Browsing by Subject "Learning disabilities"
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Item A comparison of the self concepts of exceptional and nonexceptional students in various classroom settings(Texas Tech University, 1978-05) Barger, Janice Diane FrizzellNot availableItem A practical curriculum for the Latin American elementary school(Texas Tech University, 1940-08) Campbell, Paul C.Not availableItem A psychological study of psychometric differences in graduate record examinations general test scores between learning disabled and non-learning disabled adults(Texas Tech University, 1988-08) Halla, Judith WebbNot availableItem A psychological study of psychometric differences in graduate record examinations general test scores between learning disabled and non-learning disabled adults(Texas Tech University, 1988-08) Halla, Judith WebbNot availableItem Adaptive training: a methodology for studying the attentional deficit of learning disabled children.(Texas Tech University, 1975-08) Hopson, Julie ANot availableItem An investigation of concept formation in children with learning disabilities(Texas Tech University, 1972-08) Parucka, Mary RobinNot availableItem Attention in children and adolescents with nonverbal learning disabilities(2009-08) Butcher, Brianne Janeé; Keith, Timothy, 1952-; Nussbaum, NancyNonverbal Learning Disability (NVLD) is a syndrome characterized by impaired social perception, visual-spatial skills, fine motor coordination, and mathematics abilities. Researchers have found that children with NVLD often have significant symptoms of inattention, and there is evidence that the majority of children with NVLD also meet clinical criteria for Attention Deficit/Hyperactivity Disorder, Predominantly Inattentive Subtype (ADHD:PI) (Brown, 2000; Gross-Tsur & Shalev, 1995; Voeller, 1996). Although significant overlap is observed between NVLD and behavioral symptoms of ADHD, little research has focused on the specific attention problems of children with NVLD. Given the high incidence of co-morbid attention problems with NVLD (Brown, 2000), many researchers have proposed that overlapping neural regions are responsible for the similarity in attention impairments observed in both NVLD and ADHD:PI (Denckla, 2000; Stefanatos, 2001). Other researchers suggest that there are distinct neurological impairments in children with NVLD and both subtypes of ADHD that result in attention problems. Specifically, Rourke (1995) suggested a developmental sequence that results in generally intact auditory attention with impaired attention for visual stimuli in children with NVLD. This study sought to reconcile the discrepancy between conceptualizations of attention problems in children with NVLD. It was hypothesized that children with NVLD would exhibit distinct profiles of strengths and weaknesses on neuropsychological measures of attention compared to children with ADHD, Predominantly Inattentive Subtype (ADHD:PI) and ADHD, Combined Subtype (ADHD:C). Specifically, it was expected that the three diagnostic groups would differ on the neuropsychological measures depending on the attention modality (auditory vs. visual). Extant neuropsychological data from 88 children between the ages of 9 and 15 years of age with diagnoses of NVLD, ADHD:PI, and ADHD:C were analyzed. Neuropsychological measures of processing speed, working memory, vigilance, and inhibition were examined to compare specific domains of attention functioning in the three groups. Evidence from the current study supported the model in which NVLD and the two ADHD subtypes represent a continuum of dysfunction dependant on overlapping neural regions. Moreover, specific attention strengths and weaknesses in children with NVLD compared to children with ADHD:PI, ADHD:C, and normative data were identified in order to inform clinical diagnosis and intervention.Item A comparison of the effects of reading interventions on the word identification and oral reading fluency of 5th grade students with learning disabilities(2014-08) Kim, Min Kyung, active 21st century; Bryant, Diane PedrottyThe purpose of this study was to examine and compare the effectiveness of teacher-directed instruction (i.e., teacher-directed instruction without using an iPad, TDI) and iPad-assisted instruction (IAI) on the word identification and oral reading fluency of elementary school students with reading learning disabilities (RLD), who have reading goals on their individual education plans (IEPs). Four 5th grade students with RLD participated in the study. An alternating treatments design combined with a multiple baseline design across the participants was applied. Visual analysis indicated that a moderate experimental effect from TDI and IAI on word identification and oral reading fluency was present for all four students when the baseline and intervention phases were compared. Specifically, regarding word identification, the percentage of non-overlapping data (PND) and non-overlap of all pairs (NAP) indicated that TDI and IAI are effective reading instructional procedures according to single-case research design standards. The finding was also supported by a Tau-U analysis that suggests both TDI and IAI demonstrated a large effect on improving word identification. Regarding oral reading fluency, however, the results were mixed; Tau-U indicates there was a large and significant effect from TDI and IAI for three of the four students in terms of increasing their oral reading fluency. Although data analysis indicates that TDI and IAI demonstrate moderate evidence in improving word identification and oral reading fluency, there was no clear differentiation found between the two treatments. A social validity questionnaire that examined student perspectives about intervention showed the students' positive views on their intervention experience and revealed their perspectives that intervention was helpful in building their reading skills. The second social validity questionnaire that asked the students about their reading perspectives indicated that the intervention increased their positive attitudes toward their reading (e.g., reading is a source of excitement and interest, reading is fun).Item Conceptual Styles of Children Diagnosed With Learning Disabilities and As Emotionally Disturbed(Texas Tech University, 1972-08) Duncan, Dora AnnNot Available.Item The contribution of teacher beliefs and student motivation on the academic lives of different learners(2010-12) Shankar, Shobha; Schallert, Diane L.; Svinicki, MarillaToday's classrooms have a significant diversity of learners who are expected to engage in similar academic activities and meet common standards of academic competency irrespective of their individual differences. As a result, for many students, school is a challenging endeavor that elicits emotional responses ranging from low self-efficacy to frustration, stress and anxiety. Research has shown that factors such as students' motivation and teachers' beliefs are important influencers of classroom achievement. These factors determine students' persistence towards their academic goals as well as the standards teachers set. This report reviews the literature on major constructs of motivation and teacher beliefs specifically with different learners, that is second language learners and students with learning disabilities. A proposal of a synthesis model is offered, with the primary objective of depicting the influence of teacher beliefs and student motivation on learning process and performance outcomes among different learners.Item Developing a screening measure for at-risk and advanced beginning readers to enhance response-to-intervention frameworks using the Rasch model(2011-12) Weisenburgh, Amy Boward; Vaughn, Sharon, 1952-; Dodd, Barbara Glenzing; Linan-Thompson, Sylvia; O'Reilly, Mark; Rieth, HerbThe Rasch model was employed to analyze the psychometric properties of a diagnostic reading assessment and then create five short forms (n = 10, 16, 22, 28, 34 items) with an optimal test information function. The goal was to develop a universal screening measure that second grade teachers can use to identify advanced and at-risk readers to enhance Response-to-Intervention frameworks. These groups were targeted because both will need differentiated instruction in order to improve reading skills. The normative dataset of a national reading test developed with classical test theory methods was used to estimate person and item parameters. The measurement precision and classification accuracy of each short form was evaluated with the second grade students in the normative sample. Compared with full bank scores, all short forms produced highly correlated scores. The degree to which each short form identified exceptional readers was also analyzed. In consideration of classification accuracy and time-efficiency, the findings were most robust for the 10-item form.Item Differentiation in the foreign language classroom : including students with disabilities in secondary foreign language classes(2015-05) Trawick, Jessie Elisabeth; Horwitz, Elaine Kolker, 1950-; Tackett, Kathryn KlinglerForeign language teachers are not generally given information about how to work with students with disabilities. However, it is important for these students to have access to FL classes, both for the cognitive benefits that they offer and for path to higher education. This report offers my reflections on how to differentiate instruction in foreign language reading and writing to students with disabilities as well as typically developing students. I believe that both groups will benefit from the practices I describe here.Item The effect of semantic features on gist and verbatim memory in young adults with language-learning disabilities(2013-05) Blau, Megan Johanna; Sheng, Li, Ph. D.This thesis is an expansion of an ongoing examination of gist and verbatim memory in young adults with language-learning disabilities (LLD) using the DRM paradigm (Deese, 1959; Roediger & McDermott, 1995). This study uses lists based on situation semantic features in addition to DRM lists based on backwards associative strength (BAS), which were categorized as strong-, mid-, and low-BAS (Stadler, Roediger, & McDermott, 1999). Items in each list (e.g., bacon, toast, cereal, muffin) related to a non-presented word (e.g., breakfast): the critical lure (CL). BAS is a measure of the likelihood that a list item will elicit the CL. Thirty young adults participated in this study and were divided into three groups: true LLD, compensated LLD, and typically developing (TD). Participants listened to word lists and verbally recalled the words they remembered hearing. Accurate recall was an indicator of verbatim memory; CL recall was an indicator of gist memory. The true LLD group recalled CL at a significantly higher rate than the other groups in the case of the situation lists; additionally, the compensated LLD group recalled CL for the low-BAS lists at a significantly higher rate than the other groups. These findings suggest that the LLD participants may process semantic information differently or may rely on gist memory to a greater extent than the TD controls. Results also indicated list type differences for both verbatim and gist recalls, supporting the effects of both semantic features and BAS together with other factors.Item Effect of story mapping and story map questions on the story writing performance of students with learning disabilities(Texas Tech University, 2000-05) Li, DaqiStudents with learning disabilities often experience difficulties in writing fluently and using a diversity of words. Because of their inherent processing problems, they cannot process and retrieve information efficiently when completing writing assignments. Traditional writing Instruction and practice have been of limited value to students with learning disabilities. For these students, specific and effective 'writing strategies must be incorporated into Instruction and demonstrated to them through modeling. The purpose of this study was to examine the effectiveness of an Instructional strategy that used the story map technique and story map questions. The two study questions were: (a) What was the effect of story maps and story map questions on the fluency of story writing by students with learning disabilities? (b) What was the effect of this strategy on the diversity of word usage by these students? Four students with learning disabilities in the 4th and 5th grades participated in the study. A multiple probe design was used to examine the changes in the students' writing behaviors through the phases of baseline, intervention, and maintenance. The measurement of fluency was based on counting the number of T-units contained in each story. Diversity of word usage was determined by calculating the type/token ratio. To minimize the potential biases in rating, an independent rater was used to conduct checks for inter-rater agreement. The study also used two raters to conduct procedural reliability checks. The result of the study showed that three of the four students improved writing fluency while the fourth student, who was more fluent than the others prior to the start of the study, did not demonstrate improvement in fluency. Regarding the diversity of word usage, this study did not show significant changes in the students' writing performance. While two students demonstrated a small overall increase during intervention over the baseline condition, the diversity of word usage in the other two students' stories remained relatively unchanged. In addition to these findings, incidental observations revealed that the stories written by all four students contained more story elements during the intervention and maintenance phases than during baseline phases.Item Effects of a web-based strategic, interactive computer application (fun fraction) on the performance of middle school students with learning disabilities in solving word problems with fractions and multiplication(2013-08) Shin, Mikyung, 1980-; Bryant, Diane PedrottyThe purpose of this study was to investigate the effects of a web-based strategic, interactive computer application (Fun Fraction) on the ability of middle school students with LD, who have mathematics goals on their IEPs, to solve word problems with fractions and multiplication including two factors of a whole number (less than or equal to 4) and proper fractions. A multiple-probe single case research design across subjects was applied for the study. Three middle school students with learning disabilities participated in baseline, intervention, and maintenance test sessions over a 13-week period. Findings showed that there was an experimental effect for all three students, tested on their instructional probes; students' performance improved from baseline to intervention phases after receiving instruction through Fun Fraction. John and Alec reached the mastery level of 80% on two of the three review days. The level of change from baseline to intervention phases ranged from 28.67% to 68.89%. Even through there was no immediacy effect for John, the trend of his data (10.33) revealed a substantial growth in general. Additionally, the percentage of data showing improvement between baseline and intervention phases was 70% for Tiffany, 56% for John, and 100% for Alec. In particular, the improvement trend of Alec's data was statistically significant (Tau[subscript novlap] = 1, p < .05, CI 90% = .341<>1.659). All of them reached 80% accuracy percentage on their one-time maintenance tests. Regarding the three problem types of combine, partition, and compare for each representation and equation question, students struggled the most with combine representation questions and showed relatively better competence in compare equation questions. A learning-related social validity questionnaire and usability questionnaire indicated that students liked learning through Fun Fraction and recognized well the useful interaction design features embedded in Fun Fraction. Cognitive and metacognitive strategy questionnaires also indicated that students liked the represent strategy that allowed students to manipulate the rectangular area model, and students expressed positive views on the thinking process through metacognitive strategies embedded in Fun Fraction.Item The effects of computer-assisted contextualized instruction on mathematical word-problem solving for students with learning disabilities(2007-05) Dix, Jennifer Anne, 1971-; Rieth, Herbert J.The purpose of this research is to examine the effects of a computer simulation program on the ability of students with LD to: a) communicate mathematically, b) estimate problem solutions, and c) solve applied story problems. Eight students with LD, ranging from 9 to 11 years of age, took part in the study. The students participated in a computer-presented interactive software program, which used contextualized problem solving to target the above skills. A multiple baseline research design was used to examine: (a) improvement, or lack thereof, of student skills in problem solving, estimation, and math communication abilities, (b) interactions among the three targeted components, (c) generalization of skills to more traditional (e. g., paper and pencil/teacher directed) formats, and (d) extended generalization of acquired skills. Implications of these findings are presented as well.Item Effects of explicit, strategic teacher directed instruction with iPad application practice on the multiplication fact performance of 5th grade students with learning disabilities(2014-05) Ok, Min Wook; Bryant, Diane PedrottyIt is critical that students develop computational skills with basic facts to attain more advanced mathematical skills (e.g., algebra and fractions). A limited ability in accuracy and fluency with basic facts by students with learning disabilities (LD) who have Individualized Education Program (IEP) goals in mathematics can hinder their performance with more advanced mathematical skills. Thus, it is imperative to provide effective instruction to help students with LD to improve their basic fact skills. Explicit, strategic instruction has been highly recommended as an effective method for helping students with LD to improve basic fact skills. In addition, recent studies reported tablet computers such as iPads have potential for teaching basic fact skills. Thus, the purpose of this study was to investigate the effects of explicit, strategic teacher-directed instruction with iPad application practice on the multiplication fact performance of 5th grade students with LD. A single-case, multiple probe design across participants was applied for this study. Four 5th grade students with LD who had IEP goals in mathematics received fifteen 1:1 intervention sessions in multiplication facts (×4s and ×8s). Digits correct per minute in daily probes, use of a doubling strategy in strategy usage tests, and perspectives of students toward the intervention were measured. Results showed that all students improved their performance with multiplication fact proficiency; one student achieved the mastery level while the three other students approached mastery. All students also maintained the intervention gains, two weeks following the intervention. Additional findings showed that students increased their use of the doubling strategy to solve facts and were able to answer facts automatically following the intervention. Social validity interviews revealed that the intervention was viewed favorably by all students by their expression of positive perspectives toward using the doubling strategy and an iPad application to practice.Item The effects of graphic organizers and explicit instruction on the informational text learning and comprehension of fourth- and fifth- grade students with learning disabilities(2011-12) Ciullo, Stephen Paul; Vaughn, Sharon, 1952-; Bryant, Diane P.; Falcomata, Terry; Flower, Andrea; Whittaker, Tiffany; Reutebuch, ColleenThis single-case study compared the effects of a typical practice baseline phase to those of a treatment phase. Seven students with learning disabilities (LD) in Grades 4 and 5 participated in the two-school-site study. Each student had basic word-reading proficiency and a distinct deficit in comprehension. Baseline lessons consisted of text reading with corrective feedback, a text-based summary with corrective feedback, and a daily quiz. In treatment, students read text with corrective feedback, used a graphic organizer to study and teach the content to the instructor, and completed a daily quiz. The baseline and treatment lessons were influenced by direct, systematic, and explicit instruction. Analysis indicates that an experimental effect was present for all students when the daily quiz results for baseline and treatment phases are compared. Percentage of non-overlapping data (PND) results were 100% for five students, which is characterized as a highly effective treatment according to single-case standards. Two students had minimal overlap between baseline and treatment, but their scores indicate that the treatment was effective at improving informational text learning. On a cumulative pre/post social studies test, students at School A improved from 26% to 56%, and at School B, students scored 28% on pretest and 81% on posttest. Results indicate that treatment components that were previously effective for students with LD in secondary school are promising for enhancing informational text learning for students in upper elementary school. A social validity questionnaire indicated that students perceived graphic organizers as an efficacious practice for improving learning potential.Item Effects of multimedia software on word problem-solving performance for students with mathematics difficulties(2008-05) Seo, You-Jin, 1974-; Bryant, Diane PedrottyComputer-Assisted Instruction (CAI) offers the potential to deliver cognitive and meta-cognitive strategies in mathematical word problem-solving for students with mathematics difficulties. However, there is a lack of commercially available CAI programs with cognitive and meta-cognitive strategies for mathematical word problemsolving that pay particular attention to the critical design features for students with mathematics difficulties. Therefore, empirical evidence regarding the effects of CAI program with cognitive and meta-cognitive strategies on the word problem-solving of students with mathematics difficulties has not been found. Considering the imperative need for a CAI program with cognitive and metacognitive strategies for students with mathematics difficulties, an interactive multimedia software, ‘Math Explorer,’ was designed, developed, and implemented to teach one-step addition and subtraction word problem-solving skills to students with mathematics difficulties. Math Explorer incorporates: (a) four-step cognitive strategies and corresponding three-step meta-cognitive strategies adapted from the research on cognitive and meta-cognitive strategies, and (b) instruction, interface, and interaction design features of CAI identified as crucial for successful delivery of cognitive and metacognitive strategies for students with mathematics difficulties. The purpose of this study was to investigate the effectiveness of Math Explorer, which was designed to be a potential tool to deliver cognitive and meta-cognitive strategy instruction in one-step addition and subtraction word problem-solving. Three research questions guided this study: (a) To what extent does the use of Math Explorer affect the accuracy performance of students with mathematics difficulties in grades 2-3 on computer-based tasks with one-step addition and subtraction word problem-solving?, (b) To what extent does the use of Math Explorer generalize to the accuracy performance of students with mathematics difficulties in grades 2-3 on paper/pencil-based tasks with one-step addition and subtraction word problem-solving?, and (c) To what extent does the use of Math Explorer maintain the accuracy performance of students with mathematics difficulties in grades 2-3 on computer- and paper/pencilbased tasks with one-step addition and subtraction word problem-solving? A multiple probe across subjects design was used for the study. Four students with mathematics difficulties participated in the pre-experimental (i.e., introduction; screening test; and computer training I) and experimental (i.e., baseline, computer training II, intervention, and follow-up) sessions over an 18-week period. Each week of the intervention phase, the students received an individual 20- to 30-minute Math Explorer intervention, at most, five days. After each intervention, they took the 10-minute computer- or paper/pencil-based tests developed by the researcher. The intervention phase for each student lasted five to seven weeks. Two weeks after termination of the intervention phase, their accuracy performance on the computer- and paper/pencil-based tests were examined during the follow-up phases. The findings of the study revealed that all four of the students were able to use the cognitive and meta-cognitive strategies to solve the addition and subtraction word problems and improved their accuracy performance on the computer-based tests. Their improved accuracy performance found on the computer-based tests was successfully transferred to the paper/pencil-based tests. About two weeks after termination of the intervention phase, except for one student who had many absences and behavioral problems during the extended intervention phase, the three students successfully maintained their improved accuracy performance during the follow-up phase. Taken together, the findings of the study clearly provide evidence that Math Explorer is an effective method for teaching one-step addition and subtraction word problem-solving skills to students with mathematics difficulties and suggest that the instruction, interface, and interaction design features of CAI program is carefully designed to produce successful mathematical performance of students with mathematics difficulties. Limitations of the research and implications for practice and future research were discussed.Item Effects of number sense intervention on second-grade students with mathematics learning disabilities(2005) Shih, Min-Yi; Sorrells, Audrey McCray
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