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Relevant bibliographies by topics / Learning disabilities. Attention in children. Reading (Elementary)

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Academic literature on the topic 'Learning disabilities. Attention in children. Reading (Elementary)'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Learning disabilities. Attention in children. Reading (Elementary)"

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Shankweiler, D., S. Crain, L. Katz, et al. "Cognitive Profiles of Reading-Disabled Children: Comparison of Language Skills in Phonology, Morphology, and Syntax." Psychological Science 6, no. 3 (1995): 149–56. http://dx.doi.org/10.1111/j.1467-9280.1995.tb00324.x.

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A comprehensive cognitive appraisal of elementary school children with learning disabilities showed that within the language sphere, deficits associated with reading disability are selective Phonological deficits consistently accompany reading problems whether they occur in relatively pure form or in the presence of coexisting attention deficit or arithmetic disability Although reading-disabled children were also deficient in production of morphologically related forms, this difficulty stemmed in large part from the same weakness in the phonological component that underlies reading disability In contrast, tests of syntactic knowledge did not distinguish reading-disabled children from those with other cognitive disabilities, nor from normal children after covarying for intelligence

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Nazer, M., and O. Hamid. "Comparison of Learning Disabilities in Reading, Math, Spelling and Academic Progress of Children with Attention Deficit Disorder with Hyperactivity and Normal Children at Elementary Schools." European Psychiatry 41, S1 (2017): S218. http://dx.doi.org/10.1016/j.eurpsy.2017.01.2201.

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Learning disabilities and attention deficit disorder with hyperactivity of important issues should be considered in elementary school students. The aim of this study was comparison learning disorders, reading, spelling, math and achievement among students in elementary school grades in Bandar Abbas. For this purpose, 384 students were randomly selected. Instruments for gathering data were:– k-Math test;– test spelling disorder (Fallahchai test);– reading test (Baezat test);– CSI-4.Factor analysis of variance test was used to analyze of data. The results showed that in the scale of dyslexia, there were more disorders in the children with attention deficit disorder in reading errors, comprehension and reading speed than normal group. In mathematical disorder scale, there were significant difference between the two groups of children with attention deficit disorder with hyperactivity and normal children. Then, the children with attention deficit disorder had higher disorders in operations math, mathematical concepts, mathematical applications, and general score math. The scale of the problem dictates there were significant difference between the two groups of children with attention deficit disorder with hyperactivity and normal children. Then, the children with attention deficit disorder had higher disorders in problem dictates. In academic achievement, the children with attention deficit disorder had lower mean in academic achievement. Finally, the results showed that age, gender, and their interaction had no significant impact on learning disorders, based on attention deficit disorder and normal groups.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Hendricks, Emma L., and Douglas Fuchs. "Are Individual Differences in Response to Intervention Influenced by the Methods and Measures Used to Define Response? Implications for Identifying Children With Learning Disabilities." Journal of Learning Disabilities 53, no. 6 (2020): 428–43. http://dx.doi.org/10.1177/0022219420920379.

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Response to intervention (RTI) has been promoted for nearly 20 years as a valid supplement to or alternative method of learning disability (LD) identification. Nevertheless, important unresolved questions remain about its role in disability identification. We had two purposes when conducting this study of 229 economically and racially diverse poor readers in Grades 4 and 5 in 28 public elementary and middle schools in Nashville. First, we examined predictors of the children’s response to a reading comprehension tutoring program. Second, we explored the utility of different methods (growth vs final status) and measures (near- and mid-transfer vs far-transfer) in operationalizing “response,” and whether these contrasting methods and measures identified similar children. Findings indicated students with higher pretreatment scores on expressive vocabulary, nonverbal IQ, teacher ratings of attention, and reading comprehension measures were more likely classified as responsive with final status methods. Students with lower pretreatment comprehension scores were more likely identified as responsive with growth methods. These and other findings suggest “response” is strongly context dependent, raising questions about the validity of RTI as a means of disability identification.

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Meister, Eduardo Kaehler, Isac Bruck, Sérgio Antônio Antoniuk, et al. "Learning disabilities: analysis of 69 children." Arquivos de Neuro-Psiquiatria 59, no. 2B (2001): 338–41. http://dx.doi.org/10.1590/s0004-282x2001000300005.

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With this article we intend to demonstrate the importance of evaluation and follow up of children with learning disabilities, through a multidisciplinary team. As well as to establish the need of intervention. We evaluate 69 children, from Aline Picheth Public School, in Curitiba, attending first or second grade of elementary school, through general and evolutionary neurological examination, pediatric checklist symptoms, and social, linguistic and psychological (WISC-III, Bender Infantile and WPPSI-figures) evaluation. The incidence was higher in boys (84,1%), familiar history of learning disabilities was found in 42%, and writing abnormalities in 56,5%. The most frequent diagnosis was attention deficit and hyperactivity disorder, in 39,1%. With this program, we aimed to reduce the retention taxes and stress the importance of this evaluation, and, if necessary, multidisciplinar intervention in the cases of learning disabilities.

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Gatlin, Brandy, and Jeanne Wanzek. "Elementary Students’ Use of Dialect and Reading Achievement: Examining Students With Disabilities." Exceptional Children 84, no. 1 (2017): 97–115. http://dx.doi.org/10.1177/0014402917727248.

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Nonmainstream American English, or dialect, among children may have important implications for reading research and practice. However, much of the research involving relations between dialect and literacy has analyzed dialect use in only one context and has omitted students with speech, language, and learning disabilities. Consequently, we examined dialect use in an oral narrative and two writing samples in relation to concurrent and longitudinal reading outcomes in a diverse sample of students, including those with diagnosed disabilities. Overall, most students used features of dialect in oral and written language. Dialect use was significantly and negatively predictive of reading outcomes the same year and 2 years later. Moderator analyses indicated a similar relationship between dialect use and reading for students with speech, language, and learning disabilities, suggesting that students with these disabilities who also use dialect may be at increased risk for reading difficulties. Implications for practice and future research are provided.

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Supena, Asep, and Lesti Kaslati Siregar. "Students' Learning Disability of Elementary School in Tangerang." Jurnal Inovasi Pendidikan Dasar 5, no. 2 (2020): 81–86. http://dx.doi.org/10.22236/jipd.v5i2.125.

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This study aims to investigate student's learning disability, factors of learning disability and teacher efforts to deal with students who have learning difficulties in elementary school Tangerang Region, Indonesia, and the implications of this study is to get the data regarding student's disability in learning, the factor that caused it, and teacher's efforts in dealing with students who have learning difficulties. This study employed a descriptive qualitative research method. Data collection techniques by an in-depth interview. Interview guides in the form of a group of in-depth questions about learning disabilities. Results showed that there are 19 students who had learning disabilities. Students with learning disabilities in elementary schools found for slow learners, children with special need, and student with malnutrition. the factor that caused students learning disabilities were parents’ gadget influence the lack of parental attention lack of parental knowledge. Furthermore, the efforts made by the teacher so far have been giving more attention to students such as giving extra hours at school, positioning the child to sit in the front position, communicating intensely to the child's development to parents.

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Reynolds, Arthur J., and Barbara Wolfe. "Special Education and School Achievement: An Exploratory Analysis With a Central-City Sample." Educational Evaluation and Policy Analysis 21, no. 3 (1999): 249–69. http://dx.doi.org/10.3102/01623737021003249.

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Is placement in special education during the elementary grades associated with higher school performance? To shed light on this question, we investigated the relationship between participation in special education programs during Grades 1–6 and school achievement among 1,234 low-income children participating in the Chicago Longitudinal Study. About 15% of the study sample received special education services (half in learning disabilities and half in other disabilities), 22% were retained in grade, and 50% changed schools more than once over the elementary grades. Controlling for school achievement prior to placement in special education, as well as for family background school experiences, and school attributes, children receiving special education services had lower reading and math achievement scores than other children, especially during Grades 4–6. Children with learning disabilities benefited less from special education services than did children with other disabilities. Grade retention and school mobility during the primary grades were associated with significantly lower reading and math achievement above and beyond prior achievement and other factors. Continued scrutiny of special education services and retention practices, at least as they currently exist in large cities, may benefit children with learning difficulties.

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Das, J. P., V. Hayward, George K. Georgiou, Troy Janzen, and Neelam Boora. "Comparing the Effectiveness of Two Reading Intervention Programs for Children With Reading Disabilities." Journal of Cognitive Education and Psychology 7, no. 2 (2008): 199–222. http://dx.doi.org/10.1891/194589508787381836.

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The effectiveness of two reading intervention programs (phonics-based and inductive learning) was investigated with 63 First Nations children identified as poor readers in Grades 3 and 4 in Study 1, whereas in Study 2, the efficacy of booster sessions for inductive learning or PREP (PASS Reading Enhancement Program) was examined. The major dependent variables in Study 1 were pretest to posttest changes following intervention on reading tests for word reading and word decoding. Other dependent variables comprised tests of phonological awareness, rapid naming speed, and cognitive tests of Planning, Attention, Successive, and Simultaneous processing (PASS). Results of Study 1 showed a significant improvement on both reading tasks following inductive learning intervention, among children below the median in comparison with those above the median. The phonics-based program resulted in similar improvement in only one of the reading tasks, word decoding. Results are discussed in terms of approaches to reading intervention for children with persistent reading difficulties. In Study 2, the important dependent variables were word reading and word decoding, as well as passage comprehension. Results showed that PREP participants evidenced continued improvements in their reading skills, notably in comprehension.

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Swanson, H. Lee, Jennifer Kong, Stefania D. Petcu, and Monica Fiorella Asencio Pimentel. "Can Difficulties in Language Acquisition and Specific Learning Disabilities Be Separated Among English Learners?" Exceptional Children 86, no. 3 (2020): 293–309. http://dx.doi.org/10.1177/0014402919893931.

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This study investigated the prevalence of latent classes at risk for reading or math disabilities in elementary-age children whose first language is Spanish. To this end, children ( N = 394) in Grades 1, 2, and 3 were administered a battery of vocabulary, reading, math, and cognitive measures in both Spanish and English. Three important findings occurred. First, five latent classes emerged (average achievers, poor achievers, reading disabled, English language learners, Spanish-dominant achievers) that varied in language and achievement scores. Second, probability estimates indicated that 10% of the total sample was at risk for learning disabilities (below cutoff score), and approximately 40% of the sample reflected a language acquisition group not at risk for academic difficulties. Finally, the best model for correctly predicting the odds of latent classes differing from average achievers included English measures of short-term memory, naming speed, and the executive component of working memory. The results support the notion that statistically distinct latent classes emerge under the umbrella of children identified as English learners and that children at risk for specific learning disabilities can be separated among a heterogeneous sample of children who are acquiring English as a second language.

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Obradovic, Svetlana, and Nadezda Krstic. "Teachers’ intuition and knowledge in detecting specific learning disabilities." Zbornik Instituta za pedagoska istrazivanja 44, no. 2 (2012): 316–31. http://dx.doi.org/10.2298/zipi1202316o.

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The aim of the study was to investigate primary school teachers? proficiency in detecting the ability-achievement discrepancy as a landmark of possible specific developmental learning disabilities (SLD). Twenty-two teachers in five schools attempted to select, in accordance with their perception and out of a larger preliminary sample, those students whose school results revealed: (a) discrepancy between school achievement and general abilities (the group of purportedly disharmonic children, GPD) or (b) concordance between general abilities and achievement (the group of purportedly harmonic children, GPH). The children were tested by REVISK, while teachers re-assessed students? reading, writing and arithmetic performance against a simple structured questionnaire based on demands of the approved elementary school program delineated by the Ministry of Education of the Republic of Serbia. Research results indicate that more than 60% of children originally qualified to GPH have actually shown significant discrepancy between targeted scholastic skills and (normal) general intelligence. The data suggested some association between students? disparity in attainment and teachers? attribution accuracy, while the only homogenous quantitative marker of misplaced children were decreased values on some of the REVISK Verbal subscale tests. This study has shown that teachers can use their professional knowledge to enhance their capability to detect children with specific learning disabilities. In absence of criterion-referenced tests of reading, writing and mathematics, a structured approach to the projected course of skill progress might support teachers? confidence regarding likely SLD.

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Dissertations / Theses on the topic "Learning disabilities. Attention in children. Reading (Elementary)"

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Christner, Beth Anne Reside. "Videotaped oral reading fluency lab an alternative approach to one-on-one interventions for intermediate elementary students with learning disabilities /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002793.

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Duis, Sandra S. "Differential performances on the wide range assessment of memory and learning of children diagnosed with reading disorder, attention- deficit/hyperactivity disorder, and traumatic brain injury." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063200.

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The purpose of this investigation was to compare the performances on the Wide Range Assessment of Memory and Learning (WRAML; Sheslow & Adams, 1990) of children with different developmental and neurological disorders. The primary question was whether the WRAML subtests significantly differentiate among children with Developmental Reading Disorders (RD; n = 44), with Attention-Deficit/Hyperactivity Disorder (ADHD; n = 37), with Traumatic Brain Injury (TBI; n = 30), and without developmental or neurological disabilities (n = 103). Archival data from the TBI Project at James Whitcomb Riley Hospital for Children and from the Division of Psychology at Alfred I. duPont Institute was analyzed. The results of a discriminant functions analysis indicated that significant differences among the groups do exist on the WRAML and that the groups were discriminated from one another by three distinct types of tasks (i.e., functions): rote memory, verbal learning, and meaningful memory. Furthermore, based on WRAML performance alone, participants had a 63% chance of being classified into their proper diagnostic group. In addition to supporting the use of multi-dimensional tasks to assess memory, the results of this study have clinical relevance for developing diagnosis-specific recommendations for memory and learning problems.<br>Department of Educational Psychology

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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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Easterling, Gwendolyn S. Angell Maureen E. "Effects of a constant time delay procedure and sign language instruction on sight word acquisition of elementary school children with learning disabilities." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196665.

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Thesis (Ph. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed May 23, 2006. Dissertation Committee: Maureen E. Angell (chair), Barbara M. Fulk, Maribeth N. Lartz, Emily H. Watts. Includes bibliographical references (leaves 88-95) and abstract. Also available in print.

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Yuan-Yuan, Chang, and 張媛媛. "The improving attention effect of children with learning disabilities in elementary school." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/50133482743481431201.

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碩士<br>臺中師範學院<br>國民教育研究所<br>91<br>Abstract The main purpose of this study is to explore using Behavioral Art Therapy Approach to improve attention, self-concept and affective characteristics of children with learning disabilities in elementary school. The study uses ‘ multiple probe design across subjects’ and analyzes the treatment to verify its effects. The subjects were 3 elementary students from the resource classroom in Nantou County. During the treatment, each student took eight sessions of Art Therapy ；The sessions were given twice a week, each time for 90 minutes. The results of the study are as follows： 1. After analysis ‘ multiple probe design across subjects’, Art Therapy programs were found to significantly improve attention behaviors. In addition, the improvement continued after Therapy. The results of the visual analysis and C statistics are the same. That is, Art Therapy programs clearly improve behaviors. 2. Art Therapy has no evident effect on ‘Multi- Dimensional Attention test’. 3. Art Therapy programs clearly improved results on ’the Wechsler Intelligence Scale for Children’. 4. Art Therapy programs clearly improved results on ’ Children’s self-attitude questionnaire ’. 5. Art Therapy programs clearly improved results on ’House-Tree-Person test ’. In addition, the researcher also interviewed the parents and the teachers of the 3 subjects. They all agreed that the Therapy had great effects on personal relationships, self-concepts and affective characteristics. Finally, suggestions for teaching and future studies, based on the results of this research are discussed. Key Words：children with learning disabilities；resource classroom；Art Therapy；self-concept；attention；affective characteristics

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Canevaro, Ana M. "Latina mothers' perceptions about their children's reading-related learning disabilities." Thesis, 2004. http://hdl.handle.net/2152/2142.

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Robinson, Martha Mary Whelan. "The efficacy of Sounds first reading system in contrast to an Orton-Gillingham approach for children who have language learning disabilities." 2013. http://liblink.bsu.edu/uhtbin/catkey/1738943.

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Smith, Stephen William 1981. "The mediating effects of rapid automatized naming on children's inattention symptoms and word-reading ability." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3441.

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Attention Deficit/Hyperactivity Disorder (ADHD) and Reading Disability (RD) are among the most common childhood disorders (American Psychiatric Association, 2000) and co-occur significantly more frequently than expected by chance (Dykman & Ackerman, 1991; Semrud-Clikeman et al., 1992). Similar processing deficits are seen in children with ADHD and children with RD, one of which is rapid automatized naming (RAN) (Denckla & Cutting, 1999). These continuous performance tasks require quick naming of visually represented stimuli. Uncertainty about what RAN actually measures, however, makes drawing conclusions about relations to ADHD and RD difficult (Tannock, 1998). By better understanding the cognitive processes involved in RAN, and how those processes relate to ADHD and RD symptoms, the relations among RAN, ADHD, and RD might be better understood. The current study sought to identify variables that would help explain ADHD and RD children’s difficulty with RAN. Five fundamental, neurocognitive skills were hypothesized to be related to RAN performance, ADHD, and reading disability. The effect of children’s phonological awareness, processing speed, working memory, fine-motor speed, and reaction time on their RAN performances was measured. The extent to which these same variables were related to inattention symptoms severity and word-reading ability was also assessed. Finally, the extent to which RAN mediated the effects of neurocognitive skills on inattention symptoms and word-reading ability was measured. By simultaneously measuring the hypothesized relations among variables, the processing deficits responsible for ADHD and RD children’s problems on RAN may be revealed. Structural equation modeling was used to analyze assessment data (i.e., neurocognitive, RAN, and word-reading performance scores; parent-report of inattention symptoms) of 183 children who received neuropsychological evaluations. Results indicated the following significant direct effects: phonological awareness and working memory on word-reading ability, processing speed and working memory on RAN, and RAN on word-reading ability. A possible significant mediation effect of processing speed on word-reading ability through RAN was also shown. Significant effects of study variables on inattention symptoms were not shown, which limited conclusions about RAN’s relation to ADHD. Results are of practical importance in RD assessment because the relation between RAN and word-reading ability was shown to involve processes beyond phonology.<br>text

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Books on the topic "Learning disabilities. Attention in children. Reading (Elementary)"

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T, Mangrum Charles, and Strichart Stephen S, eds. Teaching learning strategies and study skills to students with learning disabilities, attention deficit disorders, or special needs. 3rd ed. Allyn and Bacon, 2002.

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Rosella, Bernstein, ed. Phonics activities for reading success. Center for Applied Research in Education, 1997.

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Brunello, Loreta A. Teachers' ratings of oral language, attention, social-emotional, reading and arithmetic performance in children with attention deficit hyperactivity disorder and nonverbal learning disabilities. National Library of Canada, 1993.

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T, Mangrum Charles, Iannuzzi Patricia, and Strichart Stephen S, eds. Teaching study skills and strategies to students with learning disabilities, attention deficit disorders, or special needs. 2nd ed. Allyn and Bacon, 1998.

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Bernstein, Rosella. Sound out!: Ready-to-use phonics activities for special children. Center for Applied Research in Education, 1993.

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Brunello-Prudencio, Loreta A. Teachers' ratings of oral language, attention, social-emotional, reading and arithmetic performance in children with attention deficit hyperactivity disorder and nonverbal learning disabilities. 1994.

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Scott, Bryon J. Computer-assisted instruction for mathematics with attention deficit learning disabled children. 1991.

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Ndlovu, Katherine Ellen Dorothy. Learning to write in English: A comparitive [sic] study of first and second language learners with and without reading disabilities. 2006.

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To Understand: New Horizons in Reading Comprehension. Heinemann, 2008.

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Elik, Nezihe. Teacher- and student-related influences on teachers' attitudes toward children with attention deficit hyperactivity disorder (ADHD). 2002.

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Book chapters on the topic "Learning disabilities. Attention in children. Reading (Elementary)"

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"Beyond Decoding: Critical and Dynamic Literacy for Students With Dyslexia, Language Learning Disabilities (LLD), or Attention Deficit–Hyperactivity Disorder (ADHD)." In Speaking, Reading, and Writing in Children With Language Learning Disabilities. Psychology Press, 2001. http://dx.doi.org/10.4324/9781410604040-10.

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Muñoz-Arteaga, Jaime. "Educational Applications as a Support for Reading Disability at Elementary School." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch057.

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Reading is an important competency to be developed for children in the first years of elementary school. Reading becomes a mechanism that allows the children to interact with the world and identify their characteristics. Dyslexia is one learning disability frequently manifested in elementary school, and to identify it, teachers require extra educative resources, in particular educational applications. This work proposes a process model to design and develop educational applications considering the learning needs of children with dyslexia. It involves a user-centered approach because different perceptions of several actors are considered. The performance of the proposed model is explored in a case study and an evaluation, taking into account usability and accessibility factors.

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Conference papers on the topic "Learning disabilities. Attention in children. Reading (Elementary)"

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Soendari, Tjutju. "Adaptive Reading Learning Program for Children with Intellectual Disabilities in Inclusive Elementary School." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007048407890795.

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