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Short-Term Memory and Working Memory Operations and Their Contribution to Reading in Adolescents with and without Learning Disabilities.
Peer reviewed Peer reviewed
Ashbaker, Margaret Howell; Swanson, H. Lee – Learning Disabilities Research and Practice, 1996
This investigation explored the relationship between short-term memory (STM), working memory (WM), and reading proficiency among adolescents (n=30) with learning disabilities. Results suggest that reading models which focus on STM or WM in isolation do not adequately capture the reading performance of the students. Models that coordinate STM and…
Descriptors: Learning Disabilities, Memory, Reading Ability, Reading Processes
The Validity of the WJ-R, PIAT-R, and DAB-2 Reading Subtests with Students with Learning Disabilities.
Peer reviewed Peer reviewed
Daub, Deborah; Colarusso, Ronald P. – Learning Disabilities Research and Practice, 1996
Comparison of scores of 35 third- and fourth-grade students with learning disabilities on 3 major achievement tests found high positive correlations among the reading subtests. Agreement across all 3 tests for learning disability eligibility in the basic reading skills area was found in 20 of 35 cases and 9 of 35 cases in reading comprehension.…
Descriptors: Achievement Tests, Concurrent Validity, Disability Identification, Educational Diagnosis
Screening Academic Achievement: Review of the Peabody Individual Achievement Test-Revised.
Peer reviewed Peer reviewed
Allinder, Rose M.; Fuchs, Lynn S. – Learning Disabilities Research and Practice, 1992
This review of the Peabody Individual Achievement Test--Revised (often used with learning-disabled students) notes the addition of a Written Expression subtest, replacement of most items to reflect current curricular content, and use of updated norms. The test also measures: general information, reading recognition, reading comprehension,…
Descriptors: Academic Achievement, Achievement Tests, Elementary Secondary Education, Learning Disabilities
Modifying the "Laubach Way to Reading" Program for Use with Adolescents with LDs.
Peer reviewed Peer reviewed
Curtis, Mary E.; Chmelka, Mary B. – Learning Disabilities Research and Practice, 1994
The effectiveness of the "Laubach Way to Reading" program was examined with four adolescents with learning disabilities who were reading below the fifth-grade level. Students made significant gains on basic reading skills and comprehension. Students' success depended on being provided with supplemental lists of more challenging words…
Descriptors: Instructional Effectiveness, Instructional Materials, Learning Disabilities, Phoneme Grapheme Correspondence