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Direct linkLaasonen, Marja; Lehtinen, Maisa; Leppamaki, Sami; Tani, Pekka; Hokkanen, Laura – Journal of Learning Disabilities, 2010
Difficulties in phonological processing and reading that characterize developmental dyslexia have been suggested also to affect those with attention-deficit/hyperactivity disorder (ADHD). However, it is not known to what extent various intervening factors, such as low intelligence quotient or age, explain the observed difficulties. In this study,…
Descriptors: Intelligence, Spelling, Dyslexia, Hyperactivity
Smeets, Daisy J. H.; van Dijken, Marianne J.; Bus, Adriana G. – Journal of Learning Disabilities, 2014
Novel word learning is reported to be problematic for children with severe language impairments (SLI). In this study, we tested electronic storybooks as a tool to support vocabulary acquisition in SLI children. In Experiment 1, 29 kindergarten SLI children heard four e-books each four times: (a) two stories were presented as video books with…
Descriptors: Books, Electronic Publishing, Childrens Literature, Language Impairments
Compton, Donald L.; Gilbert, Jennifer K.; Jenkins, Joseph R.; Fuchs, Douglas; Fuchs, Lynn S.; Cho, Eunsoo; Barquero, Laura A.; Bouton, Bobette – Journal of Learning Disabilities, 2012
Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom instruction (Tier 1) and…
Descriptors: Reading Difficulties, Intervention, Norm Referenced Tests, Disability Identification
