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Rozprawy doktorskie na temat „Learning disabled children”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 29 lipca 2024

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1

Felini-Smith, Linda. "A Parent Questionnaire Examining Learning Disabled and Non-Learning Disabled Children's Spatial Skills." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc500569/.

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Investigations of children's spatial ability have typically looked at performance on laboratory tasks, and none have examined differences between learning disabled and non-learning disabled children. The present study surveyed sixty-seven parents of third and sixth grade children about the types of spatial activities children engage in everyday. Parents of learning disabled and non-learning disabled children were included. Results provided information about the types of spatial activities children engage in and the relationships between participation and performance. Major findings included di

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2

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

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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the

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3

Nicholson, Maureen Elizabeth. "Inferential comprehension by language-learning disabled children." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30170.

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This study evaluated the comprehension of inference statements by language-learning disabled (LLD) children and children with normal language development (NL) under two conditions: uncontextualized and contextualized. The contextualized condition was designed to encourage retrieval of information from the subject's general knowledge — a procedure proposed to encourage elaborative inference-making. Two text passages were analyzed according to a model developed by Trabasso and presented by Trabasso, van den Broek & Suh (1989), which yielded a set of bridging causal connections across clause unit

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4

Easton-Gholston, Joyce Camille Morreau Lanny E. Bowen Mack L. "Differences in self-esteem and school perceptions among educational placements of elementary-age students with learning diasabilities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633393.

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Thesis (Ed. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed May 11, 2006. Dissertation Committee: Lanny Morreau, Mack Bowen (co-chairs), Ming-Gon John Lian, Kenneth Strand, Mark Swerdlik. Includes bibliographical references (leaves 69-77) and abstract. Also available in print.

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5

Singley, Vickie. "Teaching multiplication and division to learning disabled children." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/169.

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6

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

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7

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

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This study addressed the semantic memory processes of learning disabled (LD) and non-disabled children. The semantic memory deficits of LD students are familiar to most educators; however, the nature of these difficulties is not understood precisely. Some researchers propose that an early form of memory organization is association of items by frequency. These associative relations may be the precursors to taxonomic memory organization, thus may be weak in LD children. This study examined second and sixth grade children's free recall organization of two types of 3 word lists: one in which items

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8

Logan, Nicola I. "Parents' attributional, emotional and behavioural reactions towards aggressive behaviour in learning disabled and non-learning disabled children." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/26697.

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Objective: The attributions parents make about the challenging behaviour of their children have been shown to be important determinants of their emotional and behavioural responses to such behaviour. In general, studies have found that if parents judge a child's behaviour to be caused by factors that are internal or controllable, then they will experience more negative emotions and respond using more punitive discipline strategies. To date, no study has directly compared parents' attributional, emotional and behavioural responses to challenging behaviour in learning disabled children with that

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9

Moyer, Melynda Karol. "Criteria and Assessment Measures for Diagnosing Learning Disabled Children." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500975/.

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A total of 60 school psychologists and educational diagnosticians across Texas completed a survey to identify the instruments used to screen and diagnose learning disabled (LD) students, and to identify the criteria on which the final diagnosis and placement of LD or non-LD is made. The results of this survey indicate that consistent methods and criteria are not being used for identifying children as LD within the state. Many of the instruments currently used may not be technically adequate for use with a LD population. Implications of the use of inconsistent criteria, inadequate screening and

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10

Horwitz, Ula Nadine. "Burned, banished or burnished a pilot study of a school reintegration programme." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1002504.

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

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11

Walker, Stephen C. "The effects of the depth of processing and retrieval cues on the memory performance of learning disabled and non-learning disabled children." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514202.

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The purpose of the study was to determine whether significant differences exist between learning disabled and non-learning disabled children on memory performance for words learned in an incidental learning paradigm. Depth of processing and retrieval cue type were the treatment variables which controlled performance on a cued recall test of memory.Methodology. Thirty learning disabled and 30 non-learning disabled children in the fourth and fifth grades participated in the study. Seventy percent of the subjects were male and 30 percent were female. All subjects in the learning disabled group we

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12

Seo, Young J. "Outcomes of students with learning disabilities at age 21 and age 24 /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7635.

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13

Haines, Shelby Brooke. "Effect of a modified LINCS learning strategy on the achievement of 4th grade students with learning disabilities." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=434.

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14

Kataoka, Mika. "Perceptions of, and support for, students who experience difficulties in learning in Nara prefecture, Japan /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19191.pdf.

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15

Parnell, Clarissa Jane. "The landscapes of teaching work : how teachers make educational decisions /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7685.

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16

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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17

Sousa, Sherry Ann 1961. "PRAGMATIC LANGUAGE SKILLS IN LEARNING DISABLED ADOLESCENTS (ASSESSMENT, CLASSROOM, OBSERVATION)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275327.

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18

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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19

Cardell, Cheryl Dianne Elizabeth. "Perceptions of Temperament Characteristics of Children Classified as Learning Disabled." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331733/.

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This study addresses how the temperament characteristics of seven year old learning disabled students are viewed in relation to those of the normally achieving students. Teacher perceptions, parent perceptions, and teacher versus parent perceptions are examined utilizing the six dimensions (activity, adaptability, approach/withdrawal, intensity, distractibility, and persistence) and the three factors (emotionality, sociability, and persistence) of the Temperament Assessment Battery.

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20

Sturt, Catherine Ellen. "Expressed emotion in parents of behaviourally disturbed learning disabled children." Thesis, University of Plymouth, 1993. http://hdl.handle.net/10026.1/2251.

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Expressed emotion (EE) represents a measure of the emotional quality of the relationship between a key caregiver and relative, where the latter is experiencing a psychiatric or medical condition, and with implications for the course of this condition. To the author's knowledge, despite the salience of behavioural disturbance for families with learning disabled children, no published study has specifically investigated the relationship between parental EE and child behavioural disturbance. The current study focused on a comparison of high and low EE households with regards to child behavioural

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21

Ting, Kwong-fat Tony. "A study of the self-concept of resource class students in the context of Hong Kong." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597547.

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22

McNeish, Judith L. "Effects of self-correction on the acquisition, maintenance, and generalization of spelling words with learning disabled students." Connect to resource, 1985. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1169738654.

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23

Yetter, Georgette. "Acceptability of a student assistance team procedure to school staff." Diss., [Lincoln, Neb. : University of Nebraska-Lincoln], 2003. http://www.unl.edu/libr/Dissertations/2003/YetterDis.pdf.

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24

De, Water Wendy. "Modifying core literature for the learning disabled student." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/679.

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25

Elliott, Patricia Margaret. "Social skills training with learning disabled students : a preventative approach." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28042.

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A multidimensional study was conducted with learning disabled students to assess the effects of a social skills training program. Included were measures of self-concept, peer acceptance, and social competency as rated by parents and teachers. Forty-six intermediate grade children were evaluated prior to the program and after 13 weeks of either treatment, or no treatment. In addition, evaluation of the effect of different instructors was carried out. It was hypothesized that subjects would demonstrate significant (alpha=.05) increases in positive self-concept, peer acceptance, and ratings of

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26

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

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27

Schachter, Debbie Carol. "The prevalence and correlates of behavior problems in learning disabled children /." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61748.

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28

Grewe, Scott David. "Neuropsychological and personality features of learning disabled and emotionally handicapped children." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862283.

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The present study was an attempt to differentiate between emotionally handicapped, learning disabled, and regular education children based on their responses to the Neuropsychological Symptom Inventory-Child Version, the Personality Inventory for Youths, and their parents' responses to the Personality Inventory for Children.Factor analysis of the NSI-Child Version revealed four unique factors, of which two were able to differentiate the regular and special education groups. No observable differences were noted between the two special education groups on the basis of their raw factor scores. Si

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29

Robertson, Janet M. "Analogical reasoning and transfer in severely learning disabled and normal children." Thesis, University of Kent, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317703.

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30

Alcantara, Helene Deborah-Lynne. "Characteristic Memory Functions in Subtypes of Arithmetic Disabled Children." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277591/.

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31

Chan, Chi-man. "A study of the effects of multi-sensory stimulation on pre-verbal communication skills of people with a profound learning disability /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36784333.

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32

Brooke, Helen. "A small interactive science centre as a learning environment for students with severe learning difficulties : an exploration of pedagogy." Thesis, n.p, 2005. http://ethos.bl.uk/.

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33

Brown, Andrea E. "Social competence in peer-accepted children with learning disabilities." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35986.

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Since the time of Bryan's (1974) seminal work on the social status of children with learning disabilities (LD), research has consistently shown that children with LD struggle to earn social acceptance from non-LD peers. Recently, investigators have uncovered within-group variability among children with LD suggesting that some children with LD are well accepted and even popular among non-LD peers. An appeal in the field of learning disabilities has emerged, calling for a shift from deficit-model research focusing on the deficiencies of children with LD, to the investigation of how children with

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34

Yao, Shui-chun Tiffany. "Skills opportunity schools in Hong Kong : a case study /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18939260.

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35

Haarala, Cheri. "Investigation of possible similarities/differences between learning disabled and non-learning disabled upper elementary children's perception of friends and friendship." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/241.

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36

Brown, Kim Freidah. "Development of long-term memory retention processes among learning disabled and nondisabled children." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184566.

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This study investigated the development of acquisition and long term retention processes in Learning Disabled (LD) and Non-Learning Disabled children aged 7-12. One hundred six subjects were randomly assigned to memorize either a list of unrelated words (with free recall), or a list of taxonomically related words (with recall cued by category). Each subject had a 16 word list presented in visual and auditory modes. The repeated recall paradigm alternated study and test trials, with a buffer activity between trials. The acquisition phase ended when the subject reached 100% criterion. After an i

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37

Passier, Alyda M. "Social adjustment and language : a study of their relationship in learning disabled children." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65533.

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38

Wilson, Sheryl Lee. "A neuropsychological investigation of the memory skills of learning-disabled children compared to normal children." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184900.

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Memory is a complex cognitive process which has been widely researched within the field of neuropsychology. In clinical studies of adults, the Wechsler Memory Scale (WMS) is widely used. At this time there is no comparable clinical tool within the child literature pertaining to memory. There are studies which have extended the age limits of the WMS, but the youngest sample ranged from 10 to 14 years of age. The present research was conducted in two studies. The first study concerns the development of a memory scale for use with children aged six to twelve. This scale, Wilson's Adapted Memory S

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39

GAMBLE, CONSTANCE MARIA. "FUNCTIONS UNDERLYING PERFORMANCE OF LEARNING-DISABLED CHILDREN IN INTELLIGENCE AND NEUROPSYCHOLOGICAL TESTS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184058.

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This study was designed to determine the factorial validity of specific components of the Reitan-Indiana Neuropsychological Battery with a learning disabled population. Scores of 42 children, 38 males, 4 females, ages 6.2 to 8.8 years were compiled on specific tests of the Reitan-Indiana. Principal component factoring of the original correlation matrix was followed by principal factoring, using a 4 factor solution; varimax rotation with six iterations produced the desired reduction of the correlation matrix; four factors emerged for the learning disabled population, which accounted for 53% of

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40

Rolfe, Marlene Cosenza. "A study of the effect of a homework club on the completion of homework by students with and without learning disabilities /." Full text available online, 2004. http://www.lib.rowan.edu/find/theses.

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41

Rotruck, Kim H. "A study of the effects of the POSSE technique on the perceptions of pre-service teachers in teaching learning disabled students." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1950.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains v, 168 p. Includes abstract. Includes bibliographical references (p. 143-152).

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42

Hiller, Todd R. "Validation of neuropsychological subtypes of learning disabilities." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/775.

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43

Popowich, Amy J. "Peer relations of children with learning disabilities an ethnographic approach /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ59197.pdf.

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44

Simmons, Kate D. "Improving the spelling skills of elementary students with mild learning and behavior problems a comparison between an explict [sic] rule-based method and traditional method /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Dissertations/SIMMONS_KATE_27.pdf.

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45

Stevenson, Ross Kelley. "Implications for the evolution of continental crust from hafnium isotope systematics of detrital zircons in Archean sandstones." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184895.

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The fractionation of zircons by sedimentary processes into continental margin sandstone deposits results in a biased preservation of pre-existing continental crust in the form of zircon in those sequences. This provides a unique opportunity to distinguish between the contrasting theories of episodic growth versus constant volume of continental crust over geologic time through Hf isotope ratios of detrital zircons. ¹⁷⁶Hf/¹⁷⁷Hf ratios were determined for detrital zircon fractions from 2.6-3.0 Ga old sedimentary sequences from the Canadian Shield, North Atlantic, Wyoming, and Kaapvaal Cratons. Hf

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46

Powell, Nicola Juliette. "The potential of the therapeutic relationship in dealing with learning disabled children." Thesis, Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-06152005-154202/.

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47

Barry, Christine T. "The relationship among domains of self-concept and academic achievement in learning disabled children." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/762983.

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The purpose of this study was to examine the relationship among specific domains of self-concept and domains of academic achievement for learning disabled children. Subjects were 109 intermediate grade students attending public schools in Indiana. All subjects had been classified by their school districts as LD and were currently receiving resource room services. Additionally, the relationship between actual self-concept scores and inferred self-concept scores was explored by asking resource room teachers to complete the Self-Description Questionnaire-1 (SDQ-1) as they believed each of their s

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48

Liu, Suet-chun Janny. "Socioeconomic status (SES) and academic achievement of children with learning difficulties (CWLD) : a case study of a skills opportunity school (SOS) in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20137138.

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49

Smith, Liane. "Influential children : the linguistic environment of the language and learning disabled child." Thesis, University of Kent, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240338.

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50

Packman, Jill. "Group activity therapy with learning disabled preadolescents exhibiting behavior problems." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3326/.

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This study was designed to determine the effectiveness of group activity therapy as a school based intervention with fourth and fifth grade preadolescents with learning disabilities experiencing behavior problems. The group activity therapy intervention followed humanistic principles and was designed to address the cognitive and social emotional needs of this population. The preadolescents were provided a variety of developmental appropriate materials and activities to encourage self expression and group interaction. The 24 volunteer preadolescents were randomly assigned to the experimental gr

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