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Direct linkLyon, G. Reid; Weiser, Beverly – Journal of Learning Disabilities, 2009
Teacher knowledge and instructional expertise have been found in correlational and pre- and post-test studies to be related to student reading achievement. This article summarizes data presented in this special issue and additional research to address four questions: (a) What do expert reading teachers know? (b) Why do teachers need to acquire…
Descriptors: Reading Comprehension, Teacher Characteristics, Reading Achievement, Reading Teachers
Peer reviewedLaBuda, Michele C.; DeFries, J. C. – Journal of Learning Disabilities, 1988
The longitudinal study of 70 children with reading disabilities (followed over four years) and 35 reading disabled children (followed for eight-point-six years) found that rate of improvement in reading and spatial reasoning in disabled and normal children was similar but that reading disability tended to persist into young adulthood. (DB)
Descriptors: Elementary Secondary Education, Longitudinal Studies, Reading Difficulties, Reading Improvement
Peer reviewedCornoldi, Cesare; Venneri, Annalena; Marconato, Fabio; Molin, Adriana; Montinari, Cinzia – Journal of Learning Disabilities, 2003
An 18-item "Shortened Visuospatial Questionnaire" (SVS) was validated twice, first by verifying that children (ages 8-13) identified with the SVS questionnaire as having visuospatial learning disability (VSLD) (n=54) actually showed visuospatial deficits on psychometric evaluation, and second, by rating with the SVS a clinically identified…
Descriptors: Disability Identification, Elementary Education, Learning Disabilities, Questionnaires
