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Journal of Learning Disabilities

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https://www.readbyqxmd.com/read/28635417/suicide-attempts-among-individuals-with-specific-learning-disorders-an-underrecognized-issue
#1
Esme Fuller-Thomson, Samara Z Carroll, Wook Yang
Several studies have linked specific learning disorders (SLDs) with suicidal ideation, but less is known about the disorders' association with suicide attempts. This gap in the literature is addressed via the 2012 nationally representative Canadian Community Health Survey ( n = 21,744). The prevalence of lifetime suicide attempts among those with an SLD was much higher than those without (11.1% vs. 2.7%, p < .001). In comparison with their peers without SLDs, adults with SLDs had 46% higher odds of having ever attempted suicide, even after adjusting for most known risk factors (e...
June 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28621157/predicting-individual-differences-in-reading-and-spelling-skill-with-artificial-script-based-letter-speech-sound-training
#2
Sebastián Aravena, Jurgen Tijms, Patrick Snellings, Maurits W van der Molen
In this study, we examined the learning of letter-speech sound correspondences within an artificial script and performed an experimental analysis of letter-speech sound learning among dyslexic and normal readers vis-à-vis phonological awareness, rapid automatized naming, reading, and spelling. Participants were provided with 20 min of training aimed at learning eight new basic letter-speech sound correspondences, followed by a short assessment of mastery of the correspondences and word-reading ability in this unfamiliar script...
June 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28613114/enhancing-accessibility-for-students-with-decoding-difficulties-on-large-scale-reading-assessments
#3
Allison Gruner Gandhi, Burhan Ogut, Laura Stein, Robin Bzura, Louis Danielson
This study reports findings from studies examining potential read-aloud accommodations on standardized reading comprehension assessments for students with decoding difficulties. Three types of accommodations were evaluated: question stems and answer options read aloud; question stems, answer options, and proper nouns read aloud; and full read-aloud. Drawing from a sample of 207 fourth-grade students with and without decoding difficulties, we used 3-level hierarchical linear modeling to assess whether there were significant differences between students with and without decoding difficulties in the effect of each accommodation relative to no accommodation...
June 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28613104/a-systematic-review-of-longitudinal-studies-of-mathematics-difficulty
#4
Gena Nelson, Sarah R Powell
Some students may be diagnosed with a learning disability in mathematics or dyscalculia, whereas other students may demonstrate below-grade-level mathematics performance without a disability diagnosis. In the literature, researchers often identify students in both groups as experiencing math difficulty. To understand the performance of students with math difficulty, we examined 35 studies that reported longitudinal results of mathematics achievement (i.e., mathematics performance measured across at least a 12-month span)...
June 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28608732/beyond-auditory-sensory-processing-deficits-lexical-tone-perception-deficits-in-chinese-children-with-developmental-dyslexia
#5
Xiuhong Tong, Xiuli Tong, Fung King Yiu
Increasing evidence suggests that children with developmental dyslexia exhibit a deficit not only at the segmental level of phonological processing but also, by extension, at the suprasegmental level. However, it remains unclear whether such a suprasegmental phonological processing deficit is due to a difficulty in processing acoustic cues of speech rhythm, such as rise time and intensity. This study set out to investigate to what extent suprasegmental phonological processing (i.e., Cantonese lexical tone perception) and rise time sensitivity could distinguish Chinese children with dyslexia from typically developing children...
June 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28597728/theorization-and-an-empirical-investigation-of-the-component-based-and-developmental-text-writing-fluency-construct
#6
Young-Suk Grace Kim, Brandy Gatlin, Stephanie Al Otaiba, Jeanne Wanzek
We discuss a component-based, developmental view of text writing fluency, which we tested using data from children in Grades 2 and 3. Text writing fluency was defined as efficiency and automaticity in writing connected texts, which acts as a mediator between text generation (oral language), transcription skills, and writing quality. We hypothesized that in the beginning phase, text writing fluency would be largely constrained by transcription skills (spelling and handwriting), while at a later phase, oral language would make an independent contribution to text writing fluency...
June 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28597718/effect-of-working-memory-updating-training-on-retrieving-symptoms-of-children-with-learning-disabilities
#7
Xiaoying Chen, Maolin Ye, Lei Chang, Weigang Chen, Renlai Zhou
Working memory (WM) deficiency is a primary reason for the poor academic performance of children with learning disabilities (LDs). Studies have shown that the WM of typical children could be improved through training, and WM training contributes to improving their fluid intelligence and academic achievement. However, few studies have investigated WM training for children with LDs, and results have been inconsistent. The present study examined the long-term effects of WM updating training and whether it can mitigate LD symptoms...
June 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28581901/corrigendum
#8
(no author information available yet)
Cavalli, E., Colé, P., Leloup, G., Poracchia-George, F., Sprenger-Charolles, L., & El Ahmadi, A. (2017). Screening for dyslexia in French-speaking university students: An evaluation of the detection accuracy of the Alouette test. Journal of Learning Disabilites. Advance online publication. (Original doi: 10.1177/0022219417704637 ) In the version of this article originally published OnlineFirst, the funding statement was incorrect. The correct funding statement is as follows: Funding The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Labex BLRI (ANR-11-LABX-0036), managed by the French National Agency for Research (ANR), under the project title Investments of the Future A*MIDEX (ANR-11-IDEX-0001-02)...
June 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28539071/the-location-and-effects-of-visual-hemisphere-specific-stimulation-on-reading-fluency-in-children-with-the-characteristics-of-dyslexia
#9
Bobbie Jean Koen, Jacqueline Hawkins, Xi Zhu, Ben Jansen, Weihua Fan, Sharon Johnson
Fluency is used as an indicator of reading proficiency. Many students with reading disabilities are unable to benefit from typical interventions. This study is designed to replicate Lorusso, Facoetti, Paganoni, Pezzani, and Molteni's (2006) work using FlashWord, a computer program that tachistoscopically presents words in the right or left visual hemi-field in English and locates through fMRI imaging the processing areas involved in fluency development. Our participants were 15 students who were ages 8 to 19 years and had reading disabilities randomly assigned to Intervention ( n = 9) and Delayed Intervention ( n = 6) groups...
May 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28498735/critical-issues-in-the-understanding-of-young-elementary-school-students-at-risk-for-problems-in-written-expression-introduction-to-the-special-issue
#10
David L Coker, Young-Suk Grace Kim
In this introduction to the special issue "Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression," we consider some of the contextual factors that have changed since a similar special issue was published in the Journal of Learning Disabilities in 2002. We also explore how the five articles included in this special issue address the following important themes: early writing development, identification of students with writing difficulties, and effective interventions for struggling writers...
May 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28498732/early-writing-intervention
#11
Kristen L McMaster, Amy Kunkel, Jaehyun Shin, Pyung-Gang Jung, Erica Lembke
The purpose of this best evidence synthesis was to identify promising interventions that align with a theoretical model of early writing development, targeting three components of early writing: transcription, text generation, and self-regulation. We determined the extent to which these interventions are effective for children who struggle with early writing skills, by calculating effect sizes for group and single-subject designs, and we examined the overall quality of the research. Twenty-five studies met inclusion criteria...
May 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28498726/an-analysis-of-first-grade-writing-profiles-and-their-relationship-to-compositional-quality
#12
David L Coker, Kristen D Ritchey, Ximena Uribe-Zarain, Austin S Jennings
To help all students meet the writing expectations of the Common Core State Standards, researchers need a deeper understanding of the characteristics of struggling writers. The purpose of this study was to explore the writing profiles of students including those who have or are at risk for writing disabilities. First-grade students ( N = 391) were assessed at the end of the school year using three writing assessments (spelling, sentence writing fluency, writing achievement). The researchers used latent profile analysis to identify students as fitting into one of five profiles (At Risk, Low Fluency, Low Writing, Average, and Above Average)...
May 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28489968/tailoring-multicomponent-writing-interventions-effects-of-coupling-self-regulation-and-transcription-training
#13
Teresa Limpo, Rui A Alves
Writing proficiency is heavily based on acquisition and development of self-regulation and transcription skills. The present study examined the effects of combining transcription training with a self-regulation intervention (self-regulated strategy development [SRSD]) in Grade 2 (ages 7-8). Forty-three students receiving self-regulation plus transcription (SRSD+TR) intervention were compared with 37 students receiving a self-regulation only (SRSD only) intervention and 39 students receiving the standard language arts curriculum...
May 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28470105/learning-disabilities-and-low-social-status-the-role-of-peer-academic-reputation-and-peer-reputation-of-teacher-liking
#14
Lisa van der Sande, Marloes M H G Hendrickx, Henrike J Boor-Klip, Tim Mainhard
Although many studies have found that children with learning disabilities (LD) are less liked by peers than children without LD, the results are not unequivocal. In the present study, we investigated the social status (in terms of likeability and popularity) of children with LD by considering peer academic reputation and peer reputation of teacher liking. These variables are potentially important alternative factors for differences in social status between children with and without LD. Fifth-grade students ( n = 1,453; Mage = 10...
May 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28423976/screening-for-dyslexia-in-french-speaking-university-students-an-evaluation-of-the-detection-accuracy-of-the-alouette-test
#15
Eddy Cavalli, Pascale Colé, Gilles Leloup, Florence Poracchia-George, Liliane Sprenger-Charolles, Abdessadek El Ahmadi
Developmental dyslexia is a lifelong impairment affecting 5% to 10% of the population. In French-speaking countries, although a number of standardized tests for dyslexia in children are available, tools suitable to screen for dyslexia in adults are lacking. In this study, we administered the Alouette reading test to a normative sample of 164 French university students without dyslexia and a validation sample of 83 students with dyslexia. The Alouette reading test is designed to screen for dyslexia in children, since it taps skills that are typically deficient in dyslexia (i...
April 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28406744/comparing-students-with-and-without-reading-difficulties-on-reading-comprehension-assessments-a-meta-analysis
#16
Alyson A Collins, Esther R Lindström, Donald L Compton
Researchers have increasingly investigated sources of variance in reading comprehension test scores, particularly with students with reading difficulties (RD). The purpose of this meta-analysis was to determine if the achievement gap between students with RD and typically developing (TD) students varies as a function of different reading comprehension response formats (e.g., multiple choice, cloze). A systematic literature review identified 82 eligible studies. All studies administered reading comprehension assessments to students with RD and TD students in Grades K-12...
April 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28406742/reading-disability-spectrum-early-and-late-recognition-subthreshold-and-full-comorbidity
#17
Krisztina Tárnokiné Törő, Mónika Miklósi, Eszter Horanyi, Gábor Pers Kovács, Judit Balázs
Several studies have reported high comorbidity for reading disability (RD) and psychiatric disorders. The aim of this study was to investigate the comorbidity of subthreshold and full psychiatric disorders with RD while comparing subgroups based on age of RD recognition (early vs. late). We analyzed data from 130 children with RD and 82 typically developing children aged 7 to 18 years. RD was assessed with the Dyslexia Differential Diagnosis Maastricht-Hungarian Standard Test. Psychiatric diagnoses were based on the Mini International Neuropsychiatric Interview Kid...
April 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/28380307/how-many-u-s-high-school-students-have-a-foreign-language-reading-disability-reading-without-meaning-and-the-simple-view
#18
Richard L Sparks, Julie Luebbers
Conventional wisdom suggests that students classified as learning disabled will exhibit difficulties with foreign language (FL) learning, but evidence has not supported a relationship between FL learning problems and learning disabilities. The simple view of reading model posits that reading comprehension is the product of word decoding and language comprehension and that there are good readers and 3 types of poor readers-dyslexic, hyperlexic, and garden variety-who exhibit different profiles of strengths and/or deficits in word decoding and language comprehension...
April 1, 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/26825667/cognitive-prediction-of-reading-math-and-attention-shared-and-unique-influences
#19
Robin L Peterson, Richard Boada, Lauren M McGrath, Erik G Willcutt, Richard K Olson, Bruce F Pennington
The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math...
July 2017: Journal of Learning Disabilities
https://www.readbyqxmd.com/read/26755570/developmental-delays-in-executive-function-from-3-to-5-years-of-age-predict-kindergarten-academic-readiness
#20
Michael T Willoughby, Brooke Magnus, Lynne Vernon-Feagans, Clancy B Blair
Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children's academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of children who were at pronounced risk for academic impairment in kindergarten. Using data that were collected at the age 3, 4, and 5 home assessments in the Family Life Project ( N = 1,120), growth mixture models were used to identify 9% of children who exhibited impaired EF performance (i...
July 2017: Journal of Learning Disabilities
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