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Journal articles on the topic 'Reading comprehension. Learning disabled teenagers'

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Published: 4 June 2021

Last updated: 13 February 2022

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1

Billingsley, Bonnie S., and Terry M. Wildman. "Facilitating Reading Comprehension in Learning Disabled Students." Remedial and Special Education 11, no. 2 (1990): 18–31. http://dx.doi.org/10.1177/074193259001100205.

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2

Englert, Carol Sue, and Carol Chase Thomas. "Sensitivity to Text Structure in Reading and Writing: A Comparison Between Learning Disabled and Non-Learning Disabled Students." Learning Disability Quarterly 10, no. 2 (1987): 93–105. http://dx.doi.org/10.2307/1510216.

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Text structures are considered important organizational schemes underlying effective comprehension and production of expository discourse. The present study examined the differential text structure skills in reading and writing of learning disabled students and two groups of regular class students. The results revealed significant differences between learning disabled students and their regular class peers in the use of text structure in both reading and writing expository discourse. The data support the notion that knowledge of discourse types underlies effective comprehension and production

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3

Sinatra, Richard C., David Berg, and Rita Dunn. "Semantic Mapping Improves Reading Comprehension of Learning Disabled Students." TEACHING Exceptional Children 17, no. 4 (1985): 310–14. http://dx.doi.org/10.1177/004005998501700412.

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4

Giddings, Elva H., and Stephen L. Carmean. "Reduced Brightness Contrast as a Reading Aid." Perceptual and Motor Skills 69, no. 2 (1989): 383–86. http://dx.doi.org/10.2466/pms.1989.69.2.383.

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A standard reading comprehension test, modified by printing half of the material on medium grey paper to lower the contrast of print-to-page, was administered to 54 college students, 21 of whom had previously been diagnosed as learning disabled. Comprehension of the control group was little affected by the contrast, but the mean score for the learning disabled students was 10% higher on the pages with reduced contrast. This is congruent with Meares's 1980 clinical observations that reducing contrast significantly aids some readers.

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5

Wood, James R. A. "Morphology and reading comprehension in young moderately learning disabled pupils." Research in Education 34, no. 1 (1985): 79–88. http://dx.doi.org/10.1177/003452378503400105.

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6

Rose, Terry L. "Effects of Illustrations on Reading Comprehension of Learning Disabled Students." Journal of Learning Disabilities 19, no. 9 (1986): 542–44. http://dx.doi.org/10.1177/002221948601900905.

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7

Luebke, Jerry, Michael H. Epstein, and Douglas Cullinan. "Comparison of Teacher-Rated Achievement Levels of Behaviorally Disordered, Learning Disabled, and Nonhandicapped Adolescents." Behavioral Disorders 15, no. 1 (1989): 1–8. http://dx.doi.org/10.1177/019874298901500105.

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Teachers rated the achievement levels of behaviorally disordered, learning disabled, and nonhandicapped adolescents in four different academic areas: reading recognition, reading comprehension, arithmetic, and written expression. Comparisons across the three groups revealed that behaviorally disordered and learning disabled adolescents were seen as performing significantly below expected levels of achievement. Differences found between behaviorally disordered and learning disabled students' rated achievement appeared to depend upon particular age levels. Results are discussed in terms of the i

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8

Chan, Lorna K. S., Peter G. Cole, and Shirley Barfett. "Comprehension Monitoring: Detection and Identification of Text Inconsistencies by LD and Normal Students." Learning Disability Quarterly 10, no. 2 (1987): 114–24. http://dx.doi.org/10.2307/1510218.

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Thirty-two learning disabled and 32 regular class children matched on reading age were randomly assigned to either a general or a specific instruction condition. In both treatments subjects were shown how to monitor text for internal inconsistency. In addition, the specific instruction condition provided explicit instruction in how to use a cross-referencing technique to evaluate the internal consistency of a given text. Results indicated significant Subject Group x Instruction Condition interactions on all three dependent measures: detection, identification, and comprehension competence. Lear

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9

Goldman, Renitta, Gary L. Sapp, and Ann Shumate Foster. "Reading Achievement by Learning Disabled Students in Resource and Regular Classes." Perceptual and Motor Skills 86, no. 1 (1998): 192–94. http://dx.doi.org/10.2466/pms.1998.86.1.192.

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K–TEA Comprehensive Reading scores of 34 elementary boys in either resource rooms or regular settings were compared. The boys were identified as learning disabled in reading. They were pretested at the beginning of the school year and posttested at the end. Treatment was one year of daily instruction in reading provided by six teachers in resource settings and six teachers in regular settings. K–TEA Reading Decoding and Reading Comprehension scores, separately compared in 2 × 2 repeated-measures analysis of variance, were not significantly different.

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10

Weinberg, Warren A., Anne McLean, Robert L. Snider, Jeanne W. Rintelmann, and Roger A. Brumback. "Comparison of Reading and Listening-Reading Techniques for Administration of Sat Reading Comprehension Subtest: Justification for the Bypass Approach." Perceptual and Motor Skills 68, no. 3 (1989): 1015–18. http://dx.doi.org/10.2466/pms.1989.68.3.1015.

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The Advanced Stanford Achievement Test (SAT) Reading Comprehension subtest was administered to a group of 36 Caucasian learning disabled children (6 girls and 30 boys) in Grades 7 through 9 who were classified by the clinical Lexical Paradigm as either good readers or poor readers. Using the standardized (silent reading) method of administration, these learning disabled children all scored below the normative (50th percentile) level of performance and the poor readers scored substantially lower than good readers. When the child was allowed to listen and read silently, however, while the test m

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11

Jenkins, Joseph R., James D. Heliotis, Marcy L. Stein, and Mariana C. Haynes. "Improving Reading Comprehension by Using Paragraph Restatements." Exceptional Children 54, no. 1 (1987): 54–59. http://dx.doi.org/10.1177/001440298705400107.

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Thirty-two elementary learning disabled students were randomly assigned either to a condition in which they were trained to use a comprehension monitoring strategy or to a control condition. In the strategy condition, students were instructed to write brief restatements of the important ideas of paragraphs as they read. Following training, all students read and completed comprehension measures for narrative passages under conditions which constituted (a) a test of training, (b) a near transfer test, and (c) a remote transfer test. In all instances the strategy-trained students exhibited better

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12

Jenkins, Joseph R., James Heliotis, Mariana Haynes, and Karen Beck. "Does Passive Learning Account for Disabled Readers' Comprehension Deficits in Ordinary Reading Situations?" Learning Disability Quarterly 9, no. 1 (1986): 69–76. http://dx.doi.org/10.2307/1510403.

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Thirty-two LD and 32 average elementary students, matched by grade, read under three conditions: a classroom group condition, an individual (child and examiner) condition, and an individual restatement condition, requiring subjects to summarize, or restate, the contents of each paragraph during passage reading. Overall results of comprehension tests failed to confirm predicted differential effects of conditions on attentional control. The performance pattern across conditions was the same for both reader groups, although LD students' comprehension was considerably lower than that of their aver

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13

Sparks, Richard L., and Julie Luebbers. "How Many U.S. High School Students Have a Foreign Language Reading “Disability”? Reading Without Meaning and the Simple View." Journal of Learning Disabilities 51, no. 2 (2017): 194–208. http://dx.doi.org/10.1177/0022219417704168.

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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. In this study, a random samp

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14

Weisberg, Renee. "1980s: A Change in Focus of Reading Comprehension Research: A Review of Reading/Learning Disabilities Research Based on an Interactive Model of Reading." Learning Disability Quarterly 11, no. 2 (1988): 149–59. http://dx.doi.org/10.2307/1510993.

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This article contains a review of reading comprehension research since 1980, based on an interactive model of reading, with a focus on reading disabilities / learning disabilities. The interactive model conceptualizes influences on reading comprehension as multifaceted, that is, reader-based, text-based, and situationally based, for example, variables in a given task. The review includes studies which have investigated the influence of readers' prior knowledge of a topic, the influences of text structure and task demands, and metacognitive strategies. Conclusions explain reasons for reading di

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15

McGuire, K. Lesley, and Carolyn R. Yewchuk. "Use of Metacognitive Reading Strategies by Gifted Learning Disabled Students: An Exploratory Study." Journal for the Education of the Gifted 19, no. 3 (1996): 293–314. http://dx.doi.org/10.1177/016235329601900304.

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This study examines the use of metacognitive strategies by four upper elementary gifted students with reading disabilities during a reading comprehension think-aloud task. The students had WISC-R Verbal or Performance IQs above 125 and standardized reading achievement scores at least one year below grade placement. The results indicated that, although in general the four students actively monitored their reading and reported frequent use of evaluation, paraphrase, and regulation metacognitive strategies, they were not proficient in executing the strategies effectively. Analysis of student prof

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16

Waldron, Karen A., and Diane G. Saphire. "Perceptual and Academic Patterns of Learning-Disabled/Gifted Students." Perceptual and Motor Skills 74, no. 2 (1992): 599–609. http://dx.doi.org/10.2466/pms.1992.74.2.599.

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This research explored ways gifted children with learning disabilities perceive and recall auditory and visual input and apply this information to reading, mathematics, and spelling 24 learning-disabled/gifted children and a matched control group of normally achieving gifted students were tested for oral reading, word recognition and analysis, listening comprehension, and spelling. In mathematics, they were tested for numeration, mental and written computation, word problems, and numerical reasoning. To explore perception and memory skills, students were administered formal tests of visual and

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17

Mabbott, Ann Sax. "An Exploration of Reading Comprehension, Oral Reading Errors, and Written Errors by Subjects Labeled Learning Disabled." Foreign Language Annals 27, no. 3 (1994): 293–324. http://dx.doi.org/10.1111/j.1944-9720.1994.tb01210.x.

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18

Mabbott, Ann Sax. "An Exploration of Reading Comprehension, Oral Reading Errors, and Written Errors by Subjects Labeled Learning Disabled." Foreign Language Annals 28, no. 4 (1995): 478. http://dx.doi.org/10.1111/j.1944-9720.1995.tb00819.x.

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19

Scruggs, Thomas E., and Steve Lifson. "Are Learning Disabled Students "Test-Wise?": An Inquiry into Reading Comprehension Test Items." Educational and Psychological Measurement 46, no. 4 (1986): 1075–82. http://dx.doi.org/10.1177/001316448604600430.

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20

Borkowski, John G., Robert S. Weyhing, and Martha Carr. "Effects of attributional retraining on strategy-based reading comprehension in learning-disabled students." Journal of Educational Psychology 80, no. 1 (1988): 46–53. http://dx.doi.org/10.1037/0022-0663.80.1.46.

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21

Sears, Carol J. "Mathematics for the Learning Disabled Child in the Regular Classroom." Arithmetic Teacher 33, no. 5 (1986): 5–11. http://dx.doi.org/10.5951/at.33.5.0005.

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Difficulties in mathematics are often the results of maladaptive behaviors or symptoms of underlying deficits in cognitive skills such as auditory memory, visual-motor coordination, or perception of spatial relationships. These problems can influence a child's normal development in such areas as number comprehension, ability to perform mathematical operations, and understanding of quantitative concepts. Mathematical difficulties can occur in combination with problems in reading and writing but, unfortunately, a large number of learning disabled children with disabilities only in mathematics do

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22

Williams, Joanna P. "Teaching Children to Identify the Main Idea of Expository Texts." Exceptional Children 53, no. 2 (1986): 163–68. http://dx.doi.org/10.1177/001440298605300209.

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Finding the main idea, a basic reading comprehension skill, often causes great difficulties for children. There is little consensus as to the definition of main idea, even in the research literature, and this has led to ineffective instructional design. This article describes the findings of a series of studies based on the Kintsch and van Dijk text-processing model. It defines main idea in terms of van Dijk's general topic and specific topic of discourse. The studies focus on the effects of text factors that can serve as cues to what is important in the text. These studies were the basis for

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23

Casteel, Clifton A. "Effects of Chunked Reading among Learning Disabled Students: An Experimental Comparison of Computer and Traditional Chunked Passages." Journal of Educational Technology Systems 17, no. 2 (1988): 115–21. http://dx.doi.org/10.2190/ebnp-6q4w-1bjw-g5hm.

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Previous studies have indicated that chunking/phrasing of sentences into smaller groups of meaningfully related words enhances retention and comprehension. This investigation was designed to assess the effects of two methods of presenting chunked reading. Thirty learning disabled tenth- and eleventh-grade students were assigned to three groups. One training group received chunked passages displayed on the screen using computer assisted instruction (CAI); the other was administered chunked passages in the traditional mode. The control group used CAI with non-chunked passages. A posttest reveale

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24

Scruggs, Thomas E., and Margo A. Mastropieri. "Improving the Test-Taking Skills of Behaviorally Disordered and Learning Disabled Children." Exceptional Children 53, no. 1 (1986): 63–68. http://dx.doi.org/10.1177/001440298605300107.

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Seventy-six third- and fourth-grade children classified as learning disabled or behaviorally disordered were randomly assigned to treatment and control groups. Students assigned to the treatment condition were taught test-taking skills pertinent to reading achievement tests. Students were taught, in small groups over a 2-week period, such strategies as attending to appropriate stimuli, marking answers carefully, using time well, and avoiding errors. Following the training procedures, students were administered standardized achievement tests in their normal classroom assignments. Results indica

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25

Weinberg, Warren A., Anne McLean, and Roger A. Brumback. "Comparison of Reading and Listening-Reading Techniques for Administration of Piat Reading Comprehension Subtest: Justification for the Bypass Approach." Perceptual and Motor Skills 66, no. 2 (1988): 672–74. http://dx.doi.org/10.2466/pms.1988.66.2.672.

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The Peabody Individual Achievement Test (PIAT) Reading Comprehension subtest was administered to a group of 23 learning disabled children in Grades 5 through 7 who had been classified by the clinical Lexical Paradigm as good readers or poor readers. Using standardized test administration, 14 poor readers scored substantially below the 9 good readers; however, when the child was allowed to listen and read silently while the test item was read aloud, poor readers showed marked improvement in performance compared to only moderate improvement shown by the good readers. This difference in improveme

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26

Bos, Candace S., and Patricia L. Anders. "Effects of Interactive Vocabulary Instruction on the Vocabulary Learning and Reading Comprehension of Junior-High Learning Disabled Students." Learning Disability Quarterly 13, no. 1 (1990): 31–42. http://dx.doi.org/10.2307/1510390.

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27

Lwo, Laurence, and Michelle Chia-Tzu Lin. "The effects of captions in teenagers’ multimedia L2 learning." ReCALL 24, no. 2 (2012): 188–208. http://dx.doi.org/10.1017/s0958344012000067.

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AbstractThis study aims to explore the impact of different captions on second language (L2) learning in a computer-assisted multimedia context. A quasi-experimental design was adopted, and a total of thirty-two eighth graders selected from a junior high school joined the study. They were systematically assigned into four groups based on their proficiency in English; these groups were shown animations with English narration and one of the following types of caption: no captions (M1), Chinese captions (M2), English captions (M3), and Chinese plus English captions (M4). A multimedia English learn

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28

Penning, Marge J., and Taffy E. Raphael. "The impact of language ability and text variables on sixth-grade students' comprehension." Applied Psycholinguistics 12, no. 4 (1991): 397–417. http://dx.doi.org/10.1017/s0142716400005841.

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ABSTRACTThis study examined differences between normally achieving students and learning-disabled students with specific problems in reading comprehension (i.e., poor comprehenders) on measures of language ability, including overall ability, auditory processing, receptive and expressive language, and syntactic ability related to text retellings. Differences were related to performance on free and probed comprehension of expository passages varying in syntactic structure and discourse type. Poor comprehending students differed from normally achieving students on all language measures and in the

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29

Mahfoudhi, Abdessatar, Gad Elbeheri, Mousa Al-Rashidi, and John Everatt. "The Role of Morphological Awareness in Reading Comprehension Among Typical and Learning Disabled Native Arabic Speakers." Journal of Learning Disabilities 43, no. 6 (2010): 500–514. http://dx.doi.org/10.1177/0022219409355478.

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30

Peverly, Stephen T., and Rhea Wood. "The Effects of Adjunct Questions and Feedback on Improving the Reading Comprehension Skills of Learning-Disabled Adolescents." Contemporary Educational Psychology 26, no. 1 (2001): 25–43. http://dx.doi.org/10.1006/ceps.1999.1025.

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31

Chan, Lorna K. S., and Peter G. Cole. "The Effects of Comprehension Monitoring Training on the Reading Competence of Learning Disabled and Regular Class Students." Remedial and Special Education 7, no. 4 (1986): 33–40. http://dx.doi.org/10.1177/074193258600700407.

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32

Estes, Robert E., Douglas L. Baum, and Nanci M. Bray. "Standard and Modified Administrations of the Iowa Tests of Basic Skills with Learning Disabled Students." Perceptual and Motor Skills 62, no. 2 (1986): 619–25. http://dx.doi.org/10.2466/pms.1986.62.2.619.

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The purpose of this study was to investigate the performance of junior high school learning disabled students on standard and modified administrations of selected subtests from the Iowa Tests of Basic Skills. No significant differences were noted for correlations between types of administration and teachers' ratings on any of the subtest comparisons. Grade placements for Vocabulary and Reading Comprehension using the modified administration were significantly higher than those using the standard administration and more closely aligned with teachers' ratings. Math Concept and Math Problem-solvi

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33

Graves, Anne W., and Joel R. Levin. "Comparison if Monitoring and Mnemonic Text-Processing Strategies in Learning Disabled Students." Learning Disability Quarterly 12, no. 3 (1989): 232–36. http://dx.doi.org/10.2307/1510693.

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Thirty learning disabled students were given several reading passages for which they first had to identify and then remember the main ideas. Students were randomly assigned in equal numbers to three experimental conditions. In the control condition, subjects were simply taught what a main idea is in accordance with a direct-instruction format; in the monitoring condition, students were taught how to self-question in order to monitor and check their progress toward identifying the main idea of each passage. Finally, subjects in the mnemonic condition were taught to use an adaptation of the mnem

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34

Smith, Teresa D., and Billy L. Smith. "Relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test." Psychological Reports 83, no. 3 (1998): 963–67. http://dx.doi.org/10.2466/pr0.1998.83.3.963.

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The present study examined the relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test for a sample of children with learning disabilities in two rural school districts. Data were collected for 87 school children who had been classified as learning disabled and placed in special education resource services. Pearson product-moment correlations between scores on the two measures were significant and moderate to high; however, mean scores were not significantly different on Reading, Spelling, and Arithmetic subtests of the Wide Range Achievement Test 3

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35

Klenk, Laura. "Case Study in Reading Disability: An Emergent Literacy Perspective." Learning Disability Quarterly 17, no. 1 (1994): 33–56. http://dx.doi.org/10.2307/1511104.

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This case study chronicles the development of reading and writing in an eight-year-old student identified as learning disabled. The study is rooted in the forms of multiple theoretical perspectives of literacy, including cognitive science, sociohistorical, and developmental (emergent literacy). The central focus is on the changes in the forms of reading and writing the student employed over the course of one school year, and on changes in her understanding of herself as a reader and writer. Additional information is noted regarding growth in phonemic awareness, acquisition of sight words and c

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36

Swanson, H. Lee. "Reading Comprehension and Working Memory in Learning-Disabled Readers: Is the Phonological Loop More Important Than the Executive System?" Journal of Experimental Child Psychology 72, no. 1 (1999): 1–31. http://dx.doi.org/10.1006/jecp.1998.2477.

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37

Swanson, H. Lee, and Joy E. Alexander. "Cognitive processes as predictors of word recognition and reading comprehension in learning-disabled and skilled readers: Revisiting the specificity hypothesis." Journal of Educational Psychology 89, no. 1 (1997): 128–58. http://dx.doi.org/10.1037/0022-0663.89.1.128.

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38

Astrom, Raven L., Sally J. Wadsworth, and John C. DeFries. "Etiology of the Stability of Reading Difficulties: The Longitudinal Twin Study of Reading Disabilities." Twin Research and Human Genetics 10, no. 3 (2007): 434–39. http://dx.doi.org/10.1375/twin.10.3.434.

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AbstractResults obtained from previous longitudinal studies of reading difficulties indicate that reading deficits are generally stable. However, little is known about the etiology of this stability. Thus, the primary objective of this first longitudinal twin study of reading difficulties is to provide an initial assessment of genetic and environmental influences on the stability of reading deficits. Data were analyzed from a sample of 56 twin pairs, 18 identical (monozygotic, MZ) and 38 fraternal (dizygotic, DZ), in which at least one member of each pair was classified as reading-disabled in

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39

Weinberg, Warren A., Anne McLean, Robert L. Snider, Jeanne W. Rintelmann, and Roger A. Brumback. "Comparison of Paragraph Comprehension Test Scores with Reading versus Listening-Reading and Multiple-Choice versus Nominal Recall Administration Techniques: Justification for the Bypass Approach." Perceptual and Motor Skills 69, no. 3_suppl (1989): 1131–35. http://dx.doi.org/10.2466/pms.1989.69.3f.1131.

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Eight groups of learning disabled children ( N = 100), categorized by the clinical Lexical Paradigm as good readers or poor readers, were individually administered the Gilmore Oral Reading Test, Form D, by one of four input/retrieval methods: (1) the standardized method of administration in which the child reads each paragraph aloud and then answers five questions relating to the paragraph [read/recall method]; (2) the child reads each paragraph aloud and then for each question selects the correct answer from among three choices read by the examiner [read/choice method]; (3) the examiner reads

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40

Weinberg, Warren A., Anne McLean, Robert L. Snider, Jeanne W. Rintelmann, and Roger A. Brumback. "Comparison of Paragraph Comprehension Test Scores with Reading versus Listening-Reading and Multiple-Choice versus Nominal Recall Administration Techniques: Justification for the Bypass Approach." Perceptual and Motor Skills 69, no. 3-2 (1989): 1131–35. http://dx.doi.org/10.1177/00315125890693-213.

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Eight groups of learning disabled children ( N = 100), categorized by the clinical Lexical Paradigm as good readers or poor readers, were individually administered the Gilmore Oral Reading Test, Form D, by one of four input/retrieval methods: (1) the standardized method of administration in which the child reads each paragraph aloud and then answers five questions relating to the paragraph [read/recall method]; (2) the child reads each paragraph aloud and then for each question selects the correct answer from among three choices read by the examiner [read/choice method]; (3) the examiner reads

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41

Forness, Steven R., Daniel Youpa, Greg L. Hanna, Dennis P. Cantwell, and James M. Swanson. "Classroom Instructional Characteristics in Attention Deficit Hyperactivity Disorder: Comparison of Pure and Mixed Subgroups." Behavioral Disorders 17, no. 2 (1992): 115–25. http://dx.doi.org/10.1177/019874299201700201.

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Recent proposed amendments to the federal special education law and proposed definitional changes in the seriously emotionally disturbed category suggest that attention deficit hyperactivity disorder may become an increasingly important diagnostic entity within the field of behavioral disorders. To examine the potential impact on special education programs, 30 boys with pure hyperactivity (i.e., no other associated diagnoses) and 41 boys with mixed hyperactivity (i.e., hyperactivity with conduct or oppositional defiant disorders) were examined as to their IQ and academic functioning. Academic

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42

Oktarini, Ryan, and Sugirin Sugirin. "Revisiting PQ4R and CSR for Teaching Reading Skills for Adolescents." Journal of English Language Teaching and Linguistics 4, no. 2 (2019): 239. http://dx.doi.org/10.21462/jeltl.v4i2.294.

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<p><em>The developing technonolgy brings the teenagers to the world interaction without boundary. Teenagers, or adolescents, are demanded to be able to master English. Thus, teaching and learning reading skills has become one essential factor to help them to master English. </em><em>The aims of this research are to find out the effectiveness of PQ4R and Collaborative Strategic Reading on students’ reading skill development</em><em> for adolescents</em><em>; (2) to find out the most effective technique for teaching reading skill</em><em&g

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43

Swanson, H. Lee, and Margaret Howell Ashbaker. "Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: does the executive system have a role?11The research was supported by Peloy Endowment Funds awarded by the first author. This work is truly a collaborative endeavor. First authorship primarily reflects responsibility for write-up and data analysis and second authorship reflects data collection. Data was collected by the second author in the Redlands Unified School District. The authors are thankful to staff at the Redlands School District and for the comments of Jerry Carlson, Richard Eyman, Kathy Wilson, Carole Lee, Randy Engle, and the two reviewers of this journal on an earlier draft. Inquiries and requests should be directed to H. Lee Swanson, Educational Psychology, School of Education, University of California, Riverside, CA., 92521-0128." Intelligence 28, no. 1 (2000): 1–30. http://dx.doi.org/10.1016/s0160-2896(99)00025-2.

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44

"Reading & writing." Language Teaching 39, no. 2 (2006): 117–23. http://dx.doi.org/10.1017/s0261444806233706.

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06–273Andrews, Richard (York U, UK; rja3@york.ac.uk), Carole Torgerson, Sue Beveton, Allison Freeman, Terry Locke, Graham Lowe, Alison Robinson & Die Zhu, The effect of grammar teaching on writing development. British Educational Research Journal (Routledge/Taylor & Francis) 32.1 (2006), 39–55.06–274Astika, Gusti (Satya Wacana U, Salatiga, Indonesia; astika@uksw.edu), A task-based approach to reading English for specialised purposes. English in Australia (www.englishaustralia.com.au) 22.2 (2005), 14 pp.06–275Ayoola, Kehinde A. (Lagos State Polytechnic, Ikorodu, Nigeria; kehinday77@yaho

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"Reading & Writing." Language Teaching 38, no. 4 (2005): 216–29. http://dx.doi.org/10.1017/s0261444805253144.

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05–486Balnaves, Edmund (U of Sydney, Australia; ejb@it.usyd.edu.au), Systematic approaches to long term digital collection management. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 399–413.05–487Barwell, Graham (U of Wollongong, Australia; gbarwell@uow.edu.au), Original, authentic, copy: conceptual issues in digital texts. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 415–424.05–488Beech, John R. & Kate A. Mayall (U of Leicester, UK; JRB@Leicester.ac.uk), The word shape hypothesis re-examined: evidence for an external feature advantage in visual word recognition

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Ellis, Katie, Mike Kent, and Gwyneth Peaty. "Captioned Recorded Lectures as a Mainstream Learning Tool." M/C Journal 20, no. 3 (2017). http://dx.doi.org/10.5204/mcj.1262.

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In Australian universities, many courses provide lecture notes as a standard learning resource; however, captions and transcripts of these lectures are not usually provided unless requested by a student through dedicated disability support officers (Worthington). As a result, to date their use has been limited. However, while the requirement for—and benefits of—captioned online lectures for students with disabilities is widely recognised, these captions or transcripts might also represent further opportunity for a personalised approach to learning for the mainstream student population (Podszeb

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