Relevant bibliographies by topics / Learning disabled children

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning disabled children'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Learning disabled children"

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Dr. Sharmista, Dr Sharmista. "Concept development in learning disabled children." International Journal of Scientific Research 2, no. 8 (June 1, 2012): 117–19. http://dx.doi.org/10.15373/22778179/aug2013/39.

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Bender, William N., and Lorri B. Golden. "Adaptive Behavior of Learning Disabled and Non-Learning Disabled Children." Learning Disability Quarterly 11, no. 1 (February 1988): 55–61. http://dx.doi.org/10.2307/1511037.

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Adaptive behavior, problem behavior, and self-perception of behavior of 54 learning disabled children and 54 non-learning disabled children were compared to revealed the differences mainstream teachers perceive between the two groups. Multivariate analysis revealed differences in the first two measures. That is, the groups were different in each subscale of adaptive behavior, including social coping, relationships, pragmatics and production. Analysis of the problem-behavior scale indicated differences between the groups on three of five subscales. In each case, the scores for the LD group were
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Silver, L. "Therapies for Learning-Disabled Children." Nurse Practitioner 12, no. 10 (October 1987): 48. http://dx.doi.org/10.1097/00006205-198710000-00014.

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Jacobsen, Barbara, Barbara Lowery, and Joseph DuCette. "Attributions of learning disabled children." Journal of Educational Psychology 78, no. 1 (1986): 59–64. http://dx.doi.org/10.1037/0022-0663.78.1.59.

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Kelly, Greg. "Motivation in Learning Disabled Children." British Journal of Occupational Therapy 48, no. 11 (November 1985): 340–42. http://dx.doi.org/10.1177/030802268504801111.

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Brainard, Richene Bevilaqua, Donald J. Viglione, and Jared R. D. Wilke. "A Comparison of Learning-Disabled Children and Non-Learning-Disabled Children on the Rorschach." Rorschachiana 35, no. 1 (January 2014): 66–91. http://dx.doi.org/10.1027/1192-5604/a000049.

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The purpose of this study was to examine the differences between learning-disabled (LD) and non-learning-disabled (non-LD) students on the Rorschach inkblot test to help determine how differently the two groups process information. Using the cognitive triad in Exner’s Comprehensive System (CS), the variables consistent with past research and most representative of each of the three stages of the cognitive triad were investigated. The sample consisted of 62 schoolchildren in the age range of 7–12 years in the US state of California. Thirty-one children were identified as LD and were matched on
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Pirani, Zainab, Vasiqullah Molvizadah, Mohammad Abbas Sayyed, and Sasikumar M. "E-Learning Framework for Learning Disabled Children." International Journal of Computer Applications 63, no. 19 (February 15, 2013): 38–42. http://dx.doi.org/10.5120/10577-5703.

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Bender, William N. "Teachability and Behavior of Learning Disabled Children." Psychological Reports 59, no. 2 (October 1986): 471–76. http://dx.doi.org/10.2466/pr0.1986.59.2.471.

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Teachers' ratings of teachability and behavior for 38 learning disabled children in Grades 3 to 6 were compared with ratings for 38 nondisabled children. Only two correlations between behavior and teachability for the disabled group and six for the nondisabled group were significant. Analysis of covariance indicated that the disabled children received less positive teachability ratings on school-appropriate behavior. Also the disabled group was rated less positively on three overt problem behaviors, acting out, distractibility, and immaturity. Research and educational implications were discuss
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Goh, David S., and Joy M. Hanson Wood. "Development of Conservation and Academic Achievement in Learning Disabled Children." Psychological Reports 60, no. 1 (February 1987): 71–77. http://dx.doi.org/10.2466/pr0.1987.60.1.71.

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To investigate learning disabled children's development of conservation concepts and its relationship with academic achievement 24 normal and 23 learning disabled children were individually administered the Concept Assessment Kit-Conservation, the Peabody Individual Achievement Test, and the Peabody Picture Vocabulary Test. Analysis indicated that learning disabled children showed slower development in acquisition of conservation concepts than their normal peers. Age affected conservation development of learning disabled children. Correlations were moderate to high for conservation concepts wi
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Dudley-Marling, Curtis C., and Rebecca Edmiaston. "Social Status of Learning Disabled Children and Adolescents: A Review." Learning Disability Quarterly 8, no. 3 (August 1985): 189–204. http://dx.doi.org/10.2307/1510893.

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

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

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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the
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Nicholson, Maureen Elizabeth. "Inferential comprehension by language-learning disabled children." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30170.

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This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause unit
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Easton-Gholston, Joyce Camille Morreau Lanny E. Bowen Mack L. "Differences in self-esteem and school perceptions among educational placements of elementary-age students with learning diasabilities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633393.

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Thesis (Ed. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed May 11, 2006. Dissertation Committee: Lanny Morreau, Mack Bowen (co-chairs), Ming-Gon John Lian, Kenneth Strand, Mark Swerdlik. Includes bibliographical references (leaves 69-77) and abstract. Also available in print.
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Singley, Vickie. "Teaching multiplication and division to learning disabled children." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/169.

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

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

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This study addressed the semantic memory processes of learning disabled (LD) and non-disabled children. The semantic memory deficits of LD students are familiar to most educators; however, the nature of these difficulties is not understood precisely. Some researchers propose that an early form of memory organization is association of items by frequency. These associative relations may be the precursors to taxonomic memory organization, thus may be weak in LD children. This study examined second and sixth grade children's free recall organization of two types of 3 word lists: one in which items
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Logan, Nicola I. "Parents' attributional, emotional and behavioural reactions towards aggressive behaviour in learning disabled and non-learning disabled children." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/26697.

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Objective: The attributions parents make about the challenging behaviour of their children have been shown to be important determinants of their emotional and behavioural responses to such behaviour. In general, studies have found that if parents judge a child's behaviour to be caused by factors that are internal or controllable, then they will experience more negative emotions and respond using more punitive discipline strategies. To date, no study has directly compared parents' attributional, emotional and behavioural responses to challenging behaviour in learning disabled children with that
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Moyer, Melynda Karol. "Criteria and Assessment Measures for Diagnosing Learning Disabled Children." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500975/.

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A total of 60 school psychologists and educational diagnosticians across Texas completed a survey to identify the instruments used to screen and diagnose learning disabled (LD) students, and to identify the criteria on which the final diagnosis and placement of LD or non-LD is made. The results of this survey indicate that consistent methods and criteria are not being used for identifying children as LD within the state. Many of the instruments currently used may not be technically adequate for use with a LD population. Implications of the use of inconsistent criteria, inadequate screening and
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Horwitz, Ula Nadine. "Burned, banished or burnished a pilot study of a school reintegration programme." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1002504.

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It is the aim of this research to create a manual and programme for the reintegration of burn-injured primary-school learners in order to assist in their re-socialisation, and to act as a buffer against depression, conduct disorders, and academic lag. Additional aims of the programme included being resource-efficient, flexible, and compatible with Outcomes-Based Education (aBE) principles evidenced in Curriculum 2005. The final aim of the research involved designing the programme in order for teachers to be able to facilitate it. The manual and programme were evaluated through an embedded case
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Books on the topic "Learning disabled children"

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

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

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

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

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

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

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

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

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

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

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Book chapters on the topic "Learning disabled children"

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

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

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

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

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

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

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

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

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

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

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Conference papers on the topic "Learning disabled children"

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

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

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

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

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

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

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

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

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

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

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Reports on the topic "Learning disabled children"

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

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