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Relevant bibliographies by topics / Learning disabled children Learning disabled children Cognitive learning

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Academic literature on the topic 'Learning disabled children Learning disabled children Cognitive learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Learning disabled children Learning disabled children Cognitive learning"

1

Elliott, Colin D. "Cognitive profiles of learning disabled children." British Journal of Developmental Psychology 7, no. 2 (June 1989): 171–78. http://dx.doi.org/10.1111/j.2044-835x.1989.tb00797.x.

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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 age, gender, and ethnicity with a student who was identified as non-LD. The groups’ responses were compared using a one-way Analysis of Variance (ANOVA) to determine whether differences existed between the groups for each of the Rorschach variables F%, W+, XA%, and WSum6. This study concluded that LD children are unable to perceive, interpret, and synthesize information from their environment in a clear and realistic way when compared with their non-LD peers.

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Carras, Porto. "Transient cognitive impairment in learning disabled children." International Journal of Psychophysiology 18, no. 2 (November 1994): 89. http://dx.doi.org/10.1016/0167-8760(94)90286-0.

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Kerr, Robert, and Kathy Hughes. "Movement Difficulty and Learning Disabled Children." Adapted Physical Activity Quarterly 4, no. 1 (January 1987): 72–79. http://dx.doi.org/10.1123/apaq.4.1.72.

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Results of recent research have implicated information processing deficits in explaining the poor academic performance of learning disabled children. However, the motor difficulties of these children have not been extensively studied from a processing framework, yet cognitive skills are inherent to the successful performance of motor skills. Sixteen learning disabled and sixteen control subjects ranging in age from 6 to 8 years were tested on a Fitts’ reciprocal tapping task using 16 different target combinations with the ID ranging from 1.50 to 6.64 bits. Analysis of the slope and intercept coefficients showed a significant difference for intercept but not for slope. These data suggest that the problem may not be a major processing deficit, as the learning disabled children were able to handle the increased task difficulty in the same manner as the controls. Instead the problem may exist at the very early input stage of the processing mechanism: getting the information into the system.

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Watson, Marie May, and Bonita Renée Greenberg. "Referential Communication Abilities of Learning-Disabled, Language-Learning-Disabled, and Normal School-Age Children." Perceptual and Motor Skills 66, no. 1 (February 1988): 11–18. http://dx.doi.org/10.2466/pms.1988.66.1.11.

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Past research in referential communication has indicated normally developing children show developmental progression in ability to communicate a specific referent to a listener. In one paradigm subjects were given lists of word-pairs in which one member of each pair was designated as the referent. It was shown that communicating about referents found in word-pairs associated in some way was more difficult than communicating about referents in dissimilar word-pairs. The present study extended this methodology to learning-disabled children. Learning-disabled, language-learning-disabled, and normally achieving children were asked to communicate about 30 pictured referents on three different tasks. On Tasks 1 and 2 each subject was asked to give a clue for the referent that would distinguish it from the other picture. Stimuli for Task 1 were 30 pairs of pictures that were related in some way and the stimuli for Task 2 were 30 pairs of unrelated pictures. Task 3 required the subjects to evaluate the adequacy of the examiner's clues for Task 1 stimuli. The disabled subjects were matched to the normally achieving subjects on the basis of receptive vocabulary age. Few differences were noted among the groups' performances on these referential communication tasks. Implications include the importance of vocabulary and concept development to referential communication.

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Elliott, Digby, and Bernie Hennessey. "Visual Feature Integration in Learning Disabled Children." Perceptual and Motor Skills 65, no. 3 (December 1987): 927–32. http://dx.doi.org/10.2466/pms.1987.65.3.927.

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This study examined the ability of 7 learning disabled children to detect and integrate visual features in a complex display. While the learning disabled children performed more poorly over-all than 6 control children, differences between the two groups were most pronounced when subjects were required to conjoin or integrate visual features to make a decision about the presence of a target item. This finding is discussed with reference to automatic and attention-demanding components of visual perception.

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Gillies, Robyn. "Using cognitive behaviour training activities and group processes to enhance spelling performance." Queensland Journal of Guidance and Counselling 4 (November 1990): 69–77. http://dx.doi.org/10.1017/s1030316200000285.

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This study was conducted to determine whether cognitive behaviour modification training procedures, implemented in small group settings of learning disabled children and low progress children, was effective in improving their spelling through writing. The study demonstrated two main outcomes. Firstly, it showed that learning disabled children can be taught specific cognitive training strategies to help them regulate their self-instructional behaviours in spelling and these skills can generalise to spelling situations outside the original training program. Secondly, it showed that reciprocal gains occur when learning disabled children work cooperatively with other low progress spellers.

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Gillies, Robyn. "Tutoring learning disabled children using cognitive strategy training techniques." Queensland Journal of Guidance and Counselling 3 (November 1989): 15–28. http://dx.doi.org/10.1017/s1030316200000145.

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The purpose of the present study was to evaluate the effect of a peer tutoring program that was implemented to improve the reading skills of a group of learning disabled children. The study used peer tutoring strategies in conjunction with cognitive strategy training techniques to change the reading behaviours of both the tutors and tutees. Emphasis was attached to ensuring that reciprocal benefits would be derived by both the tutors and tutees by sharing a task on which there was room for both to gain in skill. The results indicated that learning disabled children can be tutored by peers who are only slightly better readers and that reading gains accrued to both parties.

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Nasir, Syeda Iffat. "SENSORY INTEGRATION VERSUS COGNITIVEBEHAVIORAL THERAPY ON BEHAVIORAL ISSUES IN LEARNING-DISABLED CHILDREN." Pakistan Journal of Rehabilitation 9, no. 2 (July 1, 2020): 11–17. http://dx.doi.org/10.36283/pjr.zu.9.2/004.

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BACKGROUND AND AIMS Number of studies demonstrated that children with learning disabilities suffers from emotional-behavioral problems, however neurophysiologic approaches are efficient to produce better health-related outcomes thus this study aimed to investigate the effectiveness of sensory integration versus cognitive-behavioral therapy on behavioral issues of learning-disabled children. METHODOLOGY A Randomized Controlled Trial included 30 learning disabled-children, diagnosed by Psychologist on the standardized criteria, divided into Group-A (n=15) and B (n=15) where Group-A performed Sensory Integration while B performed Cognitive-Behavioral Therapy for 4 weeks. Data was collected at baseline and post the intervention on Behavioral Problem Scale and Conner’s Teacher Rating Scale respectively. RESULTS Both the groups showed significant results (p<0.05), however Group-A showed marked reduction in BPS in comparison to B while CTRS was observed with slight greater improvement in Group-B than A. CONCLUSION It was concluded that sensory integration is as effective as cognitive behavioral therapy in improving behavioral problems of learning-disabled children. KEYWORDS Learning, Behavior, Children, Cognitive-Function, Disability Evaluation, Rehabilitation.

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Vermeulen, Jan, Simone W. A. T. Kortstee, Willem C. J. Alpherts, and Albert P. Aldenkamp. "Cognitive performance in learning disabled children with and without epilepsy." Seizure 3, no. 1 (March 1994): 13–21. http://dx.doi.org/10.1016/s1059-1311(05)80157-8.

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Dissertations / Theses on the topic "Learning disabled children Learning disabled children Cognitive learning"

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

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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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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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Khalil, M. S. "Computer-assisted cognitive remediation with learning disabled children : an evaluation using cognitive-neuropsychological model." Thesis, University of Newcastle Upon Tyne, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334458.

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Mason, Elizabeth M. "Factor structure differences in cognitive abilities of LD and EH children." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514851.

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Previous empirical studies have been inconsistent in the identification of cognitive differences between LD and EH children on psychoeducational assessment batteries. Furthermore, studies using multivariate procedures such as discriminant analysis have failed to verify the basic underlying assumption of homogeneity of variance-covariance matrices of the groups. Homogeneity of covariance can be assessed by comparing factor structures of the two groups.The purpose of this study was to investigate the cognitive differences between LD and EH children on a psychoeducational assessment battery Including the WISC-R, WRAT, PIAT, PPVT, and DVMI, typically used to identify the two exceptionalities. Differences In factor structures were investigated in an effort to clarify group differences in cognitive functioning, and to investigate the utility of multivariate analyses such as discriminant analysis with these two groups of children.The subjects were 1165 public school children, aged 6 to 16, referred for assessment and subsequently classified and served in special LD and EH programs. Four and five factor solutions were compared using the congruence coefficient to determine statistical similarities. The first three factors of each solution, Verbal Concepts, Verbal Achievement, and Visual Perceptual Reasoning, were found to be statistically similar in construct and interpretation. These results suggest that If the use of multivariate procedures in studying LD and EH group differences is limited to cognitive performance in the areas of verbal concepts, reading and spelling achievement, and visual perceptual reasoning skills, the results can be accepted as valid. The discriminant analysis would not likely be violating the homogeneity assumption.Differences were found in factor structures Involving the order of the factors extracted in terms of importance In explaining variance. Also, statistically significant differences were found between the factors Involving Math, Visual Motor, and Sequential skills, suggesting that multivariate analyses using these factors would likely violate the homogeneity assumption.Results indicate the presence of heterogeneity in the matrices of LD and EH children, and suggest caution in the interpretation of multivariate statistical analyses with these children. Violation of the assumption of homogeneity can invalidate statistical findings and their application to the study of group differences.

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Reardon, Sean Michael. "Cognitive and affective characteristics of learning disabled, severe behavior handicapped, and normal children and adolscents /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu14876834014427.

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Shine, Agnes E. "Utility of traditional cognitive measures in the prediction of neuropsychological dysfunction in children." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720144.

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The present investigation considered the utility of traditional psychoeducational measures in the prediction of neuropsychological impairment in learning disabled children. The subjects were 368 learning disabled children ranging in age from 9 to 14, with a mean age of 10.68 years, and a standard deviation of 1.62. In addition to traditional psychoeducational measures, each subject was administered the Halstead-Reitan Neuropsychological Battery for Older Children (HRNB-C). Subjects were considered impaired or nonimpaired on the basis of their score on the HRNB-C. A Discriminant Analysis was utilized to investigate what variables from the Wechsler Intelligence Scale for Children-Revised (WISC-R), Wide Range Achievement Test-Revised (WRAT-R) and the Peabody Picture Vocabulary Test-Revised (PPVT-R) would be used to predict the subjects' neuropsychological status. It was found that 12 variables added significantly (R < .05) to the prediction of impairment, with Arithmetic and Block Design subtests the most prominent predictors. A Regression Analysis was used to consider the subjects' score on the HRNB-C in a continous fashion. The regression equation that emerged showed the Performance Scale of the WISC-R to be the best predictor of the impairment index.MANOVA and ANOVA statistics were used to investigate the differences between the groups. Results indicated that there was a significant main effect for gender. Males tended to score higher than females on visual spatial tasks. General cognitive skills were lower in females than males. Overall, females tended to be more neuropsychologically impaired than males.
Department of Educational Psychology

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LeLou-Matte, Dawn. "Inclusion of moderate/severe cognitively disabled students in family and consumer education." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001lelou-matted.pdf.

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Roditi, Bethany Naseck. "Automaticity, cognitive flexibility, and mathematics : a longitudinal study of children with and without learning disabilities /." Thesis, Connect to Dissertations & Theses @ Tufts University, 1988.

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Thesis (Ph.D.)--Tufts University, 1988.
Submitted to the Dept. of Child Study. Includes bibliographical references. Access restricted to members of the Tufts University community. Also available via the World Wide Web;

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Reynolds, Catharine Jeanne. "The effects of instruction in cognitive revision strategies on the writing skills of secondary learning disabled students /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513407715.

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Books on the topic "Learning disabled children Learning disabled children Cognitive learning"

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Reid, D. Kim. Teaching the learning disabled: A cognitive developmental approach. Boston: Allyn and Bacon, 1988.

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How the special needs brain learns. 2nd ed. Thousand Oaks, CA: Corwin Press, 2007.

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Kronick, Doreen. New approaches to learning disabilities: Cognitive, metacognitive, and holistic. Philadelphia: Grune & Stratton, 1988.

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Boyles, Nancy S. The learning differences sourcebook. Los Angeles: Lowell House, 1997.

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Watson, Judith. Reflection through interaction: The classroom experience of pupils with learning difficulties. London: Falmer Press, 1996.

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Normand-Guérette, Denise. Stimuler le potentiel d'apprentissage des enfants et adolescents ayant besoin de soutien. Québec: Presses de l'Université du Québec, 2012.

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B, Pickering Eric, ed. Helping children learn: Intervention handouts for use in school and at home. 2nd ed. Baltimore, Md: Paul H. Brookes Pub. Co., 2010.

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J, Sternberg Robert, ed. Off track: When poor readers become "learning disabled". Boulder, Colo: Westview Press, 1996.

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Facilitator's guide to how the special needs brain learns. 2nd ed. Thousand Oaks, Calif: Corwin, 2007.

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Edwin, Ellis, and Scanlon David, eds. Teaching learning strategies to adolescents and adults with learning disabilities. Austin, Tex: Pro-Ed, 1996.

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Book chapters on the topic "Learning disabled children Learning disabled children Cognitive learning"

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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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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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Bos, Kees P. "Relationship Between Cognitive Development, Decoding Skill, and Reading Comprehension in Learning-Disabled Dutch Children." In Reading and Writing Disorders in Different Orthographic Systems, 75–86. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-1041-6_4.

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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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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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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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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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Bryan, Tanis, and John Lee. "Social Skills Training with Learning Disabled Children and Adolescents: The State of the Art." In Intervention Research in Learning Disabilities, 263–78. New York, NY: Springer New York, 1990. http://dx.doi.org/10.1007/978-1-4612-3414-2_11.

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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 Learning disabled children Cognitive learning"

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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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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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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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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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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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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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Kulesza, Ewa Maria, Alicja Zarin, and Svetlana Yurevna Ilina. "OPINION ON INCLUSIVE EDUCATION OF TEACHERS AND PARENTS OF NON-DISABLED CHILDREN IN RUSSIA – PILOT STUDY." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1768.

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Reports on the topic "Learning disabled children Learning disabled children Cognitive learning"

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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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