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Goal Priming and the Emotional Experience of Students with and without Attention Problems: An Application of the Emotional Stroop Task
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Sideridis, Georgios; Vansteenkiste, Maarten; Shiakalli, Maria; Georgiou, Maria; Irakleous, Ioanna; Tsigourla, Ioanna; Fragioudaki, Eirini – Journal of Learning Disabilities, 2009
The primary purpose of the present study is to evaluate the emotional experience of students with (n = 52) and without attention problems (n = 272) during an achievement task. A secondary purpose of the present study is to compare students' emotional response to various stimuli, when motivated by various achievement goals. Participants were…
Descriptors: Emotional Response, Performance Factors, Emotional Experience, Attention Deficit Hyperactivity Disorder
An Evaluation of the Discrepancy Definition of Dyslexia.
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Siegel, Linda S. – Journal of Learning Disabilities, 1992
This study of 1,657 children (ages 7-16) found that although children with dyslexia had higher intelligence quotient scores than poor readers, the 2 groups did not differ in performance on reading, spelling, phonological processing, or most language and memory tasks. The performance of both reading-disabled groups was significantly below that of…
Descriptors: Classification, Definitions, Dyslexia, Elementary Secondary Education
The Direct Assessment: An Alternative to Psychometric Testing.
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Dickinson, Donald J. – Journal of Learning Disabilities, 1980
A direct assessment analyzes the task to be learned in such a way that the steps required to learn the skills are specified and the child's level within the task is determined. This assessment takes into consideration that the child's immediate environment can make a difference in performance. (Author/SBH)
Descriptors: Elementary Secondary Education, Evaluation Methods, Learning Disabilities, Performance Based Assessment
Optimal Response Modes Influence the Performance of Learning Disabled Children on Academic Tasks.
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Bragqio, John T.; And Others – Journal of Learning Disabilities, 1979
The study introduced a testing procedure that could be used to determine the optimal response modes of 24 primary school age learning disabled children on a standardized diagnostic test such as the Frostig Developmental Test of Visual Perception (FDTVP). (Author/SBH)
Descriptors: Educational Diagnosis, Evaluation Methods, Exceptional Child Research, Learning Disabilities
Implications of the Final Procedures for Evaluating Specific Learning Disabilities
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Senf, Gerald M., Ed. – Journal of Learning Disabilities, 1978
Discussed are some negative implications of the final federal rules for evaluating specific learning disabilities (Federal Register, December 29, 1977), which conceptually redefined learning disabilities to mean an "underachievement." (DLS)
Descriptors: Classification, Definitions, Elementary Secondary Education, Evaluation Methods
School Is Fun at Recess: Informal Analyses of Written Language for Students with Learning Disabilities.
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Gregg, Noel; Mather, Nancy – Journal of Learning Disabilities, 2002
This article reviews the varied components of written language, suggest informal means for written language assessment, and summarizes the cognitive and linguistic factors that influence varied aspects of writing performance. Two informal evaluation scales are presented that stress the interconnection between oral and written language processes.…
Descriptors: Elementary Secondary Education, Evaluation Methods, Informal Assessment, Learning Disabilities
Use of IQ Criteria for Evaluating the Uniqueness of the Learning Disability Profile.
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Humphries, Ton; Bone, Janet – Journal of Learning Disabilities, 1993
Comparisons of Wechsler Intelligence Scale for Children-Revised scores, for 24 children with learning disabilities demonstrating a low verbal, high performance intelligence quotient (IQ) discrepancy and 33 slow learning children having uniformly low verbal and performance IQs, revealed few cognitive differences beyond the Performance Scale…
Descriptors: Cognitive Tests, Comparative Analysis, Diagnostic Tests, Educational Diagnosis
The Social Construction of Ability and Disability: I. Profile Types of Latino Children Identified as Language Learning Disabled.
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Ruiz, Nadeen T. – Journal of Learning Disabilities, 1995
An ethnographic study of one elementary bilingual special education classroom found three profile types of students, ranging from severe language learning disabilities to normal abilities. Results show the inadequacy of the medical model and support a contextual performance view that acknowledges the role of instructional context in revealing the…
Descriptors: Ability Identification, Bilingual Education, Context Effect, Disability Identification