary Test. Analysis indicated that learning disabled children showed slower development in acquisition of conservation concepts than their normal peers. Age affected conservation development of learning disabled children. Correlations were moderate to high for conservation concepts with reading and mathematics achievement in learning disabled children. Educational implications of the findings were discussed.

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Dudley-Marling, Curtis C., und Rebecca Edmiaston. „Social Status of Learning Disabled Children and Adolescents: A Review“. Learning Disability Quarterly 8, Nr. 3 (August 1985): 189–204. http://dx.doi.org/10.2307/1510893.

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Low social status is frequently ascribed to learning disabled children and adolescents. This article reviews published investigations of social status among learning disabled children, adolescents, and adults. Results indicate that, contrary to prevailing assumptions, not all or even most learning disabled persons are held in low esteem by their teachers, parents, and peers. In fact, some learning disabled students are popular. Therefore, as a group, the learning disabled may merely be at greater risk for attaining low social status.

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Dissertationen zum Thema "Learning disabled children"

Felini-Smith, Linda. „A Parent Questionnaire Examining Learning Disabled and Non-Learning Disabled Children's Spatial Skills“. Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc500569/.

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Investigations of children's spatial ability have typically looked at performance on laboratory tasks, and none have examined differences between learning disabled and non-learning disabled children. The present study surveyed sixty-seven parents of third and sixth grade children about the types of spatial activities children engage in everyday. Parents of learning disabled and non-learning disabled children were included. Results provided information about the types of spatial activities children engage in and the relationships between participation and performance. Major findings included differences between learning disabled and non-learning disabled children in navigational ability and in the strategies employed in difficult or ambiguous spatial situations. Findings were discussed in terms of the influence learning disabled children's negative self evaluations have on their performance.

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Hannah, C. Lynne (Cornelia Lynne). „Metacognition in learning-disabled gifted students“. Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.

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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate.
The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.
These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.

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Nicholson, Maureen Elizabeth. „Inferential comprehension by language-learning disabled children“. Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30170.

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This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause units. Sets of three true and three false causal inference statements were developed to represent bridging inferences for each story. In addition, three true and three premise statements were obtained directly from each story, yielding a total of twelve statements for each text. Subjects were ten language-learning disabled students (7 boys, 3 girls) and ten children with normal language development (5 boys, 5 girls) aged 9 to 11 years old. Mean age for children in both groups was 10 years, 4 months. Children were selected for the LLD group on the basis of the following criteria: (1) enrollment in a learning assistance or learning resource program for learning-disabled students, preferably for remediation of Language Arts; (2) history of speech-language intervention in preschool or early primary grades; (3) normal nonverbal cognitive skills; (4) lexical and syntactic comprehension within normal abilities (as determined by standardized language tests for the LLD group); (5) native English speaker and (6) normal hearing ability. Every subject received both stories and conditions. Story presentation and condition were counterbalanced across 8 of the 10 subjects in each group; condition only was counterbalanced across the remaining two subjects in each group. Inference and premise statements were randomized; each random set was randomly presented to each subject. Items were scored correct or incorrect. Subjects were also asked to answer open-ended wh-questions. Responses were compared and analyzed using a nonparametric statistical method appropriate for small sample sizes. Results indicated significant differences between the LLD and the NL groups on the number of correct responses to inference and premise items. Both groups scored significantly worse on inference than premise items. Analysis did not indicate that the LLD group scored significantly worse on inference items than the NL group did. Results also suggested that a contextualization effect operated for both groups, which affected the retention of premise items but acted to improve scores on inference items. This effect was seen most notably for the LLD group.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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Easton-Gholston, Joyce Camille Morreau Lanny E. Bowen Mack L. „Differences in self-esteem and school perceptions among educational placements of elementary-age students with learning diasabilities“. Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633393.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 11, 2006. Dissertation Committee: Lanny Morreau, Mack Bowen (co-chairs), Ming-Gon John Lian, Kenneth Strand, Mark Swerdlik. Includes bibliographical references (leaves 69-77) and abstract. Also available in print.

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Singley, Vickie. „Teaching multiplication and division to learning disabled children“. CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/169.

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Lindquist, Turi Moffitt. „Using whole language strategies with learning disabled children“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/2955.

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Lee, Carolyn Patricia. „Taxonomic and frequency associations in memory in learning-disabled and non-disabled children“. Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186061.

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This study addressed the semantic memory processes of learning disabled (LD) and non-disabled children. The semantic memory deficits of LD students are familiar to most educators; however, the nature of these difficulties is not understood precisely. Some researchers propose that an early form of memory organization is association of items by frequency. These associative relations may be the precursors to taxonomic memory organization, thus may be weak in LD children. This study examined second and sixth grade children's free recall organization of two types of 3 word lists: one in which items were associated by frequency and one in which items were related taxonomically; within each word list, half of the items were primary category members or frequency associates and half were secondary category members or frequency associates. It was hypothesized that younger, non-disabled children would rely more on frequency associations and that older, unimpaired subjects would tend to organize the material categorically. Learning disabled subjects were predicted to show impairments in the ability to form both frequency associations and categories during recall, particularly for the secondary items. These results were not found. Younger, non-disabled subjects organized words categorically as proficiently as their older peers, and LD children's categorization abilities were comparable to non-disabled subjects'. The only item type for which LD subjects showed significantly less clustering than non-disabled subjects was secondary frequency associates, which were viewed as representing the periphery of the knowledge base. The principal difference between this study and previous, similar research was the use of individual, child-generated word lists. Because all words were highly familiar and meaningful to the children, relationships between most of the items were probably quite salient, more so than in other studies using adult-generated words as stimuli. Thus, this study indicates that LD children are not impaired in their ability to recognize and utilize semantic structure to facilitate learning if material is highly meaningful and familiar to them.

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Logan, Nicola I. „Parents' attributional, emotional and behavioural reactions towards aggressive behaviour in learning disabled and non-learning disabled children“. Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/26697.

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Objective: The attributions parents make about the challenging behaviour of their children have been shown to be important determinants of their emotional and behavioural responses to such behaviour. In general, studies have found that if parents judge a child's behaviour to be caused by factors that are internal or controllable, then they will experience more negative emotions and respond using more punitive discipline strategies. To date, no study has directly compared parents' attributional, emotional and behavioural responses to challenging behaviour in learning disabled children with that of non-learning disabled children. In this study, it was hypothesised that parents would have different attributional, emotional and behavioural responses to aggressive challenging behaviour in a learning disabled child in comparison to a non-learning disabled child, on account of the child's learning disability. Design: A questionnaire method was used to analyse within-subjects and betweensubjects differences on measures of attributional, emotional and behavioural responses to vignettes of aggressive challenging behaviour in learning disabled and non-learning disabled children. Method: Fifty-four parents of children with aggressive challenging behaviour (20 with a learning disabled child and 34 with a non-learning disabled child) took part in the study. Participants read two vignettes depicting a learning disabled and a non learning-disabled child with aggressive challenging behaviour. They were then asked to complete questionnaire measures of attributional, emotional and behavioural response in relation to each vignette. Results: In comparison to aggressive behaviour in the non-learning disabled child, participants rated the learning disabled child's aggressive behaviour as being due to more global, more stable and less controllable causes, and reported that they would respond with less negative emotion and less punitive discipline strategies. No group differences (i.e. comparing parents with a learning disabled child and parents with a non-learning disabled child) were found in attributional, emotional or behavioural responses to the two vignettes. The results are discussed with reference to previous research findings and clinical implications. Consideration is also given to the methodological shortcomings of the current study and suggestions for future research are made.

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Moyer, Melynda Karol. „Criteria and Assessment Measures for Diagnosing Learning Disabled Children“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500975/.

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A total of 60 school psychologists and educational diagnosticians across Texas completed a survey to identify the instruments used to screen and diagnose learning disabled (LD) students, and to identify the criteria on which the final diagnosis and placement of LD or non-LD is made. The results of this survey indicate that consistent methods and criteria are not being used for identifying children as LD within the state. Many of the instruments currently used may not be technically adequate for use with a LD population. Implications of the use of inconsistent criteria, inadequate screening and assessment measures are discussed.

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Horwitz, Ula Nadine. „Burned, banished or burnished a pilot study of a school reintegration programme“. Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1002504.

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It is the aim of this research to create a manual and programme for the reintegration of burn-injured primary-school learners in order to assist in their re-socialisation, and to act as a buffer against depression, conduct disorders, and academic lag. Additional aims of the programme included being resource-efficient, flexible, and compatible with Outcomes-Based Education (aBE) principles evidenced in Curriculum 2005. The final aim of the research involved designing the programme in order for teachers to be able to facilitate it. The manual and programme were evaluated through an embedded case study, encompassing a mildly disfigured burn-injured learner, his family, and his school environment by way of his class and teacher. The programme was found to be efficient in its use of resources, congruent with aBE principles, and engaging of the learners and teacher. Participation in the intervention seemed to afford the burn-injured learner with a buffer against depression, but did not prevent academic lag. Minimal teasing was encountered after the programme was implemented, which is contrary to the expected outcomes based on the literature available. Teacher facilitation was not achieved, however, numerous benefits were derived from the intervention for the majority of the participants.

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Bücher zum Thema "Learning disabled children"

Hosler, Virginia N. Learning disabled children who succeed. Springfield, Ill., U.S.A: Thomas, 1989.

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1934-, Fadely Jack L., Hrsg. Learning disabled children who succeed. Springfield, Ill., U.S.A: Thomas, 1989.

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L, Wong Bernice Y., Hrsg. Learning about learning disabilities. San Diego: Academic Press Inc, 1991.

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MacIntyre, Christine. Play for children with special needs: Supporting children with learning differences, 3-9. 2. Aufl. Milton Park, Abingdon, Oxon: Routledge, 2009.

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L, Wong Bernice Y., Hrsg. Learning about learning disabilities. San Diego: Academic Press, 1991.

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Pointer, Bren. Movement activities for children with learning difficulties. London: Philadelphia, 1993.

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Wiener, Judith. Correlates of peer status in learning-disabled children. [Toronto, Ont.]: Department of Special Education, The Ontario Institute for Studies in Educatio, 1989.

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Beth, Goodman, und National Legal Resource Center for Child Advocacy and Protection (U.S.), Hrsg. Representing learning disabled children: A manual for attorneys. Washington, D.C: National Legal Resource Center for Child Advocacy & Protection, American Bar Association, 1994.

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Bogin, Matthew B. Representing learning disabled children: A manual for attorneys. Washington, D.C: American Bar Association, National Legal Resource Center for Child Advocacy & Protection, 1985.

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Lyon, Christina M. The implications of the Children Act 1989 on children and young people with severe learning difficulties. Keele: Barnardo's North West, 1991.

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Buchteile zum Thema "Learning disabled children"

Kneedler, Rebecca Dailey, und Ruth Lyn Meese. „Learning-Disabled Children“. In Handbook of Behavior Therapy in Education, 601–29. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4613-0905-5_23.

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Johnson, Doris J. „Issues in the Educational Programming for Learning Disabled Children“. In Understanding Learning Disabilities, 111–26. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4910-5_9.

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Maher, Anthony J., und Justin A. Haegele. „Teaching Students Experiencing Cognitive and Learning Difficulties in Physical Education“. In Teaching Disabled Children in Physical Education, 50–60. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003176282-5.

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Telzrow, Cathy F. „The “So What?” Question: Intervention with Learning Disabled Children“. In The Rehabilitation of Cognitive Disabilities, 191–205. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-1899-6_12.

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Williams, Noel H., und J. P. Das. „Variations of the Orienting Response in Learning-Disabled Children“. In The Orienting Reflex in Humans, 639–45. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003171409-44.

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Hughes, Jackie, und Bronwyn Roberts. „Observation with Disabled Children and Adults with Learning Disabilities“. In Effective Observation in Social Work Practice, 41–55. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2015. http://dx.doi.org/10.4135/9781473909625.n4.

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Vauras, Marja, Erno Lehtinen, Riitta Kinnunen und Pekka Salonen. „Socioemotional Coping and Cognitive Processes in Training Learning-Disabled Children“. In Contemporary Intervention Research in Learning Disabilities, 163–89. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4612-2786-1_10.

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von Benzon, Nadia. „“Vulnerable” Children in “Dangerous” Places: Learning Disabled Children in Outdoor Green Space“. In Risk, Protection, Provision and Policy, 1–21. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-4585-99-6_20-1.

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von Benzon, Nadia. „“Vulnerable” Children in “Dangerous” Places: Learning Disabled Children in Outdoor Green Space“. In Risk, Protection, Provision and Policy, 179–98. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-035-3_20.

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Fuertes, José L., Ángel L. González, Gonzalo Mariscal und Carlos Ruiz. „A Framework to Support Development of Learning Applications for Disabled Children“. In Lecture Notes in Computer Science, 503–10. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14097-6_81.

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Konferenzberichte zum Thema "Learning disabled children"

Putri, Ni Luh. „Makeup Learning Model for Mentally Disabled Children“. In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.103.

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Vanjari, Nisha, Prathana Patil und Suruchi Sharma. „Interactive Web Based Design for Learning Disabled Children“. In 2019 IEEE 5th International Conference for Convergence in Technology (I2CT). IEEE, 2019. http://dx.doi.org/10.1109/i2ct45611.2019.9033620.

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Thompson, Rob. „Teaching coding to learning-disabled children with Kokopelli's World“. In 2016 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2016. http://dx.doi.org/10.1109/vlhcc.2016.7739705.

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Valadao, Carlos, Teodiano Freire Bastos, Magdo Bortole, Victor Perim, Daniel Celino, Fauzi Rodor, Agda Goncalves und Humberto Ferasoli. „Educational robotics as a learning aid for disabled children“. In 2011 ISSNIP Biosignals and Biorobotics Conference: Biosignals and Robotics for Better and Safer Living (BRC). IEEE, 2011. http://dx.doi.org/10.1109/brc.2011.5740667.

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Garzotto, Franca, und Manuel Bordogna. „Paper-based multimedia interaction as learning tool for disabled children“. In the 9th International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1810543.1810553.

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Maknun, Johar, Mokhamad Syaom Barliana und Diah Cahyani. „Vocational Skills Learning to Build Independencies of with Physically Disabled Children“. In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.119.

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„NEED OF EDUCATIONAL TECHNOLOGY TOOLS FOR COGNITIVE DEVELOPMENT IN INTELLECTUALLY DISABLED CHILDREN“. In 17th International Conference on Cognition and Exploratory Learning in the Digital Age. IADIS Press, 2020. http://dx.doi.org/10.33965/celda2020_202014l026.

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Kukushkina, Vera, Margarita Reshetova, Igor Orlov und Vladislav Stuflyaev. „Augmented Reality and Interactive Technologies as a Means of Rehabilitation Disabled Children“. In 2023 3rd International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2023. http://dx.doi.org/10.1109/tele58910.2023.10184374.

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Neumoeva-Kolchedantseva, Elena, Sergey Bykov und Lyudmila Volosnikova. „INCLUSION ILLUSION: TEACHERS' ATTITUDES TOWARDS INCLUSION OF DISABLED CHILDREN IN WESTERN SIBERIAN SCHOOLS“. In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1484.

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Khotimah, Husnul. „The Learning of Sholat (Prayer) Movement for Mentally Disabled Children through Occupational Therapy“. In Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.64.

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Berichte der Organisationen zum Thema "Learning disabled children"

McCausland, Kathleen. A comparative study of the short-term auditory memory span and sequence of language/learning disabled children and normal children. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2849.

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