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Thematische Bibliographien / Learning disabled children / Dissertationen

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Dissertationen zum Thema „Learning disabled children“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Walker, Stephen C. „The effects of the depth of processing and retrieval cues on the memory performance of learning disabled and non-learning disabled children“. Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514202.

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The purpose of the study was to determine whether significant differences exist between learning disabled and non-learning disabled children on memory performance for words learned in an incidental learning paradigm. Depth of processing and retrieval cue type were the treatment variables which controlled performance on a cued recall test of memory.Methodology. Thirty learning disabled and 30 non-learning disabled children in the fourth and fifth grades participated in the study. Seventy percent of the subjects were male and 30 percent were female. All subjects in the learning disabled group were tested for a severe discrepancy between potential and achievement in the area of reading prior to inclusion in the study. All subjects had IQ's not less than 1 standard deviation below the mean.Each subject was presented 32 stimulus words. All words were common concrete nouns with a reading level no greater than second grade. The stimulus words were encoded with congruent and non-congruent rhyming words and semantically congruent and non-congruent sentence frames. A cued recall test of memory was presented to each subject following the incidental learning activity. Rhyming and sentence frame cues were presented, and the subject was provided a 10 second opportunity to recall one of the stimulus words. The entire activity was presented on a microcomputer which also kept a record of the student's responses. The computer also generated a random presentation order, random ordered treatment condition for.Results. Non-learning disabled children recalled significantly more stimulus words than learning disabled children. Both groups performed significantly better on words encoded using deep level congruent semantic processing and cued with congruent semantic retrieval cues. At all levels, however, optimal performance occurred when retrieval cue type matched encoding level.Conclusions. Differential memory performance in learning disabled and non-learning disabled children can be controlled in incidental learning activities. Depth of processing affects differential memory performance. In all cases words cued with retrieval cues of the same level of processing are recalled more efficiently than those cued with recall cues of another level of processing each stimulus word, and a random ordered memory test.

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12

Seo, Young J. „Outcomes of students with learning disabilities at age 21 and age 24 /“. Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7635.

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13

Haines, Shelby Brooke. „Effect of a modified LINCS learning strategy on the achievement of 4th grade students with learning disabilities“. Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=434.

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14

Kataoka, Mika. „Perceptions of, and support for, students who experience difficulties in learning in Nara prefecture, Japan /“. [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19191.pdf.

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15

Parnell, Clarissa Jane. „The landscapes of teaching work : how teachers make educational decisions /“. Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7685.

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16

Barnes, Kelly Anne. „Implicit learning in typical development and children with developmental disorders“. Connect to Electronic Thesis (ProQuest), 2008. http://0-gateway.proquest.com.library.lausys.georgetown.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3320707.

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17

Sousa, Sherry Ann 1961. „PRAGMATIC LANGUAGE SKILLS IN LEARNING DISABLED ADOLESCENTS (ASSESSMENT, CLASSROOM, OBSERVATION)“. Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275327.

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18

Hui, Wu-on Louise. „Using strategy instruction to improve logical picture sequencing and narration of events by children with learning difficulties (CWLD) /“. Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18543856.

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19

Cardell, Cheryl Dianne Elizabeth. „Perceptions of Temperament Characteristics of Children Classified as Learning Disabled“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331733/.

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This study addresses how the temperament characteristics of seven year old learning disabled students are viewed in relation to those of the normally achieving students. Teacher perceptions, parent perceptions, and teacher versus parent perceptions are examined utilizing the six dimensions (activity, adaptability, approach/withdrawal, intensity, distractibility, and persistence) and the three factors (emotionality, sociability, and persistence) of the Temperament Assessment Battery.

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20

Sturt, Catherine Ellen. „Expressed emotion in parents of behaviourally disturbed learning disabled children“. Thesis, University of Plymouth, 1993. http://hdl.handle.net/10026.1/2251.

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Expressed emotion (EE) represents a measure of the emotional quality of the relationship between a key caregiver and relative, where the latter is experiencing a psychiatric or medical condition, and with implications for the course of this condition. To the author's knowledge, despite the salience of behavioural disturbance for families with learning disabled children, no published study has specifically investigated the relationship between parental EE and child behavioural disturbance. The current study focused on a comparison of high and low EE households with regards to child behavioural disturbance, parental stress and coping, and service and respite care usage. Forty parents were interviewed with a modified Camberwell Family Interview. The results showed no significant difference between high and low EE groups with regards to child behavioural disturbance, parental coping as related to factors such as social support and familial resources, and service and respite care usage. High EE parents reported significantly higher levels of stress and significantly less use of support and advice outside the family system than low EE parents. The findings conflict with conclusions from EE research e.g . with learning disabled adolescents, dementia and non-learning disabled children, which have demonstrated a relationship between EE and behavioural disturbance, but concur with studies, mainly with regards to schizophrenia, which have found that level of EE is independent of behavioural disturbance. Thus level of EE in the current study appears principally to reflect parental characteristics as opposed to child-related characteristics. The results suggest that a focus on parental psychological needs in relation to both the emotional quality of the parent-child relationship, and the care of the child more generally, might be more appropriate for both parents and children, as opposed to a traditional child-centric service delivery . Further research is required to elucidate the relationship between EE and behaviour, and there is value in exploring the relationship between EE and behaviour over time, within a longitudinal design. Indeed, the scope for further study of EE in the area of learning disability is tremendous, and the inherent modifiability of the EE construct renders it an appealing guide in terms of service development and outcome evaluation.

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21

Ting, Kwong-fat Tony. „A study of the self-concept of resource class students in the context of Hong Kong“. Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597547.

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22

McNeish, Judith L. „Effects of self-correction on the acquisition, maintenance, and generalization of spelling words with learning disabled students“. Connect to resource, 1985. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1169738654.

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23

Yetter, Georgette. „Acceptability of a student assistance team procedure to school staff“. Diss., [Lincoln, Neb. : University of Nebraska-Lincoln], 2003. http://www.unl.edu/libr/Dissertations/2003/YetterDis.pdf.

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24

De, Water Wendy. „Modifying core literature for the learning disabled student“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/679.

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25

Elliott, Patricia Margaret. „Social skills training with learning disabled students : a preventative approach“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28042.

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A multidimensional study was conducted with learning disabled students to assess the effects of a social skills training program. Included were measures of self-concept, peer acceptance, and social competency as rated by parents and teachers. Forty-six intermediate grade children were evaluated prior to the program and after 13 weeks of either treatment, or no treatment. In addition, evaluation of the effect of different instructors was carried out. It was hypothesized that subjects would demonstrate significant (alpha=.05) increases in positive self-concept, peer acceptance, and ratings of social competency by parents and teachers. Support for this hypothesis was found for parent ratings. A secondary hypothesis was that there would be no significant difference at the .05 level between subjects receiving treatment or the placebo from Instructor A and those receiving treatment or the placebo from Instructor B. Partial confirmation was found on the parent and teacher ratings of social competency. The hypothesis was rejected for peer ratings and self-concept measures. Suggestions for practices in education include: (a) the expanding of social skills training throughout the elementary school by presenting it as a progressive skill building program, (b) ways to interest educators in teaching social behavior, (c) application of social skills assessment and training as a function of the counsellor or school psychologist's role, and (d) the practical logistics of setting up a social skills training program in an educational setting. Implications for future research suggest: (a) ways to refine the present study's design, (b) an examination of social behavior and peer acceptance in both the regular and special education class environments, and (c) the need for further understanding of the developmental stages in social competency.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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26

Thomas, Charles Nolan. „The relationships between cognitive deficits and spiritual development“. Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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27

Schachter, Debbie Carol. „The prevalence and correlates of behavior problems in learning disabled children /“. Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61748.

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28

Grewe, Scott David. „Neuropsychological and personality features of learning disabled and emotionally handicapped children“. Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862283.

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The present study was an attempt to differentiate between emotionally handicapped, learning disabled, and regular education children based on their responses to the Neuropsychological Symptom Inventory-Child Version, the Personality Inventory for Youths, and their parents' responses to the Personality Inventory for Children.Factor analysis of the NSI-Child Version revealed four unique factors, of which two were able to differentiate the regular and special education groups. No observable differences were noted between the two special education groups on the basis of their raw factor scores. Similarly, no differences were observed between the two special education groups on the basis of their responses to the PIY. Salient differences were observed on the PIC with the emotionally handicapped children reported to have pervasive emotional and behavioral problems in comparison to the mild cognitive/academic and behavioral difficulties of the learning disabled children.Results are discussed as they relate to previous research and future directions for study.
Department of Educational Psychology

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29

Robertson, Janet M. „Analogical reasoning and transfer in severely learning disabled and normal children“. Thesis, University of Kent, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317703.

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30

Alcantara, Helene Deborah-Lynne. „Characteristic Memory Functions in Subtypes of Arithmetic Disabled Children“. Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277591/.

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31

Chan, Chi-man. „A study of the effects of multi-sensory stimulation on pre-verbal communication skills of people with a profound learning disability /“. View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36784333.

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32

Brooke, Helen. „A small interactive science centre as a learning environment for students with severe learning difficulties : an exploration of pedagogy“. Thesis, n.p, 2005. http://ethos.bl.uk/.

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33

Brown, Andrea E. „Social competence in peer-accepted children with learning disabilities“. Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35986.

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Since the time of Bryan's (1974) seminal work on the social status of children with learning disabilities (LD), research has consistently shown that children with LD struggle to earn social acceptance from non-LD peers. Recently, investigators have uncovered within-group variability among children with LD suggesting that some children with LD are well accepted and even popular among non-LD peers. An appeal in the field of learning disabilities has emerged, calling for a shift from deficit-model research focusing on the deficiencies of children with LD, to the investigation of how children with LD obtain positive social outcomes. Accordingly, a study was undertaken addressing this request by examining the characteristics of peer-accepted children with LD from a multi-rater and multi-method perspective. Using the comprehensive model of social competence proposed by Vaughn and Hogan (1990) as the theoretical framework, data were gathered from teachers, peers, and peer-accepted children with and without LD in important areas of social functioning. Participants were grade four and five mainstreamed students meeting the following criteria: (a) having a researcher-identified learning disability in at least one academic area (reading, spelling, or arithmetic) and (b) peer-rated social acceptance as determined via a modified version of the Asher and Dodge (1986) sociometric classification system. Statistical analyses consisted of multivariate and univariate techniques. Findings indicated few significant differences between peer-accepted children with and without LD in specific areas of social competence as rated by peers. Significant interactions, however, between LD status and gender revealing variable profiles of social-behavioural characteristics for boys and girls with and without LD did emerge from the perspective of teachers. Implications for special education referral and placement, inclusive education, and interventions are discussed.

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34

Yao, Shui-chun Tiffany. „Skills opportunity schools in Hong Kong : a case study /“. Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18939260.

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35

Haarala, Cheri. „Investigation of possible similarities/differences between learning disabled and non-learning disabled upper elementary children's perception of friends and friendship“. CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/241.

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36

Brown, Kim Freidah. „Development of long-term memory retention processes among learning disabled and nondisabled children“. Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184566.

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This study investigated the development of acquisition and long term retention processes in Learning Disabled (LD) and Non-Learning Disabled children aged 7-12. One hundred six subjects were randomly assigned to memorize either a list of unrelated words (with free recall), or a list of taxonomically related words (with recall cued by category). Each subject had a 16 word list presented in visual and auditory modes. The repeated recall paradigm alternated study and test trials, with a buffer activity between trials. The acquisition phase ended when the subject reached 100% criterion. After an interval of two weeks, each subject was given 5 additional recall tests. Acquisition results indicated significant main effects for age, group (LD, Non-LD) and list type (unrelated, categorized) on measures of trial-of-last-error and total-errors. Overall, the groups which acquired the lists most quickly were the older and Non-LD subjects, with the categorized list. There was a List x Group interaction on the trial-of-last-error. With the categorized list, only age was significant, and conversely, with the unrelated list, only group was significant. On the retention measures, there were main effects for list and group, with a List x Group interaction. The only significant age effect was with total-words on the categorized list. Over the five trials (repeated measures), there was a significant effect for trials. A consistent hypermnesia effect (increase in net recall) was predominant. Further model-based analyses (Brainerd, Kingma, Howe, & Reyna, 1988) revealed storage failure, rather than retrieval failure to be the major action in children's forgetting. Learning Disabled children had significantly more storage failure than the Non-LD children. Both groups had more storage failure on the unrelated lists. There was retrieval relearning with all groups. Results are discussed within the framework of the disintegration/redintegration theory, which pertains to the gradual weakening and redintegration of bonds that unite features to form a trace.

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37

Passier, Alyda M. „Social adjustment and language : a study of their relationship in learning disabled children“. Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65533.

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38

Wilson, Sheryl Lee. „A neuropsychological investigation of the memory skills of learning-disabled children compared to normal children“. Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184900.

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Memory is a complex cognitive process which has been widely researched within the field of neuropsychology. In clinical studies of adults, the Wechsler Memory Scale (WMS) is widely used. At this time there is no comparable clinical tool within the child literature pertaining to memory. There are studies which have extended the age limits of the WMS, but the youngest sample ranged from 10 to 14 years of age. The present research was conducted in two studies. The first study concerns the development of a memory scale for use with children aged six to twelve. This scale, Wilson's Adapted Memory Scale for Children (WAMS-C), was constructed utilizing the basic structure and subtests of the WMS. The scale was administered to 33 normal children, ranging in age from 6 to 12 years. It was hypothesized that the scale would reflect the developmental nature of memory as well as the relationship between memory and intelligence. The second study compared the memory skills of a learning disabled (LD) sample of children to those of a sample of normal learning (NL) children. A specific profile of academic achievement was used to define the LD children who participated in this study. (Reading and Spelling impaired, and relatively better Arithmetic skills). Research conducted by Rourke and his associates identified this subtype of LD children and provided predictions pertaining to their differential performance on verbal and visual tasks. The WAMS-C contains both verbal and visual memory tasks. It was predicted that these children would (1) do less well than NL children on the memory scale and (2) that these LD children would be impaired on the verbal memory portion of the WAMS-C, compared to NL children, but would exhibit equivalent performance on the visual memory tasks. The results of the studies showed the WAMS-C to reflect the developmental nature of memory and the relationship with intelligence. Also, LD children had significantly lower scores on the WAMS-C. However, neither the verbal or visual subtests differentiated between groups. Rather, subtests which may reflect short-term memory deficits and/or attentional problems appeared responsible for the differences found.

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GAMBLE, CONSTANCE MARIA. „FUNCTIONS UNDERLYING PERFORMANCE OF LEARNING-DISABLED CHILDREN IN INTELLIGENCE AND NEUROPSYCHOLOGICAL TESTS“. Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184058.

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This study was designed to determine the factorial validity of specific components of the Reitan-Indiana Neuropsychological Battery with a learning disabled population. Scores of 42 children, 38 males, 4 females, ages 6.2 to 8.8 years were compiled on specific tests of the Reitan-Indiana. Principal component factoring of the original correlation matrix was followed by principal factoring, using a 4 factor solution; varimax rotation with six iterations produced the desired reduction of the correlation matrix; four factors emerged for the learning disabled population, which accounted for 53% of the variance: verbal intelligence, psychomotor speed, achievement, and memory. The factor structure that emerged was not consistent with the surface factors of the battery as conceptualized by its author suggesting that this battery may lack construct validity when used with a learning disabled population.

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Rolfe, Marlene Cosenza. „A study of the effect of a homework club on the completion of homework by students with and without learning disabilities /“. Full text available online, 2004. http://www.lib.rowan.edu/find/theses.

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41

Rotruck, Kim H. „A study of the effects of the POSSE technique on the perceptions of pre-service teachers in teaching learning disabled students“. Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1950.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains v, 168 p. Includes abstract. Includes bibliographical references (p. 143-152).

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42

Hiller, Todd R. „Validation of neuropsychological subtypes of learning disabilities“. Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/775.

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43

Popowich, Amy J. „Peer relations of children with learning disabilities an ethnographic approach /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ59197.pdf.

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44

Simmons, Kate D. „Improving the spelling skills of elementary students with mild learning and behavior problems a comparison between an explict [sic] rule-based method and traditional method /“. Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Dissertations/SIMMONS_KATE_27.pdf.

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45

Stevenson, Ross Kelley. „Implications for the evolution of continental crust from hafnium isotope systematics of detrital zircons in Archean sandstones“. Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184895.

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The fractionation of zircons by sedimentary processes into continental margin sandstone deposits results in a biased preservation of pre-existing continental crust in the form of zircon in those sequences. This provides a unique opportunity to distinguish between the contrasting theories of episodic growth versus constant volume of continental crust over geologic time through Hf isotope ratios of detrital zircons. ¹⁷⁶Hf/¹⁷⁷Hf ratios were determined for detrital zircon fractions from 2.6-3.0 Ga old sedimentary sequences from the Canadian Shield, North Atlantic, Wyoming, and Kaapvaal Cratons. Hf T(CHUR) ages are less than 3.0 Ga and ε(Hf) values are positive or slightly negative at the time of deposition for most of the Malene, Canadian Shield, Wyoming and upper portions of the Kaapvaal sediments. Notable exceptions are basal samples of the Pongola (3.32 Ga), Dominion (3.11 Ga) and Witwatersrand (3.13 Ga), an arkose from Michigan (3.20 Ga) and one Malene sample (2.97 Ga), all of which either unconformably overlie or are closely associated with pre-3.0 Ga crust. Nd data for shales from the same sequences in the Canadian Shield and Kaapvaal sequences mimic the Hf results. The late Archean sequences appear to be dominated by zircon populations of late Archean age. Hf model ages, from pre-3.0 Ga strata (Upernavik of Labrador and quartzites from Montana), range from 3.1 to 3.6 Ga and are broadly consistent with ages of coexisting volcanics or intrusives, suggesting little inheritance of significantly older material. 2.0-2.5 Ga old quartzites from the Canadian Shield, Wyoming and South Africa have 2.58 to 2.84 Ga model Hf ages indicative of a large expanse of late Archean crust exposed at the time of deposition. The data strongly suggest inheritance of pre-3.0 Ga zircons only in areas where pre-3.0 Ga old crust exists today, and imply that the quantity of continental crust prior to 3.0 Ga ago was not much greater in extent than the pre-3.0 Ga crust exposed today. Small amounts of continental crust prior to 3.0 Ga ago and rapid addition of continental crust between 2.5 and 3.0 Ga ago are consistent with the episodic growth theory of crustal evolution.

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Powell, Nicola Juliette. „The potential of the therapeutic relationship in dealing with learning disabled children“. Thesis, Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-06152005-154202/.

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47

Barry, Christine T. „The relationship among domains of self-concept and academic achievement in learning disabled children“. Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/762983.

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The purpose of this study was to examine the relationship among specific domains of self-concept and domains of academic achievement for learning disabled children. Subjects were 109 intermediate grade students attending public schools in Indiana. All subjects had been classified by their school districts as LD and were currently receiving resource room services. Additionally, the relationship between actual self-concept scores and inferred self-concept scores was explored by asking resource room teachers to complete the Self-Description Questionnaire-1 (SDQ-1) as they believed each of their students would respond.The SDQ-1 was administered to assess the domains of self-concept, while achievement in reading, mathematics, and written language was operationalized as scores on the Woodcock-Johnson Psycho-Educational Battery Test of Achievement (WJPB). Ability scores from the Wechsler Intelligence Scale for Children-Revised (WISC-R) and WJPB achievement scores were collected from students' school files.Pearson correlation coefficients were computed to investigate the relationship among individual variables. Only one significant correlation (p<.0l) was found between domains of self-concept and domains of academic achievement. This low correlation (-.27) existed between reading self-concept and achievement in written language. Interestingly, every intercorrelation among the SDQ-1 domains was significant calling into question the purported factor structure of the SDQ-1 with this LD population.A canonical correlation analysis was used to investigate the associations among multiple variables, such as ability, self-concept domains and achievement domains. Since the link between ability and achievement has been supported in the literature, the intent of this analysis was to investigate the extent that self-concept contributed to achievement. Results of this analysis also suggested a significant relationship between ability and achievement;however, above and beyond ability, knowledge of self-concept scores did not add to the relationship with achievement.In addition to exploring the association among domains of self-concept and domains of achievement, this study also examined the relationship between actual and inferred self-concept scores. Results of a canonical correlation analysis supported a significant relationship between actual self-concept and inferred self-concept scores. It appeared that resource room teachers were accurately able to infer the self-concepts of their LD students. This agreement between self-report and teacher report of self-concept is consistent with previous research.In conclusion, the present investigation did not provide support for a relationship between domains of self-concept and academic achievement with this LD sample. The implications for results are discussed along with suggestions for future research in this area.
Department of Educational Psychology

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Liu, Suet-chun Janny. „Socioeconomic status (SES) and academic achievement of children with learning difficulties (CWLD) : a case study of a skills opportunity school (SOS) in Hong Kong /“. Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20137138.

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49

Smith, Liane. „Influential children : the linguistic environment of the language and learning disabled child“. Thesis, University of Kent, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240338.

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50

Packman, Jill. „Group activity therapy with learning disabled preadolescents exhibiting behavior problems“. Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3326/.

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This study was designed to determine the effectiveness of group activity therapy as a school based intervention with fourth and fifth grade preadolescents with learning disabilities experiencing behavior problems. The group activity therapy intervention followed humanistic principles and was designed to address the cognitive and social emotional needs of this population. The preadolescents were provided a variety of developmental appropriate materials and activities to encourage self expression and group interaction. The 24 volunteer preadolescents were randomly assigned to the experimental group (n=12) and to the control group (n=12). The treatment group preadolescents were divided into groups of three and participated in group activity therapy one hour per week for 12 weeks. The participants were assigned to groups according to individual needs and personality traits. The control group received no treatment during the study. Pre and post test data were collected from parents using the Child Behavior Checklist (CBC) and the Behavior Assessment Scale for Children (BASC). Analysis of Covariate (ANCOVA) was utilized to determine statistical significance between the treatment group and the control group on the post-test means for each hypothesis. In each case, the post-test specified in each hypothesis was used as the dependent variable and the pre-test as the covariate. Specifically, the preadolescents in the treatment group showed statistically significant decreases in total behavior problems on the BASC (p=.05) and decreases in internalizing problems on both the BASC and CBC (p=.03, p=.05, respectively). While not statistically significant, positive trends were noted on the CBC total behavior scale (p=.08) and on the CBC externalizing scale (p=.09). In addition, Cohen's d effect size was calculated for each hypothesis and post hoc analysis of the subscales to determine practical significance of the treatment on the experimental group when compared to the control group. A large treatment effect size was found on the BASC (d=.91) and CBC (d=.82) total behavior problems scales and on the BASC (d=1.03) and CBC (d=.90) internalizing problems scales. A moderate to large treatment effect size (d=.78) was found on the CBC externalizing problems scale and a medium treatment effect size (d=.53) was found on the BASC externalizing problems scale. Qualitative data was also examined to determine clinical significance of the intervention. This study determined that group activity therapy is an effective intervention for preadolescents diagnosed with a learning disability.

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