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Direct linkSchiff, Rachel; Nuri Ben-Shushan, Yohi; Ben-Artzi, Elisheva – Journal of Learning Disabilities, 2017
This study assessed the effect of metacognitive instruction on the spelling and word reading of Hebrew-speaking children with specific language impairment (SLI). Participants were 67 kindergarteners with SLI in a supported learning context. Children were classified into three spelling instruction groups: (a) metalinguistic instruction (ML), (b) ML…
Descriptors: Metacognition, Spelling, Kindergarten, Reading Ability
Protopapas, Athanassios; Parrila, Rauno; Simos, Panagiotis G. – Journal of Learning Disabilities, 2016
The concept of Matthew effects in reading development refers to a longitudinally widening gap between high achievers and low achievers. Various statistical approaches have been proposed to examine this idea. However, little attention has been paid to psychometric issues of scaling. Specifically, interval-level data are required to compare…
Descriptors: Reading Instruction, Reading Achievement, Achievement Gap, Longitudinal Studies
Boets, Bart; De Smedt, Bert; Ghesquiere, Pol – Research in Developmental Disabilities: A Multidisciplinary Journal, 2011
Recent findings suggest deficits in coherent motion sensitivity, an index of visual dorsal stream functioning, in children with poor mathematical skills or dyscalculia, a specific learning disability in mathematics. We extended these data using a longitudinal design to unravel whether visual dorsal stream functioning is able to "predict"…
Descriptors: Learning Disabilities, Motion, Reading Ability, Grade 3
Vuijk, Pieter Jelle; Hartman, Esther; Mombarg, Remo; Scherder, Erik; Visscher, Chris – Journal of Learning Disabilities, 2011
A heterogeneous sample of 137 school-aged children with learning disabilities (IQ greater than 80) attending special needs schools was examined on the "Movement Assessment Battery for Children" (MABC). The results show that compared to the available norm scores, 52.6% of the children tested performed below the 15th percentile on manual…
Descriptors: Spelling, Learning Disabilities, Intelligence Quotient, Motor Development
Mellard, Daryl; Patterson, Margaret Becker; Prewett, Sara – Reading Research Quarterly, 2007
This study extends the literature on the relation between reading practices and individual characteristics of participants in adult education who have low literacy skills. Reading practices describe individuals' reading frequency for different types of written material, such as books, newspapers, magazines, technical materials, and work documents.…
Descriptors: Employment Level, Adult Education, Reading Habits, Learning Disabilities
Haworth, Claire M. A.; Meaburn, Emma L.; Harlaar, Nicole; Plomin, Robert – Mind, Brain, and Education, 2007
Twin-study research suggests that many (but not all) of the same genes contribute to genetic influence on diverse learning abilities and disabilities, a hypothesis called "generalist genes". This generalist genes hypothesis was tested using a set of 10 DNA markers (single nucleotide polymorphisms [SNPs]) found to be associated with early reading…
Descriptors: Early Reading, Prevention, Learning Disabilities, Genetics
Peer reviewedCantwell, Alisa; Rubin, Hyla – Annals of Dyslexia, 1992
This study compared the object naming, object recognition, reading, and spelling abilities of 22 adults, half with written language difficulties and half without. Significant positive relationships were obtained between object naming ability and reading ability, object naming and spelling, and reading and spelling performance. Results suggest that…
Descriptors: Adults, Correlation, Expressive Language, Learning Disabilities
Peer reviewedGoodstein, H. A.; Kahn, H. – Exceptional Children, 1974
Descriptors: Correlation, Elementary School Students, Exceptional Child Research, Intelligence Quotient
Peer reviewedHammill, Donald D.; Larsen, Stephen C. – Journal of Learning Disabilities, 1974
Descriptors: Auditory Perception, Children, Correlation, Exceptional Child Research
Peer reviewedDempster, Frank N.; Cooney, John B. – Intelligence, 1982
Individual differences in digit span, susceptibility to proactive interference, and various aptitude/achievement test scores were investigated in two experiments with college students. Results indicated that digit span was strongly correlated with aptitude/achievement scores, but did not indicate that susceptibility to proactive interference…
Descriptors: Achievement Tests, Aptitude Tests, Cognitive Processes, Correlation
