Learning Disabilities: Theoretical and Research Issues
H. Lee Swanson, Barbara K. Keogh
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Publish Year note: First published in 1990
This volume has been developed as a direct result of a conference sponsored by the International Academy for Research in Learning Disabilities, held at the University of California at Los Angeles.
The text provides a review and critique of current research in the areas of intelligence, social cognition, achievement, and subtyping as they relate to learning disabilities. In addition, the concept that social behavior is an aspect of intelligence and the relationship between language and reading are discussed in detail by noted experts.
behavior scores of the LDPI group were significantly higher than both AA and HA groups, the LDPI's scores were well within the average normative range and can not be considered aberrant. The attention problem scores of the LDPI group, however, were both significantly higher than AA and HA groups, and their mean scores are one standard deviation above the normative mean. Not surprising, students who are later identified as LD have significantly high levels of attention problems as early as the
performance on passages of increasing difficulty. Comparison of the Good and Poor Comprehenders on the four grade-level passages of the Listening and Reading subtests (see Table 18.2) shows that the Good Comprehenders consistently earned higher scores on the individual passages of both subtests. Statistical analysis indicates that the Good Comprehenders were significantly superior on the 7th- and 9th-grade Listening passages and the 5th-, 7th-, and 9th-grade Reading passages. BOTH READING TESTS
relies on cues, prompts, verbal rehearsal, and other strategies to make factual information more understandable. However, with experience and practice in an academic domain, declarative knowledge (i.e., the reliance on facts) becomes replaced by procedures or specific cognitive routines that carry the function of knowledge with them. ACCESSIBILITY A second application related to how LD children represent knowledge (e.g., either declaratively or procedurally), is related to the accessibility of
Weissberg-Benchell, J. (1989). The triple alliance for learning: Cognition, metacognition, & motivation. In C. McCormick, G. Miller, & M. Pressley (Eds.), Cognitive Strategy Research: From basic research to educational applications (pp. 33–63). New York: Springer-Verlag. Speece, D. L., McKinney, J. D., & Appelbaum, M. I. (1985). Classification and validation of behavioral subtypes of learning disabled children. Journal of Educational Psychology, 77, 67–77. Sternberg, R. J. (1977). Intelligence,
social competence of LD children, we are conducting a prospective study aimed at assessing factors related to social competence in learning disabled students and their classmates. A PROSPECTIVE STUDY OF BEHAVIORAL ADJUSTMENT AND ACCEPTANCE OF LD STUDENTS PRIOR TO IDENTIFICATION This study attempted to address the question: How do learning disabled students prior to identification (LDPA), low achieving (LA), average achieving (AA), and high achieving (HA) students compare on peer, teacher, and