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Direct linkOyler, James D.; Obrzut, John E.; Asbjornsen, Arve E. – Learning Disability Quarterly, 2012
The authors of this current study compared the memory performance of adolescent students with specific reading disabilities (RD) with that of typical adolescent readers on a newly developed verbal learning test, the "Bergen-Tucson Verbal Learning Test" (BTVLT). This multiple trial test was designed to measure memory acquisition,…
Descriptors: Verbal Learning, Memorization, Reading Difficulties, Adolescents
Mellard, Daryl F.; Fall, Emily – Learning Disability Quarterly, 2012
The following insights into the reading skills of 312 participants in adult basic and secondary education programs are based on a principal components analysis of reading components' contributions to variance in reading comprehension. Overall, 75% of variance was explained by four composite variables representing word skills, language…
Descriptors: Memory, Factor Analysis, Adult Education, Functional Reading
Peer reviewedSwanson, H. Lee – Learning Disability Quarterly, 1988
Patterns of memory dysfunction were determined in 50 middle school learning disabled readers (LD) through a hierarchical cluster analysis. Results were consistent with memory capacity theories of LD and provided external validation for classification of LD readers on psychometric measures according to patterns of memory performance. (Author/DB)
Descriptors: Classification, Intermediate Grades, Learning Disabilities, Memory
Peer reviewedSwanson, Lee – Learning Disability Quarterly, 1982
The study involving 24 normal, 24 learning disabled (LD), and 18 deaf elementary-age Ss investigated the hypothesis that nonstrategic verbal encoding abilities are deficient in LD readers. Results were interpreted to indicate a deficient verbal-visual integrative process in disabled children occurring prior to the application of mnemonic…
Descriptors: Deafness, Elementary Education, Learning Disabilities, Memory
Peer reviewedWong, Bernice Y. L. – Learning Disability Quarterly, 1979
Results of the study involving 30 learning disabled and 30 normally achieving fifth graders indicated that questions increase the retention of main ideas in learning disabled children; however, questions had little effect on the retention of main ideas in normally achieving children. (SBH)
Descriptors: Elementary Education, Exceptional Child Research, Learning Disabilities, Memory
Peer reviewedSwanson, H. Lee; Trahan, Marcy – Learning Disability Quarterly, 1990
Thirty-five learning-disabled readers (mean age 10) and 43 controls were compared on a sentence span task and on recall of everyday features, consequential events, and misleading information. Results indicated that subjects were deficient on working memory and naturalistic measures, but their naturalistic memory deficits did not appear to relate…
Descriptors: Intermediate Grades, Learning Disabilities, Memory, Performance Factors
Peer reviewedTorgesen, Joseph K. – Learning Disability Quarterly, 1979
A study of 30 normal and poor readers tested the hypothesis that reading disabled children's failure to apply effective strategies to rote-memory tasks is related to their lack of reflective knowledge about memory and their disorganized approach to cognitive tasks. Findings supported the view that many children fail to read well because they do…
Descriptors: Cognitive Processes, Exceptional Child Research, Learning Disabilities, Learning Processes
Peer reviewedCarlisle, Joanne F. – Learning Disability Quarterly, 1999
This study compared 19 students with learning disabilities (LD) in grades 6 and 8 with their nondisabled peers on the free recall of science passages when differences in passage understanding and domain vocabulary were controlled. Results suggested that the poorer performance of LD students might be the result of the inability to understand and…
Descriptors: Cognitive Processes, Intermediate Grades, Junior High Schools, Learning Disabilities
Peer reviewedHansen, Cheryl L. – Learning Disability Quarterly, 1978
A method for quantifying story retells, called proposition analysis, was used to study the reading comprehension performances of 34 learning disabled and normal fifth and sixth graders. Journal availability: see EC 112 927. (DLS) 927
Descriptors: Exceptional Child Research, Intermediate Grades, Learning Disabilities, Memory
Peer reviewedHaines, Deborah J.: Torgessen, Joseph K. – Learning Disability Quarterly, 1979
The study investigated the effects of incentives for good performance on the selection and use of an efficient task strategy by 30 reading disabled and 30 normally reading second graders. (SBH)
Descriptors: Exceptional Child Research, Learning Disabilities, Learning Processes, Memory
Peer reviewedLenz, B. Keith; And Others – Learning Disability Quarterly, 1987
The study examined the use of advance organizers by seven regular secondary teachers with seven learning disabled students. Advance organizers did positively affect students' retention of information, but only after students were taught to attend to and use the advance organizers. (Author/DB)
Descriptors: Advance Organizers, Instructional Effectiveness, Learning Disabilities, Learning Strategies
Peer reviewedO'Shaughnessy, Tam E.; Swanson, H. Lee – Learning Disability Quarterly, 1998
A study synthesized findings of 41 studies that compared children with and without learning disabilities in reading on immediate-memory performance. Results indicate children with learning disabilities were distinctly disadvantaged compared to average readers when memory manipulations required the naming of visual information and task conditions…
Descriptors: Cognitive Ability, Elementary Secondary Education, Learning Disabilities, Memory
Download full textMcGlaughlin, Sean M.; Knoop, Andrew J.; Holliday, Gregory A. – Learning Disability Quarterly, 2005
Difficulties with college algebra can be the gatekeeper for earning a degree. Students struggle with algebra for many reasons. The focus of study was to examine students struggling with entry-level algebra courses and differentiate between those who were identified as having a mathematics disability and those who were not. Variables related to…
Descriptors: College Students, Algebra, Learning Disabilities, College Mathematics
Peer reviewedHavertape, John F.; Kass, Corrine E. – Learning Disability Quarterly, 1978
Descriptors: Academic Ability, Age Differences, Comprehension, Learning Disabilities
Peer reviewedMeyers, Marcee J. – Learning Disability Quarterly, 1980
The study investigated the effects of modality preference, mode of instruction, and verbal feedback on immediate and delayed recall of new words in 72 elementary age learning disabled students. (Author/PHR)
Descriptors: Elementary Education, Feedback, Learning Disabilities, Learning Modalities
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