البحث الشامل غير مفعل
تخطى إلى المحتوى الرئيسي

PHONIATRICS Learning disability CORRECTED

"last update: 10 June 2024"  

- References

1.BealL,etal.ConsensusStatementonDiagnosisand Assessment of Children,  Adolescents, and Adults with Learning Disabilities. Ontario Psychological Association.2018.

 2.WatsonS,etal.Virginia’sGuidelinesforEducating StudentswithSpecific LearningDisabilities.Virginia Departmentof Education Division of Special EducationandStudent Services. 2017.              

3. Roitsch, Jane & Watson, Silvana. (2019). An Overview of Dyslexia: Definition, Characteristics, Assessment, Identification, and Intervention. Science Journal of Education. 7. 81. 10.11648/j.sjedu.20190704.11.

4.Kovachy, Vanessa & Adams, Jenna & Tamaresis, John & Feldman, Heidi. (2014). Reading abilities in school-aged preterm children: A review and meta-analysis. Developmental Medicine & Child Neurology. 57. 10.1111/dmcn.12652.

5. Ozernov-Palchik O, Centanni TM, Beach SD, May S, Hogan T, Gabrieli J. Distinct neural substrates of individual differences in components of reading comprehension in adults with or without dyslexia. Neuroimaging. 2021 Feb 1;226:117570. doi: 10.1016/j.neuroimage.2020.117570. Epub 2020 Nov 19. PMID: 33221445; PMCID: PMC7855566.

6. DeRight, J., & Carone, D. A. (2013). Assessment of effort in children: A systematic review. Child Neuropsychology, 21(1), 1-24.

7.Kirkwood, M. W., & Kirk, J. W. (2010). The base rate of suboptimal effort in a pediatric mild TBI sample: Performance on the Medical Symptom Validity Test. Clinical Neuropsychologist, 24, 860 – 872

8-Huang J, Zhu T, Qu Y, Mu D. Prenatal, Perinatal and Neonatal Risk Factors for Intellectual Disability: A Systemic Review and Meta-Analysis. PLoS One. 2016 Apr 25;11(4):e0153655. doi: 10.1371/journal.pone.0153655. PMID: 27110944; PMCID: PMC4844149.

9.Geva, E., & Wiener, J. (2015). Psychological assessment of culturally and linguistically diverse children and adolescents: A practitioner’s guide. New York, NY: Springer

10. Milligan, K., Phillips, M., & Morgan, A. (2015). Tailoring social competence interventions for children with learning disabilities. Journal of Child and Family Studies, 25, 856-869

11.Rapcsak SZ, Beeson PM, Henry ML, Leyden A, Kim E, Rising K, Andersen S, Cho H. Phonological dyslexia and dysgraphia: cognitive mechanisms and neural substrates. Cortex. 2009 May;45(5):575-91. doi: 10.1016/j.cortex.2008.04.006. Epub 2008 Jun 5. PMID: 18625494; PMCID: PMC2689874.

12.Ontario Ministry of Education (2013). Policy/program memorandum No. 156: Supporting transitions for students with special education needs. Retrieved from http://www.edu.gov.on.ca/extra/eng/ppm/ppm156.pdf

13.Wiener, J., & Costaris, L. (2012). Teaching psychological report writing: Content and process. Canadian Journal of School Psychology, 29(2), 119-135

14. Baron, I. S., & Anderson, P. A. (2012). Neuropsychological Assessment of Preschoolers. Neuropsychology Review, 22, 311–312

15.Sahoo MK, Biswas H, Padhy SK. Psychological Co-morbidity in Children with Specific Learning Disorders. J Family Med Prim Care. 2015 Jan-Mar;4(1):2015. doi: 10.4103/2249-4863.152243. PMID: 25810984; PMCID: PMC4367000

16. Cormier, D. C., Wang, K., & Kennedy, K. E. (2016). Linguistic demands of the oral directions for administering the WISC-IV and WISC-V. Canadian Journal of School Psychology, 31(4), 1-15.

17.Barkley, R. A. (2015) Comorbid Psychiatric Disorders and Psychological Maladjustment in Adults with ADHD. In R. A. Barkley (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed., pp. 343-355). New York, NY: Guilford Press.

18. García-Martínez I, Gutiérrez Cáceres R, Luque de la Rosa A, León SP. Analysing Educational Interventions with Gifted Students. Systematic Review. Children (Basel). 2021 May 3;8(5):365. doi: 10.3390/children8050365. PMID: 34063631; PMCID: PMC8147618.

19- O’Shaughnessy, T. E., Lane, K. L., Gresham, F. M., &Beebe-Frankenberger, M. E. (2003). Children placed at risk for learning and behavioral difficulties. Remedial and Special Education, 24, 27-35.

20- Steele, M. M. (2004). Making the case for early identification and intervention for young children at risk for learning disabilities. Early Childhood Education Journal, 32, 75-79.

21- Vaughn, S. & Linan-Thompson, S. (2003). What is special about special education for students with learning disabilities? Journal of Special Education, 37, 140-147.

22- Ritchey, K. D. (2011). The first “R”: Scientifically-based reading instruction for students with learning disabilities. Theory Into Practice, 50, 28-34.

23- Berninger, V. W., & Wolf, B. J. (2009). Teaching students with dyslexia and dysgraphia: Lessons from teaching and science.Baltimore, MD: Brookes Publishing Company

24- Caldwell, J. S., & Leslie, L. (2005). Intervention strategies tofollow reading inventory assessment: So what do I do now? Boston, MA: Pearson.

25- Dean, D., & Grierson, S. (2005). Re-envisioning readingand writing through combined text picture. Journalof Adolescent and Adult Literacy, 48, 456-488.

26- Trabasso, T., & Bouchard, E. (2002). Teaching readershow to comprehend text strategically. In C. C.Block & Presley (Eds.), Comprehension instruction: Research-based best practices (pp. 176-200). New York,NY: Guilford Press.

27- wanzek,J., Stevens, E. A; Williams, K.J. (2018). Current evidence on the effects of intensive early reading interventions. Journal of learning disabilities,51,612-624.

28- Saddler, B., & Asaro-Saddler, K. (2010). Writing better sentences: Sentence-combining instruction in the classroom. Preventing School Failure, 54, 159-163.

29-Geary, D. C. (2004). Mathematics and learning disabilities.Journal of Learning Disabilities, 37, 4-15. DOI:10.1177/00222194040370010201

30- Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, D. H. (2012). Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study. Journal of Educational Psychology, 104(1), 206-223 

31- Cohen, A. S., Gregg, N., & Deng, M. (2005). The role of extended time and item content on a high-stakes mathematics test. Learning Disabilities Research &Practice, 20, 225-233.

32- Gregg, N., & Nelson, J. M. (2012). Meta-analysis on the effectiveness of extra time as a test accommodation for transitioning adolescents with learning disabilities: More questions than answers. Journal of Learning Disabilities, 45, 128-133.

33- Watson, S. M. R., Gable, R. A., Gear, S. B., & Hughes, K.C. (2012). Scientifically-based strategies for improving the reading comprehension of secondary students :Implications for students with learning disabilities. where are we going? Gifted Child Quarterly, 55, 3-17.

34- Deshler, D. D. (2005). Adolescents with learning disabilities: Unique challenges and reasons for hope. Learning Disability Quarterly, 28, 122-124.

35- Lackaye, T., & Margalit, M., Ziv, O., & Ziman, T. (2006).Comparisons of self-efficacy, mood, effort, and hope between students with learning disabilities and theirnon-LD-matched peers. Learning Disabilities Research &Practice, 21, 111-121.

36- Lane, K. L., Carter, E. W., Pierson, M. R., & Glaeser, B. C.(2006). Academic, social, and behavioral characteristics of high school students with emotional disturbance or learning disabilities. Journal of Emotional and Behavioral Disorders, 14, 108-117.

37- Garcia, S. B., & Tyler, B-J. (2010). Meeting the needs of English language learners with learning disabilities in the general curriculum. Learning Disabilities Research & Practice, 49, 113-120.

38- Nicpon, M. F., Allmon, A., Sieck, B., & Stinson, R.D.(2011). Empirical investigation of twice exceptionality: Where have we been and where are we going? Gifted Child Quarterly, 55, 3-17.

39- Schultz, S. M. (2012). Twice-exceptional students enrolled in advanced placement classes. Gifted Child Quarterly,56,