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Artykuły w czasopismach na temat „LD (Learning Difficulties)”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Zervaki, Kyriaki. "Empowering E-Learning: Effective Strategies for Supporting Students with Learning Difficulties." Journal of Language and Culture in Education 1, no. 2 (2024): 069–85. https://doi.org/10.5281/zenodo.14284217.

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This paper emphasizes the importance of inclusive engagement for students with learning difficulties (LD) in e-learning environments. It discusses effective teaching techniques and assessment strategies tailored to LD students underscoring the role of teachers and course designers in creating accessible, interactive educational experiences. The study highlights the use of technologies like text-to-speech software and digital storytelling to develop expression and comprehension. It also explores individualized instruction and continuous assessment as key intervention methods. Overall, the paper

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Devibala, S., and Pankajam R. "LEARNING DIFFICULTIES OF STUDENTS IN LEARNING EFL." International Journal of Research -GRANTHAALAYAH 5, no. 5(SE) (2017): 87–92. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1976.

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The study aimed to identify the learning difficulties in English as a second language among ninth standard students. In the present study survey method was used. The investigator adopted the survey method to study the difficulties in learning English as a second language among the 9th standard students. . Investigator selected only 300 ninth std school students as sample in Coimbatore district using stratified random sampling. The findings reveal that based on the factors the maximum difficulty is found to be in the Speaking (45%) skill. Next to speaking, vocabulary and reading are found to be

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S., Devibala, and Pankajam. R. Mrs. "LEARNING DIFFICULTIES OF STUDENTS IN LEARNING EFL." International Journal of Research - Granthaalayah 5, no. 5SE (2017): 87–92. https://doi.org/10.5281/zenodo.810299.

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The study aimed to identify the learning difficulties in English as a second language among ninth standard students. In the present study survey method was used. The investigator adopted the survey method to study the difficulties in learning English as a second language among the 9th standard students. . Investigator selected only 300 ninth std school students as sample in Coimbatore district using stratified random sampling. The findings reveal that based on the factors the maximum difficulty is found to be in the Speaking (45%) skill. Next to speaking, vocabulary and reading are found to be

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Nabuzoka, Dabie, and Janet M. Empson. "Social cognitive development of children with learning difficulties." Educational and Child Psychology 19, no. 4 (2002): 16–26. http://dx.doi.org/10.53841/bpsecp.2002.19.4.16.

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AbstractThis paper discusses social cognitive functioning of children with learning difficulties (LD) as a focus for intervention in schools. Research linking such functioning with social emotional adjustment is discussed. This suggests that social cognitive skills of children with LD significantly account for the quality of their social relationships. However, studies also suggest that social adjustment is often a result of complex interactions between the child’s functional level and the social ecology of the school. Findings from studies of normally developing children in their natural envi

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Sparks, Richard, Leonore Ganschow, and Janies Javorsky. "Diagnosing and Accommodating the Foreign Language Learning Difficulties of College Students with Learning Disabilities." Learning Disabilities Research & Practice 7, no. 3 (1992): 150–60. https://doi.org/10.1177/093889829200700307.

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As larger numbers of students with learning disabilities (LD) have begun to attend college, special programs and services have been developed for this population. However, a new area of concern, the foreign language requirement, has arisen. Evidence indicates that students with LD are likely to experience great difficulty in foreign language courses. This paper provides an historical overview of the foreign language learning difficulties of students with LD and reviews the expectations of colleges and universities about the foreign language requirement. A language-based assessment model for di

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Sparks, Richard. "Perspectives on L2 Learning and Learning Disabilities." Babylonia Journal of Language Education 2 (August 25, 2021): 14–21. http://dx.doi.org/10.55393/babylonia.v2i.54.

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Students classified as LD in L2 classes often display learning difficulties. However, the LD concept is viewed differently in the U.S. and Europe. The purposes of this paper is to explain the LD construct, examine the differences in definitions and diagnosis for identification of students with learning problems, review research showing that L2 learning problems are language learning problems, examine the relationship between LDs and L2 learning problems, and summarize research-based L2 teaching methods for students with language learning problems.

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Vallecorsa, Giuliana, Marina Kaplan, Moira McKniff, et al. "32 Associations between Childhood Attention Deficit Hyperactivity Disorder and Learning Disabilities and Cognition in Late Adulthood." Journal of the International Neuropsychological Society 29, s1 (2023): 640. http://dx.doi.org/10.1017/s135561772300807x.

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Objective:There has been relatively little research on the effect of childhood attention difficulties/weaknesses and learning disabilities/differences on cognitive aging. This study examined associations between self-reported symptoms and diagnoses/concerns of childhood attention deficit hyperactivity disorder (ADHD) and reading or math learning disabilities (LD) and cognitive abilities in older adulthood. We hypothesized that cognitive weaknesses in childhood would be associated with cognitive abilities later in life.Participants and Methods:The 25 individuals with healthy cognition or MCI we

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Kim, Dongil, and Hyejung Koh. "Expanding transition of education support for ld(learning difficulties): Restructuring definition system of LD(Learning Disabilities)." Korea Learning Disabilities Association 15, no. 1 (2018): 1–12. http://dx.doi.org/10.47635/kjld.2018.15.1.1.

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Kim, Dongil, and Hyejung Koh. "Expanding transition of education support for ld(learning difficulties): Restructuring definition system of LD(Learning Disabilities)." Korea Learning Disabilities Association 15, no. 1 (2018): 1–12. http://dx.doi.org/10.47635/klda.2018.15.1.1.

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Kim, Dongil, and Hyejung Koh. "Expanding transition of education support for ld(learning difficulties): Restructuring definition system of LD(Learning Disabilities)." Korea Learning Disabilities Association 15, no. 1 (2018): 1–12. http://dx.doi.org/10.47635/kjld.2018.15.1.1.

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Iverson, Grant L., Magdalena Wojtowicz, Brian L. Brooks, et al. "High School Athletes With ADHD and Learning Difficulties Have a Greater Lifetime Concussion History." Journal of Attention Disorders 24, no. 8 (2016): 1095–101. http://dx.doi.org/10.1177/1087054716657410.

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Objective: Examine lifetime history of concussions in adolescents who have developmental problems in comparison with those with no developmental problems. Method: Thirty-two thousand four hundred eighty-seven adolescent athletes completed baseline/pre-season evaluations. Based on self-reported histories, athletes were divided into four groups: ADHD only, ADHD and learning difficulties (LD), LD only, and controls. Results: Athletes with ADHD, LD, or ADHD plus LD reported a greater prevalence of prior concussions than athletes without these developmental conditions ( ps < .05). When adjusting

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12

Graham, Steve, and Tracey E. Hall. "Writing and Writing Difficulties From Primary Grades to College." Learning Disability Quarterly 39, no. 1 (2015): 3–4. http://dx.doi.org/10.1177/0731948715592154.

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In today’s world, writing is an essential skill. At school, writing is often used to gauge students’ understanding of content material as well as to promote the learning of it. Students with learning disabilities (LD) and those at risk for writing difficulties experience considerable difficulty with almost every aspect of writing. The field of LD is developing a reasonable foundation of knowledge about what and how students with LD and those at risk for LD write. The articles in this series contribute to our growing knowledge of how students with LD struggle with the writing process and can be

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Salvador, Larissa de Souza, Ricardo Moura, Fernanda Oliveira Ferreira, Peterson Marco Oliveira Andrade, Maria Raquel Santos Carvalho, and Vitor Geraldi Haase. "The Mini-Mental Examination for Children (MMC): Evidence of validity for children with learning difficulties." Dementia & Neuropsychologia 13, no. 4 (2019): 427–35. http://dx.doi.org/10.1590/1980-57642018dn13-040010.

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ABSTRACT The Mini-Mental Examination for Children (MMC) is a widely used tool for assessing global cognitive deficits, however,is still unknown whether MMC is sensitive for investigating cognitive profiles associated with learning difficulties (LD). Objective: Here we investigate the feasibility of using the MMC for screening school-aged children with learning difficulties in spelling and math. Methods: The MMC and other neurophysiological tests were administered to a sample of 168 children, aged 7 to 12 years. The sample was subdivided into a Control group and LD group (Math Difficulties, Spe

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Torgesen, J. K., C. A. Rashotte, J. Greenstein, and P. Portes. "Further Studies of Learning Disabled Children with Severe Performance Problems on the Digit Span Test." Learning Disabilities Research & Practice 6, no. 3 (1991): 134–44. https://doi.org/10.1177/093889829100600302.

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Four experiments are reported which are part of a systematic research program designed to develop understanding of the cognitive processing difficulties of learning disabled (LD) children who perform poorly on short-term memory tasks. Subjects were 8 LD children with extreme memory difficulties, 8 LD children with average short-term memory skills, and 8 average children from the regular classroom. These studies provide new evidence about the generality of the memory difficulties shown by children in the target subgroup; they are limited to verbatim recall of familiar stimuli, but they involve

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15

Núñez, José Carlos, Julio Antonio González-Pienda, Celestino Rodríguez, Antonio Valle, Ramon Gonzalez-Cabanach, and Pedro Rosário. "Multiple Goals Perspective in Adolescent Students With Learning Difficulties." Learning Disability Quarterly 34, no. 4 (2011): 273–86. http://dx.doi.org/10.1177/0731948711421763.

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In the present work, the hypothesis of the existence of diverse motivational profiles in students with learning difficulties (LD) and the differential implications for intervention in the classroom are analyzed. Various assessment scales (academic goals, self-concept, and causal attributions) were administered to a sample of 259 students with LD, ages 8 to 15 years, in Spain. The data obtained were analyzed through (a) cluster analysis to study this hypothesis and (b) MANOVAs to determine the extent to which such profiles were accompanied by significant differences in self-esteem and causal at

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16

Al-Qaryout, Ibrahim A., Maher M. Abu-Hilal, and Humaira Alsulaimani. "Psychometric properties of a newly developed learning difficulties scale in the Omani society." Electronic Journal of Research in Education Psychology 11, no. 31 (2017): 771–86. http://dx.doi.org/10.25115/ejrep.v11i31.1587.

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Introduction. Learning difficulties (LD) is a recent construct. It has been agreed that the individual who suffers from learning difficulty has a disorder in one or more of the basic psychological processes, including attention, cognition, formation of concepts, memory, problem solving, understanding or reading, speaking or writing, or computing.Method. This study was designed to test the construct (convergent and discriminate) validity of this conception of LD with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Also, responses of normal students were compared to res

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Mehrotra, K., S. Ahamad Manzur, Y. P. Ooi, C. G. Lim, D. S. S. Fung, and R. P. Ang. "Prevalence of behavioral and emotional problems in children at-risk for learning difficulties." European Psychiatry 26, S2 (2011): 326. http://dx.doi.org/10.1016/s0924-9338(11)72035-1.

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IntroductionStudies have shown that children with learning difficulties are likely to demonstrate a host of shared behavioral and emotional problems that affect their daily functioning.Objectives/AimsThe goal of this study was to examine profiles of behavioral and emotional problems in children at risk for Learning Disorders (LD) and Communication Disorders (COMM), without intellectual disabilities.MethodData on the Child Behavior Checklist (CBCL) of 52 participants (4–12 years old) at-risk for LD and 52 age- and gender- matched participants at-risk for COMM were obtained from the archival rec

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Li, Huijun, and Christine M. Hamel. "Writing Issues in College Students with Learning Disabilities: A Synthesis of the Literature from 1990 to 2000." Learning Disability Quarterly 26, no. 1 (2003): 29–46. http://dx.doi.org/10.2307/1593683.

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This article provides a synthesis of the literature published from 1990 to 2000 on college students with learning disabilities and writing difficulties (LD/WD). Thirty-eight articles met the criteria for describing writing difficulties in this cohort of students. Upon reviewing the articles, four major topics emerged: (a) assistive technology for college students with LD/WD; (b) effectiveness of assistive technology for college students with LD/WD; (c) characteristics and error patterns in the writings of college students with LD/WD; and (d) instructional support and methods. The review of the

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Dean, Vincent J., and Matthew K. Burns. "Inclusion of Intrinsic Processing Difficulties in LD Diagnostic Models: A Critical Review." Learning Disability Quarterly 25, no. 3 (2002): 170–76. http://dx.doi.org/10.2307/1511300.

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The inclusion of processing components in definitions and assessment procedures for learning disabilities (LD) has waxed and waned since the 1960s, but interest has grown recently as dissatisfaction with the discrepancy model has increased. This article discusses the use of the processing component for LD definitions by examining its theoretical basis, large-scale consistent implementation, and researched classroom effectiveness. Results suggest that not unlike the discrepancy model, the processing definition of LD does not differentiate students with LD from low achievers, is inconsistently i

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Fisher, Mindi, Ryan Tierney, Anne Russ, and Jamie Mansell. "Current Evidence in Management of Concussion Baseline Testing in ADHD and Learning Difficulties Patients: A Critically Appraised Topic." International Journal of Athletic Therapy and Training 24, no. 5 (2019): 181–85. http://dx.doi.org/10.1123/ijatt.2018-0089.

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Clinical Question: In concussed patients, will having attention deficit hyperactivity disorder (ADHD) or learning difficulties (LD) versus not having ADHD or LD cause higher symptom severity scores or invalid baseline protocols? Clinical Bottom Line: Research supports the concept that there is a difference at baseline for individuals with ADHD and/or LD compared with those who do not.

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Shoaib, Lily Azura, Maryani Mohamed Rohani, Jacob John, et al. "Oral Health Needs and Barriers to Care in Children with Learning Difficulties." Malaysian Journal of Medicine and Health Sciences 19, no. 3 (2023): 278–87. http://dx.doi.org/10.47836/mjmhs.19.3.36.

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Introduction: Children with learning difficulties (LD) have poorer oral health compared to those without LD due to barriers in maintaining oral care. However, the scarcity of data for this population in Malaysia has left a huge gap in understanding their problems and how to overcome those barriers. Therefore, this study was conducted to evaluate the unmet dental needs and barriers to care perceived by the guardians of children with learning difficulties (CWLD) attending the Special Education Integrated Programmes of a mainstream primary school, in comparison to children without learning diffic

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Shapiro, Edward S. "Teaching Self-Management Skills to Learning Disabled Adolescents." Learning Disability Quarterly 12, no. 4 (1989): 275–87. http://dx.doi.org/10.2307/1510210.

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Learning disabled adolescents often display deficiencies in problem-solving and interpersonal social skills. These deficiencies tend to pose particular difficulties for successful transitions from the school to work environments. The present 3-year study investigated the impact of a self-management training program for LD adolescents ( N = 67 across all three years) who were attending a vocational-technical school. The study specifically examined changes in subjects' problem-solving and job-related social skills. Results showed significant and substantial improvements in LD students who receiv

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Graham, Lorraine, Anne Bellert, and John Pegg. "Supporting Students in the Middle School Years with Learning Difficulties in Mathematics: Research into Classroom Practice." Australasian Journal of Special Education 31, no. 2 (2007): 171–82. http://dx.doi.org/10.1017/s1030011200025707.

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The aim of this article is to promote discussion and professional development around the topic of learning difficulties in mathematics, particularly as these pertain to teaching and learning in the middle school years. The article has three sections. In the first section, a review of literature about learning difficulties (LD) in mathematics is presented. Definitional issues are discussed, key underlying causes of LD in mathematics are highlighted and common ‘learner characteristics’ of middle-years students with LD in mathematics are identified. The second part of the article is an overview o

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Briscoe, Henry, Sarah Ashworth, and Lyn Shelton. "Establishing the concurrent validity of the Clinical Outcome in Routine Evaluation-Learning Disabilities scale." Advances in Mental Health and Intellectual Disabilities 13, no. 6 (2019): 237–44. http://dx.doi.org/10.1108/amhid-02-2019-0005.

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Purpose Individuals with an intellectual disability (ID) develop mental health difficulties at similar rates to individuals in the general population. Using Patient Reported Outcome Measures can help track deterioration and improve the outcomes of individuals seeking help for their difficulties. The Clinical Outcome in Routine Evaluation-Learning Disabilities (CORE-LD) is a multi-trait measure of psychological distress which has shown moderate test-rest reliability. However, the CORE-LD is yet to be validated for the population it was designed for. Therefore the purpose of this paper is to est

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Kampylafka, Christina, Fotini Polychroni, and Alexandros-Stamatios Antoniou. "Primary School Students with Reading Comprehension Difficulties and Students with Learning Disabilities: Exploring Their Goal Orientations, Classroom Goal Structures, and Self-Regulated Learning Strategies." Behavioral Sciences 13, no. 2 (2023): 78. http://dx.doi.org/10.3390/bs13020078.

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The aim of the present study was to investigate goal orientations and classroom goals structures and their relationship with strategies of self-regulated learning (SRL) in students with and without learning disabilities (LD) and reading comprehension difficulties (RCD). The sample consisted of 537 students attending the two last grades of primary school, fifth and sixth grade (Mage = 11.28 years, SD = ±0.59). Of these, 58 students were diagnosed with LD, and 70 students, after individually administered assessments in reading accuracy and reading comprehension, were assigned to the RCD group. S

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Lombardi, Elisabetta, Daniela Traficante, Roberta Bettoni, Ilaria Offredi, Mirta Vernice, and Daniela Sarti. "Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study." Behavioral Sciences 11, no. 7 (2021): 103. http://dx.doi.org/10.3390/bs11070103.

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Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means

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Miller, James H., and Cheryl P. Milam. "Multiplication and Division Errors Committed by Learning Disabled Students." Learning Disabilities Research & Practice 2, no. 2_part_2 (1987): 119–22. https://doi.org/10.1177/093889828700202a08.

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It is known that many children, including the learning disabled (LD), have difficulty in mathematics. Diagnostic information is required in order to plan techniques and strategies for dealing with these difficulties. This study investigated types of errors made by LD children by analyzing written responses to multiplication and division problems. Error classifications are discussed, and possible causes are presented. Particular emphasis is placed on the importance of thorough investigation of errors by teachers.

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Swanson, H. Lee. "Memory Subtypes in Learning Disabled Readers." Learning Disability Quarterly 11, no. 4 (1988): 342–57. http://dx.doi.org/10.2307/1510781.

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This study assumes that learning disabled readers may be characterized by different patterns of memory dysfunction. To test this assumption, subgroups of LD readers were determined through a hierarchical cluster analysis, which included a memory classification battery of semantic, elaborative, and effortful encoding tasks. Eight subtypes of memory dysfunction were identified. One LD subtype, 8% of the sample, presented a normal profile; however, all subtypes were inferior to non-LD readers in composite scores reflecting elaboration and central-processing demands. Five subtypes (over 78% of the

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Mohd Ariffin, Mazeyanti, Tengku Zarith Nabilah Tengku Othman, Nor Shakirah Aziz, Mazlina Mehat, and Noreen Izza Arshad. "Dysgraphi Coach: Mobile Application for Dysgraphia Children in Malaysia." International Journal of Engineering & Technology 7, no. 4.36 (2018): 440. http://dx.doi.org/10.14419/ijet.v7i4.36.23912.

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Learning Disability (LD) or Learning Disorders refers to the difficulties of obtaining, processing and storing information in their memory. There are several categories of LD including Dyslexia, Autism and Dysgrahia. The term Dysgrahia refers to learning difficulties which associates to writing skills. Commonly, Dysgrahia occurs to schoolchildren. Researchers proposed that Dysgraphia children could be assisted by using supportive learning tools, however the study on learning tools particularly in mobile application for Dysgrahia is still scarce. Thus, the objective of this paper is to report o

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Malagoli, Chiara, Mirella Zanobini, Carlo Chiorri, and Lucia Bigozzi. "Difficulty in Writing Perceived by University Students: A Comparison of Inaccurate Writers with and without Diagnostic Certification." Children 8, no. 2 (2021): 88. http://dx.doi.org/10.3390/children8020088.

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Research has shown that academic success is strongly associated with positive academic self-efficacy beliefs and that individuals with learning disabilities (LDs) usually report a lower perception of competence than their peers in most learning domains. The aim of this study was two-fold: (1) To compare the performance of inaccurate writers who were not diagnosed with an LD with that of students who were diagnosed with an LD, in order to identify which tasks were the most challenging for individuals with LDs, and (2) to investigate whether inaccurate writers with and without a diagnosis differ

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Kreider, Consuelo M., Sharon Medina, and Mackenzi R. Slamka. "Strategies for Coping with Time-Related and Productivity Challenges of Young People with Learning Disabilities and Attention-Deficit/Hyperactivity Disorder." Children 6, no. 2 (2019): 28. http://dx.doi.org/10.3390/children6020028.

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Learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) are characterized by neurological differences that result in difficulties meeting learning and productivity expectations. Young people with LD and ADHD experience difficulties in self-managing academic, social, daily living, and health/wellness demands. Students with LD/ADHD must work longer and harder than peers, which makes managing time and productivity a critical skill for school success. This study examined the strategies that college students with LD/ADHD used to overcome obstacles related to time and producti

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Goethals, K. "Introduction and overview of offenders with intellectual disabilities." European Psychiatry 67, S1 (2024): S29. http://dx.doi.org/10.1192/j.eurpsy.2024.104.

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AbstractIntellectual disability (according to the DSM-5) or intellectual developmental disorder (according to the ICD-11) is a disorder with onset during the developmental period that includes both intellectual and adaptive functioning deficits in conceptual, social and practical domains. The term learning disability (LD) is also used, although this term shows more specifically deficits in the domain of learning. The term learning difficulties is often used for specific or generalized intellectual impairment that does not meet all of the criteria of LD.The prevalence of learning disability in

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Alotaibi, Razaan, and Kowthar Ali. "Prospective memory in students with learning disabilities." Specijalna edukacija i rehabilitacija 20, no. 3 (2021): 161–69. http://dx.doi.org/10.5937/specedreh20-30133.

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Introduction. The importance of memory is not restricted to remembering the knowledge and experiences of the past retrospective memory (RM), but also to remember what an individual must accomplish in the future prospective memory (PM). Objectives. The aim of this study was to identify RM and PM levels in students with learning disabilities (LD) according to some variables (gender, grade) and to identify the differences between the two types of memories. Methods. The study followed the comparative descriptive statistics. The study sample consisted of 37 male and female students with LD in middl

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Saleh Alanazi, Mona. "Assessment of Learning Difficulties (LD) in Writings of Arab Learners: A Perspective." International Journal of Education and Literacy Studies 5, no. 3 (2017): 73. http://dx.doi.org/10.7575/aiac.ijels.v.5n.3p.73.

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The last four decades have observed a renewed research interest in the area of error analysis. It has been the focus of attention, and subject of debate, among scholars particularly those of second-language acquisition. Scholars in this area of study hold the unanimous view that errors are an integral and unavoidable feature of second-language acquisition. The purpose of the present paper is to analyze and classify the persistent errors committed by Saudi Arabian students at Northern Border University, Rafha while composing a variety of written texts in English. In the investigation, an effort

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Lauterbach, Alexandra A., Mary T. Brownell, and Elizabeth A. Bettini. "Expert Secondary Content-Area Teachers’ Pedagogical Schemas for Teaching Literacy to Students With Learning Disabilities." Learning Disability Quarterly 43, no. 4 (2019): 227–40. http://dx.doi.org/10.1177/0731948719864417.

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Secondary content-area teachers seldom use research-based practices for students with learning disabilities (LD), and prior research indicates they often conceptualize instruction in ways that align poorly with research about effective instruction for students with LD. However, prior research has focused on typical secondary content-area teachers, and we know little about how expert secondary content-area teachers think about instruction for students with LD. We used hermeneutic phenomenological methods to explore expert content-area teachers’ pedagogical schemas for teaching literacy to secon

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Sarid, Miriam, Yael Meltzer, and Michal Raveh. "Academic Achievements of College Graduates With Learning Disabilities Vis-a-Vis Admission Criteria and Academic Support." Journal of Learning Disabilities 53, no. 1 (2019): 60–74. http://dx.doi.org/10.1177/0022219419884064.

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Postsecondary entrance examination scores are generally low predictors of college achievement (grade point average [GPA]) for students with learning disabilities (LD). The difficulties with meeting academic requirements have raised the awareness of the needs of students with LD for support services. The present study examined the adequacy of entrance criteria to academic studies for students with LD and the effectiveness of three support levels during their academic studies in increasing their academic gains. Data were collected for 315 college graduates with LD and 955 graduates who do not ha

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Alshuwaysh, Reem, Loh Sau Cheong, and Wail Muin Ismail. "INFLUENCE OF GENERAL EDUCATORS’ KNOWLEDGE ON TEACHING PERFORMANCE FOR STUDENTS WITH LEARNING DIFFICULTIES IN INTERMEDIATE SCHOOLS IN RIYADH, SAUDI ARABIA." International Journal of Education, Psychology and Counseling 5, no. 36 (2020): 226–48. http://dx.doi.org/10.35631/ijepc.5360017.

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This investigation examines the influence of knowledge about learning difficulties (LD) on the teaching performance of general educators who teach students with LD in intermediate schools in Riyadh, the Kingdom of Saudi Arabia (KSA). It also aims to analyse the moderating effect of the amount of teaching experience in this relationship. A questionnaire survey was used to collect data from 401 general educators in regular intermediate schools in Riyadh. Those educators completed the questionnaire containing items related to knowledge of LD, and they also completed a teaching performance questio

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Celik, Pinar. "TEACHERS’ PERCEPTIONS OF SEX EDUCATION AND ITS EFFICIENCY IN PREVENTING SEXUAL ABUSE AMONG STUDENTS WITH LEARNING DIFFICULTIES (LD)." Journal of Early Childhood Education (JECE) 4, no. 2 (2023): 171–84. https://doi.org/10.15408/jece.v4i2.29455.

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The sex education of children with LD (learning difficulties) has been researched less than that of typically developing children, which shows that more research is needed on the issue of sex education in children with LD (Barnard-Brak et al., 2014; Grove et al., 2018). Because children with LD do not know what to do and how to protect themselves when they are exposed to sexual abuse, it is necessary to provide those who are vulnerable with sufficient education (Lumley et al., 1998; Blake, 2013). Examining the opinions of the people and teachers who are closest to these children and educate th

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Purdy, Suzanne C., Andrea S. Kelly, and Merren G. Davies. "Auditory Brainstem Response, Middle Latency Response, and Late Cortical Evoked Potentials in Children with Learning Disabilities." Journal of the American Academy of Audiology 13, no. 07 (2002): 367–82. http://dx.doi.org/10.1055/s-0040-1715981.

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Auditory evoked potentials (AEPs) and behavioral tests were used to evaluate auditory processing in 10 children aged 7 to 11 years who were diagnosed as learning disabled (LD). AEPs included auditory brainstem responses (ABRs), middle latency responses (MLRs), and late cortical responses (P1, N1, P2, P3). Late cortical responses were recorded using an active listening oddball procedure. Auditory processing disorders were suspected in the LD children after a psychologist found phonologic processing and auditory memory problems. A control group of 10 age- and gender-matched children with no hear

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Kuzeva, O. V. "Features of Graphomotor Skills Development in Primary School Children." Psychological-Educational Studies 9, no. 2 (2017): 57–69. http://dx.doi.org/10.17759/psyedu.2017090206.

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The results of the study of serial graphic skills and writing formation in elementary school children are represented in the article. Special characteristics of the development of these skills in 7 and 9 years old children in norm and with learning disabilities (LD) were found using computerized experimental methods and general neuropsychological diagnostics. Third-formers in norm achieve significant results in the development of graphomotor skills and writing while children with LD have difficulties in its automating. 1st grade students with LD show complex cognitive difficulties that influen

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Hao, Wang, Hui Min Low, and Hooi San Phoon. "Exploring the Impact of Effort Praise on Self-Efficacy, Growth Mindset and English-speaking Proficiency in a Student with Learning Difficulties in an After-School Programme in China." Asia Pacific Journal of Educators and Education 40, no. 1 (2025): 93–114. https://doi.org/10.21315/apjee2025.40.1.6.

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Students with Learning Difficulties (LD) often face learning challenges due to low self-efficacy and a fixed mindset. This study conducted a comparative analysis of self-efficacy and growth mindset among typically developing students and a student with LD, followed by investigating the impact of effort praise on a student with LD in an after-school class in China, focusing on its effects on self-efficacy, mindset and English-speaking proficiency. A cross-sectional study was performed among typically developing students through an online survey, while a mixed-method, single-case study design wa

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Pérez-Elvira, Rubén, Javier Oltra-Cucarella, and José Antonio Carrobles. "Effects of quantitative electroencephalogram normalization using 4-channel live z-score training neurofeedback for children with learning disabilities: preliminary data." Behavioral Psychology/Psicología Conductual 29, no. 1 (2021): 191–206. http://dx.doi.org/10.51668/bp.8321110n.

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Children with learning disabilities (LD) can have difficulties in reading at word level, text comprehension, writing or arithmetic. Several studies have shown the efficacy of neurofeedback (NF) in improving learning skills through brainwave operant conditioning in children with LD. The aim of this work was to show the efficacy of live z-score NF training (LZT) for quantitative electroencephalogram (QEEG) normalization in school children with LD. Twenty-eight children aged 10-15 years with LD participated. Ten 30-min sessions of QEEG-guided LZT using patient’s highly preferred feedback were app

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Mapou, Robert L. "They Don't Go Away When You Grow Up." Journal of the International Neuropsychological Society 6, no. 1 (2000): 103–5. http://dx.doi.org/10.1017/s135561770024112x.

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Attention-deficit hyperactivity disorder (ADHD) and learning disabilities (LD) are most frequently associated with childhood. This, of course, is because a child's job is to sit in a classroom, pay attention, and learn, and these are disorders that interfere with completing that job. Because these disorders are presumed due to brain dysfunction, it should be no surprise that both LD and ADHD continue to exert effects as children grow, go on to postsecondary education, and enter the job market. That is, developmental learning disorders, including LD and ADHD, do not “go away” when one becomes a

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Mott, Charlotte Emily, Kenrick Ng, and Constantine Alifrangis. "The management of patients with learning difficulties and testicular cancer: overcoming barriers to improve care." BMJ Case Reports 12, no. 11 (2019): e227330. http://dx.doi.org/10.1136/bcr-2018-227330.

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Cancer-specific survival rates in patients with learning difficulties (LD) are poorer than the general population. Issues such as delayed diagnosis, compliance, consent and needs for individualised care and support requirements can make it more demanding to manage these patients in a busy clinical environment. Our case highlights a patient with learning disabilities who presented with advanced testicular cancer due to delayed detection, and the challenges needing consideration to ensure such patients receive good care. This report also highlights an example of adapting curative intent treatmen

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Burton, Grace M., and Marcee J. Meyers. "Teaching Mathematics to Learning Disabled Students in the Secondary Classroom." Mathematics Teacher 80, no. 9 (1987): 702–47. http://dx.doi.org/10.5951/mt.80.9.0702.

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Professionals in the field of learning disabilities have made tremendous advances in the past twenty years in research, methodology, diagnosis, and programs. Until very recently (Johnston 1984), much of this progress has focused on the young learning disabled child (Kaliski 1962; Homan 1970) and on the curricular area of language arts. Although learning disabled (LD) students are indeed enrolled in middle school and high school mathematics classes, limited attention has been paid to their difficulties and special needs, and even less information is available addressing the concerns of their ma

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Eliason, Michele J., and Lynn C. Richman. "Behavior and Attention in LD Children." Learning Disability Quarterly 11, no. 4 (1988): 360–69. http://dx.doi.org/10.2307/1510782.

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The performance of 90 learning disabled (LD) children on two measures of behavior and attentional skills was examined: (a) the Revised Behavior Problem Checklist (RBPC, Quay & Peterson, 1987) is a parent-rated multivariate behavior scale; and (b) the Continuous Performance Test (CPT, Lindgren & Lyon, 1983) is a laboratory vigilance / impulsivity measure. As a group, the LD subjects exceeded normative standards on every measure of both scales. However, when the data were examined individually, approximately 30% of the children accounted for the majority of behavioral problems. The most

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Chae, Miseon, and Dongsun Yim. "The Effect of the Strategy of Three Types Questions in Interactive Book Reading on Language Delayed and Typically Developed Children’s Learning of Vocabulary." Communication Sciences & Disorders 27, no. 1 (2022): 27–49. http://dx.doi.org/10.12963/csd.22881.

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Objectives: The purpose of this study was to compare and examine the children’s performance between Language Delayed (LD) and Typically Developed (TD) children in vocabulary learning tests (expressive, receptive, definition) across three-reading strategies (eliciting question, non-eliciting question, decontextualized question) in adult-child book reading assessment.Methods: A total of 22 children (12 children with LD and 10 TD children) aged 4 to 5 years participated in this study. The participants performed vocabulary learning tests (expressive, receptive, definition) across 3 reading strateg

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Lesaux, Nonie K. "Building Consensus: Future Directions for Research on English Language Learners at Risk for Learning Difficulties." Teachers College Record: The Voice of Scholarship in Education 108, no. 11 (2006): 2406–38. http://dx.doi.org/10.1177/016146810610801101.

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The growing population of English language learners (ELLs) in U.S. schools and the low academic achievement of many of these learners have been the subject of much debate. A significant related issue is determining the sources of ELLs’ difficulty, namely, understanding the distinction between learning disabilities (LD) and learning difficulties due primarily to contextual factors and second-language learning. This article addresses the future directions for research in this area, with an emphasis on the need to build consensus through converging lines of evidence. Issues of sample definition,

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Naldo Janius, Mohammad Aniq Bin Amdan, Mohd Safwan bin Saidin, Dk Nurain Afftita Binti Mohd Daris, Mohd Aidil Hazidi Bin Kasdiah, and Adin Bin Jarun. "Parental perspectives on learning disabilities: Challenges, strategies and aspirations." International Journal of Science and Research Archive 14, no. 2 (2025): 150–69. https://doi.org/10.30574/ijsra.2025.14.2.0270.

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This report explores the multifaceted experiences of parents raising children with learning disabilities (LD), offering insights into their challenges, strategies, and aspirations. Drawing from qualitative data collected through interviews, the study highlights key themes, including the early identification of LD, the impact on academic and social development, and the psychological and emotional well-being of both children and families. Parents reported various diagnoses for their children, such as Global Developmental Delay (GDD) and mild autism, often identified through early signs like comm

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Tavoosy, Yoones. "An analytical study of organizational implication in EFL writing experienced by Iranian students with learning difficulties (LD)." International Journal of Learning and Teaching 9, no. 2 (2017): 317–24. http://dx.doi.org/10.18844/ijlt.v9i2.2041.

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Abstract   This present study concentrates on the organizational implication the Iranian students with learning difficulties (LD) experience when they write an English essay. Particularly, the present study aims at exploring students ‘structural problems in EFL essay writing. A mixed method research design was employed including a questionnaire and a semi-structured in depth interview. Technical Data Analysis of findings exposed that students experience a number of difficulties in the structure of EFL essay writing. Discussion and implications of these findings are presented respec

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