Student-teacher relationships are crucial for adolescents' adjustment in the school context. The aim of the present study was to examine the role of teacher closeness in academic emotions and achievement among adolescents with and without learning difficulties during the first year in lower secondary school. Students' learning difficulties (LDs)…

This study examined the heterogeneity of literacy profiles for adolescents with and without a specific learning disability (SLD) in the U.S. state of Florida Student subgroups displaying common patterns of performance in word-level skills and reading comprehension were identified through latent profile analysis. Results indicate most of the total…

This systematic review article summarizes the effects of explicit text structure instruction on expository text comprehension for adolescents with learning disabilities or at risk for reading failure. A thorough literature search with four databases and backward citation search identified nine studies published in the past 22 years for inclusion…

This follow-up study investigated the associations of childhood learning disabilities (LDs) with adult-age anxiety, depression, and unemployment. Psychosocial problems in childhood and psychiatric diagnoses and lack of education in adolescence were studied as potential mediators, and gender and mother's education were studied as potential…

Being identified with a learning disability makes students vulnerable to experiences of stigmatization, which can be associated with negative academic and emotional effects. Yet, research with other vulnerable populations demonstrates that individual perceptions of stigmatization, or stigma consciousness, are not uniform and that variability in…

English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students…

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,…

This study examined the effects of three types of reading interventions on the science text reading of secondary students with learning disabilities (LD). Twenty 10th-grade students with LD participated in the study. Using a within-subjects design, the relative effects of three different instructional approaches--text reading, vocabulary learning,…

The purpose of this descriptive study was to examine the component reading skills of adolescent struggling readers attending urban high schools. Specifically, 11 measures of reading skills were administered to 345 adolescent readers to gain a research-based perspective on the reading skill profile of this population. Participants were assessed in…

This study explored the effect of a coping program and a teacher feedback intervention on perceived control and adaptive coping for 98 adolescent students who had specific learning disabilities. The coping program was modified to build personal control and to address the needs of students who have specific learning disabilities. The teacher…

Twelve nondisabled adolescents were superior to 12 learning disabled students in performance on all types of strategy transformations presented on simple arithmetic computation tasks. Significant ability-group differences emerged on reduction to answer, saving partial results, unit building, and alternative method transformations. Results…

A sociometric rating scale was administered to 46 mainstreamed learning disabled (LD) students. LD and nonhandicapped (NH) students did not differ significantly in regular classroom sociometric status. In addition, LD pupils were as well known as their matched peers and rated fellow LD students in the same classes higher than did NH raters.…

Reading disabled adolescents with specific learning disabilities were compared to normal adolescent readers and young normal readers (total N=48). Results showed that context facilitated both decoding and meaning recognition for normal readers, and reading disabled adolescents showed deficits on both tasks. (Author/CL)

Sixteen language learning-disabled adolescents were able to provide fewer correct metaphor interpretations than 16 normally achieving adolescents. For both groups, metaphors were easier to interpret by paraphrase selection than by verbal explanation, and perceptual metaphors were easier to interpret than psychological metaphors. (Author/JDD)

Using a learning strategies approach, the article outlines specific procedures to promote acquisition and generalization of learning strategies in LD adolescents. First, students are taught a specific strategy in isolation before being asked to apply it to controlled materials and later, to transfer the strategy to regular class content. (Author)