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Predicting LD on the Basis of Motivation, Metacognition, and Psychopathology: An ROC Analysis
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Sideridis, Georgios D.; Morgan, Paul L.; Botsas, George; Padeliadu, Susana; Fuchs, Douglas – Journal of Learning Disabilities, 2006
We examined how strongly motivation, metacognition, and psychopathology acted as predictors of learning disabilities (LD). The results from five studies suggested that level of motivation (as shown through self-efficacy, motivational force, task avoidance, goal commitment, or self-concept) was highly accurate in classifying students with or at…
Descriptors: Psychopathology, Motivation, Self Efficacy, Metacognition
Improving the Reading Comprehension of Children with Dysphonetic and Dyseidetic Dyslexia Using Story Grammar.
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Newby, Robert F.; And Others – Journal of Learning Disabilities, 1989
The study provided 7 dysphonetic and dyseidetic dyslexic children (aged 8 to 10) with instruction in reading comprehension using a story grammar strategy and instructional approaches matching each dyslexia subtype. Statistically and clinically significant improvements were found in the proportion of qualitatively important story elements recalled…
Descriptors: Dyslexia, Elementary Education, Instructional Effectiveness, Learning Modalities
Teaching Adolescents with Learning Disabilities to Generate and Use Task-Specific Strategies.
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Ellis, Edwin S.; And Others – Journal of Learning Disabilities, 1989
An individual instruction intervention with 13 high school students with learning disabilities improved: (1) metacognitive knowledge related to generating or adapting task-specific strategies, (2) ability to generate problem-solving strategies for novel problems, and (3) students' regular classroom grades. (DB)
Descriptors: High Schools, Individual Instruction, Instructional Effectiveness, Intervention
Using Informed Strategies for Learning to Enhance the Reading and Thinking Skills of Children with Learning Disabilities.
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Rottman, Theresa R.; Cross, David R. – Journal of Learning Disabilities, 1990
Evaluation of a metacognitive reading program with 13 learning-disabled children in grades 3 and 4 found that students increased in performance and awareness of strategies from pre- to posttesting. Differences were also observed between different clusters of students with defensive, pessimistic, or realistic self-concepts. (DB)
Descriptors: Elementary Education, Instructional Effectiveness, Learning Disabilities, Learning Strategies
The Status of Metalinguistic Skills in Reading Development.
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Hodgson, James – Journal of Learning Disabilities, 1992
In response to Sawyer (EC 602 748), this article provides evidence from cognitive neuropsychological case reports that does not support the strong metalinguistic hypothesis, which contends that explicit, conscious mastery of the relationship between phonology and orthography is a necessary (and perhaps sufficient) precondition for the development…
Descriptors: Beginning Reading, Case Studies, Cognitive Processes, Elementary Education