By H. Lee Swanson, Barbara K. Keogh
Publish 12 months note: First released in 1990
This quantity has been built as a right away results of a convention backed through the overseas Academy for study in studying Disabilities, held on the collage of California at la.
The textual content offers a evaluate and critique of present learn within the components of intelligence, social cognition, fulfillment, and subtyping as they relate to studying disabilities. moreover, the concept social habit is a side of intelligence and the connection among language and examining are mentioned intimately via famous specialists.
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Extra resources for Learning Disabilities: Theoretical and Research Issues
Journal o f Experimental Child Psychology, 30, 6 2 -7 8 . Day, J. ) (1987). Intelligence and exceptionality. Norwood, NJ: Ablex. Deshler, D. , Alley, G. , W arner, M. , & Schumaker, J. B. (1981). Instructional practices for promoting skill acquisition and generalization in severely learning-disabled adolescents. Learning Disability Quarterly, 4, 415 -42 1. Duffy, G. , Roehler, L. , & W esselman, R. (1986). The relationship between explicit verbal explanation during reading skill instruction and student awareness and achievement: A study o f reading teacher effects.
Reasoning, problem solving and decision processes: The problem space as a fundamental category. In R. ), Attention and perform ance VIII. Hillsdale, NJ: Lawrence Erlbaum Associates. Oka, E. , & Paris, S. A. (1987). Patterns of motivation and reading skills underachieving children. In S. J. ), H andbook o f cognitive, social, a nd neuropsychological aspects o f learning disabilities (pp. 115-145). Hillsdale, NJ: Lawrence Erlbaum Associates. Palincsar, A. , & Brow n, A. L. (1984). Reciprocal teaching of comprehension-fostering and m onitoring activities.
For example, what constitutes intelligent behavior when LD children’s specific intellectual deficits are on tasks highly correlated with successful classroom functioning? Further, how can these children’s intellectual functioning be specific when they perform poorly on a multitude of cognitive tasks? Answers to these fundamental questions in the literature are unclear. , Stanovich, 1986; Siegel, Chapter 7). Assuming for a moment that the aforementioned issues can be put aside, one obvious strategy to begin operationalizing learning disabled children’s intellectual functioning would be to combine all the relevant dimensions of their adaptive and nonadaptive behavior (for example, classroom functioning) into an overall test or index.