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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Learning Disabilities</h1><div class="u-tcGrayDark">39,662 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Learning Disabilities</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Learning_Disabilities">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Learning_Disabilities/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Learning_Disabilities/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Learning_Disabilities/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Learning_Disabilities">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_21952062" data-work_id="21952062" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/21952062/Author_Flyer_Intellectual_Disability_and_Being_Human_a_care_ethics_model">Author Flyer - Intellectual Disability and Being Human: a care ethics model</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This pioneering book, in considering intellectually disabled peoples lives sets out a care ethics model of disability that outlines the emotional caring sphere, where love and care are psycho-socially questioned, the practical caring... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_21952062" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This pioneering book, in considering intellectually disabled peoples lives sets out a care ethics model of disability that outlines the emotional caring sphere, where love and care are psycho-socially questioned, the practical caring sphere, where day-to-day care is carried out and the socio-political caring sphere, where social intolerance and aversion to difficult differences are played out. It does so by discussing issue based everyday life, such as family, relationships, media representations and education in an evocative and creative manner. This book draws from an understanding of how intellectual disability is represented in all forms of media, a feminist ethics of care, and capabilities, as well as other theories, to provide a critique and alternative to the social model of disability as well as illuminate care-less spaces that inhabit all the caring spheres. The first two chapters of the book provides an overview of intellectual disability, the debates and outlining of the model. Having begun to develop an innovative theoretical framework for understanding intellectual disability and being human, the book moves onto empirical and narrative driven issue based chapters. The following chapters builds on the emergent framework and discusses the application of particular theories in three different substantive areas: education, mothering and sexual politics. A concluding remarks draws together the common themes across the applied chapters and links them to the overarching theoretical framework. <br /><br />An important read for all those studying and researching intellectual or learning disability, this book will be an essential resource in sociology, philosophy, criminology (law), social work, education and nursing in particular.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/21952062" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7c418ed85057dbb1fe03bf4730246af0" rel="nofollow" data-download="{"attachment_id":42672949,"asset_id":21952062,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42672949/download_file?st=MTczMjQ0MjAwOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="263611" href="https://kent.academia.edu/ChrissieRogers">Chrissie Rogers</a><script data-card-contents-for-user="263611" type="text/json">{"id":263611,"first_name":"Chrissie","last_name":"Rogers","domain_name":"kent","page_name":"ChrissieRogers","display_name":"Chrissie Rogers","profile_url":"https://kent.academia.edu/ChrissieRogers?f_ri=31465","photo":"https://0.academia-photos.com/263611/101431/53615637/s65_chrissie.rogers.jpg"}</script></span></span></li><li class="js-paper-rank-work_21952062 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="21952062"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 21952062, container: ".js-paper-rank-work_21952062", }); 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$(".js-view-count[data-work-id=21952062]").text(description); $(".js-view-count-work_21952062").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_21952062").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="21952062"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="184" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="803" href="https://www.academia.edu/Documents/in/Philosophy">Philosophy</a>, <script data-card-contents-for-ri="803" type="text/json">{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2595" href="https://www.academia.edu/Documents/in/Critical_Disability_Studies">Critical Disability Studies</a>, <script data-card-contents-for-ri="2595" type="text/json">{"id":2595,"name":"Critical Disability Studies","url":"https://www.academia.edu/Documents/in/Critical_Disability_Studies?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17988" href="https://www.academia.edu/Documents/in/Feminist_Ethics">Feminist Ethics</a><script data-card-contents-for-ri="17988" type="text/json">{"id":17988,"name":"Feminist Ethics","url":"https://www.academia.edu/Documents/in/Feminist_Ethics?f_ri=31465","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=21952062]'), work: {"id":21952062,"title":"Author Flyer - Intellectual Disability and Being Human: a care ethics model","created_at":"2016-02-14T07:30:24.831-08:00","url":"https://www.academia.edu/21952062/Author_Flyer_Intellectual_Disability_and_Being_Human_a_care_ethics_model?f_ri=31465","dom_id":"work_21952062","summary":"This pioneering book, in considering intellectually disabled peoples lives sets out a care ethics model of disability that outlines the emotional caring sphere, where love and care are psycho-socially questioned, the practical caring sphere, where day-to-day care is carried out and the socio-political caring sphere, where social intolerance and aversion to difficult differences are played out. It does so by discussing issue based everyday life, such as family, relationships, media representations and education in an evocative and creative manner. This book draws from an understanding of how intellectual disability is represented in all forms of media, a feminist ethics of care, and capabilities, as well as other theories, to provide a critique and alternative to the social model of disability as well as illuminate care-less spaces that inhabit all the caring spheres. The first two chapters of the book provides an overview of intellectual disability, the debates and outlining of the model. Having begun to develop an innovative theoretical framework for understanding intellectual disability and being human, the book moves onto empirical and narrative driven issue based chapters. The following chapters builds on the emergent framework and discusses the application of particular theories in three different substantive areas: education, mothering and sexual politics. A concluding remarks draws together the common themes across the applied chapters and links them to the overarching theoretical framework. \n\nAn important read for all those studying and researching intellectual or learning disability, this book will be an essential resource in sociology, philosophy, criminology (law), social work, education and nursing in particular. ","downloadable_attachments":[{"id":42672949,"asset_id":21952062,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":263611,"first_name":"Chrissie","last_name":"Rogers","domain_name":"kent","page_name":"ChrissieRogers","display_name":"Chrissie Rogers","profile_url":"https://kent.academia.edu/ChrissieRogers?f_ri=31465","photo":"https://0.academia-photos.com/263611/101431/53615637/s65_chrissie.rogers.jpg"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=31465","nofollow":false},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=31465","nofollow":false},{"id":2595,"name":"Critical Disability Studies","url":"https://www.academia.edu/Documents/in/Critical_Disability_Studies?f_ri=31465","nofollow":false},{"id":17988,"name":"Feminist Ethics","url":"https://www.academia.edu/Documents/in/Feminist_Ethics?f_ri=31465","nofollow":false},{"id":17990,"name":"Care Ethics","url":"https://www.academia.edu/Documents/in/Care_Ethics?f_ri=31465"},{"id":19707,"name":"Social Inclusion","url":"https://www.academia.edu/Documents/in/Social_Inclusion?f_ri=31465"},{"id":23868,"name":"Intellectual Disability","url":"https://www.academia.edu/Documents/in/Intellectual_Disability?f_ri=31465"},{"id":25096,"name":"Martha Nussbaum","url":"https://www.academia.edu/Documents/in/Martha_Nussbaum?f_ri=31465"},{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465"},{"id":52269,"name":"Mothering and Sociology","url":"https://www.academia.edu/Documents/in/Mothering_and_Sociology?f_ri=31465"},{"id":82376,"name":"The Ethics of Care","url":"https://www.academia.edu/Documents/in/The_Ethics_of_Care?f_ri=31465"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4987805" data-work_id="4987805" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4987805/Including_everyone_in_research_The_Burton_Street_Research_Group">Including everyone in research: The Burton Street Research Group</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Accessible summary•We are people with and without learning disabilities doing research together.•In this paper we talk about the good bits and the bad bits of doing research together.•We are people with and without learning disabilities... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4987805" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Accessible summary•We are people with and without learning disabilities doing research together.•In this paper we talk about the good bits and the bad bits of doing research together.•We are people with and without learning disabilities doing research together.•In this paper we talk about the good bits and the bad bits of doing research together.We are people with and without learning disabilities doing research together.In this paper we talk about the good bits and the bad bits of doing research together.SummaryIn our paper we talk about what it is like to be a group of people with and without learning disabilities researching together. We describe the process of starting and maintaining the research group and reflect on the obstacles that we have come across, and the rewards such research has brought us. Lastly we put forward some ideas about the role of professionals in such a group that we hope people might find useful.In our paper we talk about what it is like to be a group of people with and without learning disabilities researching together. We describe the process of starting and maintaining the research group and reflect on the obstacles that we have come across, and the rewards such research has brought us. Lastly we put forward some ideas about the role of professionals in such a group that we hope people might find useful.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4987805" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="862c30de0338c702b047ae9d2fd808bc" rel="nofollow" data-download="{"attachment_id":49498346,"asset_id":4987805,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49498346/download_file?st=MTczMjQ0MjAwOSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6595981" href="https://staffs.academia.edu/HelenCombes">Helen Combes</a><script data-card-contents-for-user="6595981" type="text/json">{"id":6595981,"first_name":"Helen","last_name":"Combes","domain_name":"staffs","page_name":"HelenCombes","display_name":"Helen Combes","profile_url":"https://staffs.academia.edu/HelenCombes?f_ri=31465","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_4987805 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4987805"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4987805, container: ".js-paper-rank-work_4987805", }); 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We describe the process of starting and maintaining the research group and reflect on the obstacles that we have come across, and the rewards such research has brought us. Lastly we put forward some ideas about the role of professionals in such a group that we hope people might find useful.In our paper we talk about what it is like to be a group of people with and without learning disabilities researching together. We describe the process of starting and maintaining the research group and reflect on the obstacles that we have come across, and the rewards such research has brought us. 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href="https://www.academia.edu/Documents/in/Ancient_Indo-European_Languages">Ancient Indo-European Languages</a>, <script data-card-contents-for-ri="4727" type="text/json">{"id":4727,"name":"Ancient Indo-European Languages","url":"https://www.academia.edu/Documents/in/Ancient_Indo-European_Languages?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="31465" href="https://www.academia.edu/Documents/in/Learning_Disabilities">Learning Disabilities</a><script data-card-contents-for-ri="31465" type="text/json">{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23623286]'), work: {"id":23623286,"title":"SOS: A Screening Instrument to Identify Children with Handwriting 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type="text/json">{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="49487" href="https://www.academia.edu/Documents/in/Reading_Disability">Reading Disability</a>, <script data-card-contents-for-ri="49487" type="text/json">{"id":49487,"name":"Reading Disability","url":"https://www.academia.edu/Documents/in/Reading_Disability?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="97450" href="https://www.academia.edu/Documents/in/Intervention">Intervention</a><script data-card-contents-for-ri="97450" type="text/json">{"id":97450,"name":"Intervention","url":"https://www.academia.edu/Documents/in/Intervention?f_ri=31465","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=27565015]'), work: {"id":27565015,"title":"Teaching English Language 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href="https://www.academia.edu/74902568/Planning_Computer_Science_Instruction_for_Students_With_Disabilities">Planning Computer Science Instruction for Students With Disabilities</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Increasingly states are adopting computer science standards to help students develop coding and computational thinking skills. In an effort to support teachers in introducing computer science content to their students with high-incidence... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_74902568" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Increasingly states are adopting computer science standards to help students develop coding and computational thinking skills. In an effort to support teachers in introducing computer science content to their students with high-incidence disabilities, a new model CSIP+ offers ways to integrate computational thinking and coding into content area instruction. CSIP+ stands for Computer Science Integration Planning cycle plus Universal Design for Learning. This column presents an example of how a teacher might implement CSIP+ model when designing instruction accessible to all learners. Guiding questions to support teachers at each phase of the planning cycle are provided.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74902568" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b4dde32d6bfd915f5b829758099d64c5" rel="nofollow" data-download="{"attachment_id":82888412,"asset_id":74902568,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82888412/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="278164" href="https://alabama.academia.edu/AmyHutchison">Amy Hutchison</a><script data-card-contents-for-user="278164" type="text/json">{"id":278164,"first_name":"Amy","last_name":"Hutchison","domain_name":"alabama","page_name":"AmyHutchison","display_name":"Amy Hutchison","profile_url":"https://alabama.academia.edu/AmyHutchison?f_ri=31465","photo":"https://0.academia-photos.com/278164/57270/52821/s65_amy.hutchison.jpg"}</script></span></span></li><li class="js-paper-rank-work_74902568 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="74902568"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 74902568, container: ".js-paper-rank-work_74902568", }); 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$(".js-view-count[data-work-id=74902568]").text(description); $(".js-view-count-work_74902568").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_74902568").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="74902568"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="422" href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a>, <script data-card-contents-for-ri="422" type="text/json">{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1128" href="https://www.academia.edu/Documents/in/Computer_Science_Education">Computer Science Education</a>, <script data-card-contents-for-ri="1128" type="text/json">{"id":1128,"name":"Computer Science Education","url":"https://www.academia.edu/Documents/in/Computer_Science_Education?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15105" href="https://www.academia.edu/Documents/in/Universal_Design_for_Learning">Universal Design for Learning</a>, <script data-card-contents-for-ri="15105" type="text/json">{"id":15105,"name":"Universal Design for Learning","url":"https://www.academia.edu/Documents/in/Universal_Design_for_Learning?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="31465" href="https://www.academia.edu/Documents/in/Learning_Disabilities">Learning Disabilities</a><script data-card-contents-for-ri="31465" type="text/json">{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=74902568]'), work: {"id":74902568,"title":"Planning Computer Science Instruction for Students With Disabilities","created_at":"2022-03-29T11:03:29.600-07:00","url":"https://www.academia.edu/74902568/Planning_Computer_Science_Instruction_for_Students_With_Disabilities?f_ri=31465","dom_id":"work_74902568","summary":"Increasingly states are adopting computer science standards to help students develop coding and computational thinking skills. In an effort to support teachers in introducing computer science content to their students with high-incidence disabilities, a new model CSIP+ offers ways to integrate computational thinking and coding into content area instruction. CSIP+ stands for Computer Science Integration Planning cycle plus Universal Design for Learning. This column presents an example of how a teacher might implement CSIP+ model when designing instruction accessible to all learners. Guiding questions to support teachers at each phase of the planning cycle are provided.","downloadable_attachments":[{"id":82888412,"asset_id":74902568,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":278164,"first_name":"Amy","last_name":"Hutchison","domain_name":"alabama","page_name":"AmyHutchison","display_name":"Amy Hutchison","profile_url":"https://alabama.academia.edu/AmyHutchison?f_ri=31465","photo":"https://0.academia-photos.com/278164/57270/52821/s65_amy.hutchison.jpg"}],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=31465","nofollow":false},{"id":1128,"name":"Computer Science Education","url":"https://www.academia.edu/Documents/in/Computer_Science_Education?f_ri=31465","nofollow":false},{"id":15105,"name":"Universal Design for Learning","url":"https://www.academia.edu/Documents/in/Universal_Design_for_Learning?f_ri=31465","nofollow":false},{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_18873772" data-work_id="18873772" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/18873772/Definition_and_evaluation_of_learning_disabilities_I_Challenges_in_the_operationalization_of_learning_disabilities_Defini%C3%A7%C3%A3o_e_avalia%C3%A7%C3%A3o_das_dificuldades_de_aprendizagem_I_Os_impasses_na_operacionaliza%C3%A7%C3%A3o_dos_dist%C3%BArbios_de_aprendizagem">Definition and evaluation of learning disabilities (I): Challenges in the operationalization of learning disabilities / Definição e avaliação das dificuldades de aprendizagem (I): Os impasses na operacionalização dos distúrbios de aprendizagem</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">RESUMO. A identificação das dificuldades de aprendizagem apresenta uma diversidade de procedimentos que muitas vezes parecem ser inconciliáveis e confusos, mas que poderiam ser entendidos como complementares. O presente artigo consiste em... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_18873772" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">RESUMO. A identificação das dificuldades de aprendizagem apresenta uma diversidade de procedimentos que muitas vezes parecem ser inconciliáveis e confusos, mas que poderiam ser entendidos como complementares. O presente artigo consiste em um ensaio teórico elaborado a partir de uma extensa revisão da literatura com os objectivos de: (a) apresentar as principais formas de diagnóstico dos problemas de aprendizagem, sob os enfoques organicista e psicossocial; (b) discutir os problemas metodológicos envolvidos na operacionalização dos distúrbios de aprendizagem; e (c) defender uma definição interdisciplinar para as dificuldades de aprendizagem dentro de um esquema operacional integrador. Discute-se que a visão integradora das diferentes concepções, práticas e disciplinas do saber abrangidas pela área das dificuldades de aprendizagem, e defendida neste ensaio, tem ressonância nos actuais movimentos interdisciplinares no campo das ciências e adequa-se à realidade escolar e social brasileira. Palavras-chaves:  ificuldades de aprendizagem, distúrbios de aprendizagem, avaliação, diagnóstico.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18873772" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="82be56f97235548bba24d5f3ea5d77d5" rel="nofollow" data-download="{"attachment_id":40303767,"asset_id":18873772,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40303767/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1089282" href="https://ufscar.academia.edu/ZildaDelPrette">Zilda Del Prette</a><script data-card-contents-for-user="1089282" type="text/json">{"id":1089282,"first_name":"Zilda","last_name":"Del Prette","domain_name":"ufscar","page_name":"ZildaDelPrette","display_name":"Zilda Del Prette","profile_url":"https://ufscar.academia.edu/ZildaDelPrette?f_ri=31465","photo":"https://0.academia-photos.com/1089282/10525018/11745316/s65_zilda.del_prette.jpg"}</script></span></span></li><li class="js-paper-rank-work_18873772 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="18873772"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 18873772, container: ".js-paper-rank-work_18873772", }); 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A identificação das dificuldades de aprendizagem apresenta uma diversidade de procedimentos que muitas vezes parecem ser inconciliáveis e confusos, mas que poderiam ser entendidos como complementares. O presente artigo consiste em um ensaio teórico elaborado a partir de uma extensa revisão da literatura com os objectivos de: (a) apresentar as principais formas de diagnóstico dos problemas de aprendizagem, sob os enfoques organicista e psicossocial; (b) discutir os problemas metodológicos envolvidos na operacionalização dos distúrbios de aprendizagem; e (c) defender uma definição interdisciplinar para as dificuldades de aprendizagem dentro de um esquema operacional integrador. Discute-se que a visão integradora das diferentes concepções, práticas e disciplinas do saber abrangidas pela área das dificuldades de aprendizagem, e defendida neste ensaio, tem ressonância nos actuais movimentos interdisciplinares no campo das ciências e adequa-se à realidade escolar e social brasileira. 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The authors examined the beliefs, literacy knowledge, and proposed instructional practices of 121 first-grade teachers. Through teacher self-reports concerning the amount of instructional time they would prefer ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/51106805" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3fdac625cfadbda6c90490fa4d9ff2ea" rel="nofollow" data-download="{"attachment_id":68954530,"asset_id":51106805,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68954530/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="707478" href="https://berkeley.academia.edu/AnneCunningham">Anne Cunningham</a><script data-card-contents-for-user="707478" type="text/json">{"id":707478,"first_name":"Anne","last_name":"Cunningham","domain_name":"berkeley","page_name":"AnneCunningham","display_name":"Anne Cunningham","profile_url":"https://berkeley.academia.edu/AnneCunningham?f_ri=31465","photo":"https://0.academia-photos.com/707478/2707056/3151778/s65_anne.cunningham.jpg"}</script></span></span></li><li class="js-paper-rank-work_51106805 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="51106805"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 51106805, container: ".js-paper-rank-work_51106805", }); 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href="https://www.academia.edu/40022315/Use_of_Assistive_Technology_in_Inclusive_Education_Making_Room_for_Diverse_Learning_Needs">Use of Assistive Technology in Inclusive Education: Making Room for Diverse Learning Needs</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">This paper attempts to discuss and highlight the need and scope for the use of assistive technology in inclusive education, to help include the excluded.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40022315" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a 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anne","profile_url":"https://mu.academia.edu/priyaanne?f_ri=31465","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=31465","nofollow":false},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=31465","nofollow":false},{"id":25052,"name":"Dyslexia","url":"https://www.academia.edu/Documents/in/Dyslexia?f_ri=31465","nofollow":false},{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_80120645" data-work_id="80120645" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/80120645/Inclusion_of_persons_with_disabilities_in_the_climate_change_and_disaster_management_related_rules_and_policies_of_Bangladesh_An_empirical_study">Inclusion of persons with disabilities in the climate change and disaster management related rules and policies of Bangladesh: An empirical study</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of the study is to investigate the inclusion of persons with disabilities (PwDs) in the climate change and disaster management related rules and policies in the coastal belt of Bangladesh. The perceptual or field data have been... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_80120645" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of the study is to investigate the inclusion of persons with disabilities (PwDs) in the climate change and disaster management related rules and policies in the coastal belt of Bangladesh. The perceptual or field data have been collected through field survey based on semi-structured questionnaire. A total 385 questionnaires were equally distributed among five study areas. The study reviewed that nearly fifteen (15) types of rules and policies have been identified among which eight (8) types of rules and policies are directly addressing the inclusion of PwDs in climate change and disaster management issues in Bangladesh. The study found that only 20 percent PwDs are included in disaster management committee in the national, district, metropolitan, municipal, upazila and union or ward levels. Although the maximum inclusion has been identified at the union level, the reason of execution is unaware of the rules of PwDs. In these circumstances, they do not get the security at she...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/80120645" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cf658575f836975a93feebebeb339745" rel="nofollow" data-download="{"attachment_id":86608507,"asset_id":80120645,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86608507/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1095572" href="https://juniv.academia.edu/PrabalBarua">Dr. Prabal Barua</a><script data-card-contents-for-user="1095572" type="text/json">{"id":1095572,"first_name":"Dr. Prabal","last_name":"Barua","domain_name":"juniv","page_name":"PrabalBarua","display_name":"Dr. Prabal Barua","profile_url":"https://juniv.academia.edu/PrabalBarua?f_ri=31465","photo":"https://0.academia-photos.com/1095572/394515/66687464/s65_dr._prabal.barua.jpeg"}</script></span></span></li><li class="js-paper-rank-work_80120645 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="80120645"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 80120645, container: ".js-paper-rank-work_80120645", }); 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$(".js-view-count[data-work-id=80120645]").text(description); $(".js-view-count-work_80120645").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_80120645").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="80120645"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2260" href="https://www.academia.edu/Documents/in/Disability_Studies">Disability Studies</a>, <script data-card-contents-for-ri="2260" type="text/json">{"id":2260,"name":"Disability Studies","url":"https://www.academia.edu/Documents/in/Disability_Studies?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3707" href="https://www.academia.edu/Documents/in/Climate_change_policy">Climate change policy</a>, <script data-card-contents-for-ri="3707" type="text/json">{"id":3707,"name":"Climate change policy","url":"https://www.academia.edu/Documents/in/Climate_change_policy?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="31465" href="https://www.academia.edu/Documents/in/Learning_Disabilities">Learning Disabilities</a>, <script data-card-contents-for-ri="31465" type="text/json">{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="137145" href="https://www.academia.edu/Documents/in/Developmental_disabilities">Developmental disabilities</a><script data-card-contents-for-ri="137145" type="text/json">{"id":137145,"name":"Developmental disabilities","url":"https://www.academia.edu/Documents/in/Developmental_disabilities?f_ri=31465","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=80120645]'), work: {"id":80120645,"title":"Inclusion of persons with disabilities in the climate change and disaster management related rules and policies of Bangladesh: An empirical study","created_at":"2022-05-28T08:11:11.231-07:00","url":"https://www.academia.edu/80120645/Inclusion_of_persons_with_disabilities_in_the_climate_change_and_disaster_management_related_rules_and_policies_of_Bangladesh_An_empirical_study?f_ri=31465","dom_id":"work_80120645","summary":"The aim of the study is to investigate the inclusion of persons with disabilities (PwDs) in the climate change and disaster management related rules and policies in the coastal belt of Bangladesh. The perceptual or field data have been collected through field survey based on semi-structured questionnaire. A total 385 questionnaires were equally distributed among five study areas. The study reviewed that nearly fifteen (15) types of rules and policies have been identified among which eight (8) types of rules and policies are directly addressing the inclusion of PwDs in climate change and disaster management issues in Bangladesh. The study found that only 20 percent PwDs are included in disaster management committee in the national, district, metropolitan, municipal, upazila and union or ward levels. Although the maximum inclusion has been identified at the union level, the reason of execution is unaware of the rules of PwDs. In these circumstances, they do not get the security at she...","downloadable_attachments":[{"id":86608507,"asset_id":80120645,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1095572,"first_name":"Dr. Prabal","last_name":"Barua","domain_name":"juniv","page_name":"PrabalBarua","display_name":"Dr. Prabal Barua","profile_url":"https://juniv.academia.edu/PrabalBarua?f_ri=31465","photo":"https://0.academia-photos.com/1095572/394515/66687464/s65_dr._prabal.barua.jpeg"}],"research_interests":[{"id":2260,"name":"Disability Studies","url":"https://www.academia.edu/Documents/in/Disability_Studies?f_ri=31465","nofollow":false},{"id":3707,"name":"Climate change policy","url":"https://www.academia.edu/Documents/in/Climate_change_policy?f_ri=31465","nofollow":false},{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false},{"id":137145,"name":"Developmental disabilities","url":"https://www.academia.edu/Documents/in/Developmental_disabilities?f_ri=31465","nofollow":false},{"id":995404,"name":"The Rights of Persons With Disabilities","url":"https://www.academia.edu/Documents/in/The_Rights_of_Persons_With_Disabilities?f_ri=31465"},{"id":1114507,"name":"Policy Disaster Risk Management Disaster Management","url":"https://www.academia.edu/Documents/in/Policy_Disaster_Risk_Management_Disaster_Management?f_ri=31465"},{"id":2527669,"name":"Disabilities Studies","url":"https://www.academia.edu/Documents/in/Disabilities_Studies?f_ri=31465"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24376690" data-work_id="24376690" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24376690/Shaping_our_future_a_scoping_and_consultation_exercise_to_establish_research_priorities_in_learning_disabilities_for_the_next_ten_years_Report_for_the_National_Co_ordinating_Centre_for_NHS_Service_Delivery_and_Organisation_R_and_D">Shaping our future: a scoping and consultation exercise to establish research priorities in learning disabilities for the next ten years Report for the National Co-ordinating Centre for NHS Service Delivery and Organisation R&D</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24376690" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="57b118601c8c4b64d91bc3b8eeda56e0" rel="nofollow" data-download="{"attachment_id":44708176,"asset_id":24376690,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44708176/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="46971861" href="https://independent.academia.edu/RuthTownsley">Ruth Townsley</a><script data-card-contents-for-user="46971861" type="text/json">{"id":46971861,"first_name":"Ruth","last_name":"Townsley","domain_name":"independent","page_name":"RuthTownsley","display_name":"Ruth Townsley","profile_url":"https://independent.academia.edu/RuthTownsley?f_ri=31465","photo":"https://0.academia-photos.com/46971861/12407886/32411994/s65_ruth.townsley.jpg"}</script></span></span></li><li class="js-paper-rank-work_24376690 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24376690"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24376690, container: ".js-paper-rank-work_24376690", }); });</script></li><li class="js-percentile-work_24376690 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 24376690; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_24376690"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_24376690 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="24376690"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 24376690; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=24376690]").text(description); $(".js-view-count-work_24376690").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24376690").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24376690"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="941" href="https://www.academia.edu/Documents/in/Social_Policy">Social Policy</a>, <script data-card-contents-for-ri="941" type="text/json">{"id":941,"name":"Social Policy","url":"https://www.academia.edu/Documents/in/Social_Policy?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="19870" href="https://www.academia.edu/Documents/in/Research">Research</a>, <script data-card-contents-for-ri="19870" type="text/json">{"id":19870,"name":"Research","url":"https://www.academia.edu/Documents/in/Research?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="31465" href="https://www.academia.edu/Documents/in/Learning_Disabilities">Learning Disabilities</a>, <script data-card-contents-for-ri="31465" type="text/json">{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="94901" href="https://www.academia.edu/Documents/in/Health_and_Social_Care">Health and Social Care</a><script data-card-contents-for-ri="94901" type="text/json">{"id":94901,"name":"Health and Social Care","url":"https://www.academia.edu/Documents/in/Health_and_Social_Care?f_ri=31465","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24376690]'), work: {"id":24376690,"title":"Shaping our future: a scoping and consultation exercise to establish research priorities in learning disabilities for the next ten years Report for the National Co-ordinating Centre for NHS Service Delivery and Organisation R\u0026D","created_at":"2016-04-13T14:49:50.312-07:00","url":"https://www.academia.edu/24376690/Shaping_our_future_a_scoping_and_consultation_exercise_to_establish_research_priorities_in_learning_disabilities_for_the_next_ten_years_Report_for_the_National_Co_ordinating_Centre_for_NHS_Service_Delivery_and_Organisation_R_and_D?f_ri=31465","dom_id":"work_24376690","summary":null,"downloadable_attachments":[{"id":44708176,"asset_id":24376690,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":46971861,"first_name":"Ruth","last_name":"Townsley","domain_name":"independent","page_name":"RuthTownsley","display_name":"Ruth Townsley","profile_url":"https://independent.academia.edu/RuthTownsley?f_ri=31465","photo":"https://0.academia-photos.com/46971861/12407886/32411994/s65_ruth.townsley.jpg"}],"research_interests":[{"id":941,"name":"Social Policy","url":"https://www.academia.edu/Documents/in/Social_Policy?f_ri=31465","nofollow":false},{"id":19870,"name":"Research","url":"https://www.academia.edu/Documents/in/Research?f_ri=31465","nofollow":false},{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false},{"id":94901,"name":"Health and Social Care","url":"https://www.academia.edu/Documents/in/Health_and_Social_Care?f_ri=31465","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66787297" data-work_id="66787297" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/66787297/Relationship_Between_Implementation_of_Collaborative_Strategic_Reading_and_Student_Outcomes_for_Adolescents_With_Disabilities">Relationship Between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents With Disabilities</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study examines the interaction between the fidelity of implementation of a set of research-based strategies-Collaborative Strategic Reading (CSR)-and outcomes for students with mild to moderate disabilities using data from two... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66787297" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study examines the interaction between the fidelity of implementation of a set of research-based strategies-Collaborative Strategic Reading (CSR)-and outcomes for students with mild to moderate disabilities using data from two nonoverlapping studies in middle school language arts and reading classrooms (Study 1) and middle school social studies and science classrooms (Study 2). The authors use a definition of fidelity that includes both the amount of CSR instruction delivered by teachers and the quality of implementation. Although there were no main effects for quality or amount of CSR instruction, in both studies there was an interaction effect between quality of implementation and special education status. The study used a within-groups design and multilevel analyses, and the results demonstrate that higher quality CSR instruction was associated with higher reading outcomes for students with disabilities. This finding was consistent across Study 1 and Study 2. Implications fo...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66787297" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="661fd3063847d349e21abd49754b3477" rel="nofollow" data-download="{"attachment_id":77844757,"asset_id":66787297,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77844757/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44649893" href="https://colorado.academia.edu/PamelaBuckley">Pamela Buckley</a><script data-card-contents-for-user="44649893" type="text/json">{"id":44649893,"first_name":"Pamela","last_name":"Buckley","domain_name":"colorado","page_name":"PamelaBuckley","display_name":"Pamela Buckley","profile_url":"https://colorado.academia.edu/PamelaBuckley?f_ri=31465","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_66787297 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66787297"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66787297, container: ".js-paper-rank-work_66787297", }); 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The authors use a definition of fidelity that includes both the amount of CSR instruction delivered by teachers and the quality of implementation. Although there were no main effects for quality or amount of CSR instruction, in both studies there was an interaction effect between quality of implementation and special education status. The study used a within-groups design and multilevel analyses, and the results demonstrate that higher quality CSR instruction was associated with higher reading outcomes for students with disabilities. This finding was consistent across Study 1 and Study 2. Implications fo...","downloadable_attachments":[{"id":77844757,"asset_id":66787297,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44649893,"first_name":"Pamela","last_name":"Buckley","domain_name":"colorado","page_name":"PamelaBuckley","display_name":"Pamela Buckley","profile_url":"https://colorado.academia.edu/PamelaBuckley?f_ri=31465","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=31465","nofollow":false},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=31465","nofollow":false},{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false},{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching?f_ri=31465","nofollow":false},{"id":56132,"name":"Students","url":"https://www.academia.edu/Documents/in/Students?f_ri=31465"},{"id":64568,"name":"Humans","url":"https://www.academia.edu/Documents/in/Humans?f_ri=31465"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=31465"},{"id":98925,"name":"Female","url":"https://www.academia.edu/Documents/in/Female?f_ri=31465"},{"id":111545,"name":"Male","url":"https://www.academia.edu/Documents/in/Male?f_ri=31465"},{"id":452593,"name":"Learning Disorders","url":"https://www.academia.edu/Documents/in/Learning_Disorders?f_ri=31465"},{"id":3499881,"name":"Outcome assessment (Health care)","url":"https://www.academia.edu/Documents/in/Outcome_assessment_Health_care_?f_ri=31465"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_63593349" data-work_id="63593349" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/63593349/The_Ability_of_Conceptual_Monitoring_and_the_Quality_of_Working_Memory_at_Children_With_Calculation_Difficulties">The Ability of Conceptual Monitoring and the Quality of Working Memory at Children With Calculation Difficulties</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Calculia is considered to be the ability of performing arithmetic operations, the preconditions for the development of mathematical skills in the complex functioning of psychological functions represented in neuro-anatomical systems, as... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_63593349" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Calculia is considered to be the ability of performing arithmetic operations, the preconditions for the development of mathematical skills in the complex functioning of psychological functions represented in neuro-anatomical systems, as well in the interaction with the environment. Problems in acquiring arithmetic skills can be described as difficulties in counting as well as developmental dyscalculia. Reported prevalence rate for this problem in general population is 6%-10%. The most common difficulties in counting are: difficulties in logic, difficulties in planning, perseverance of inappropriate (responses) procedures and poor understanding of arithmetic operations. This paper aims to identify the influence of assessed arithmetic skills and to clarify to what extent the assessed cognitive skills affect each other in children with difficulties in counting. The relations between the level of working memory and acquiring of arithmetic skills, between the attention and the conceptual...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/63593349" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="479090dc657266561e291d863bbee4f8" rel="nofollow" data-download="{"attachment_id":75971647,"asset_id":63593349,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/75971647/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="117100673" href="https://independent.academia.edu/sladjanaarsic">sladjana arsic</a><script data-card-contents-for-user="117100673" type="text/json">{"id":117100673,"first_name":"sladjana","last_name":"arsic","domain_name":"independent","page_name":"sladjanaarsic","display_name":"sladjana arsic","profile_url":"https://independent.academia.edu/sladjanaarsic?f_ri=31465","photo":"https://0.academia-photos.com/117100673/28893012/26965513/s65_sladjana.arsic.jpg"}</script></span></span></li><li class="js-paper-rank-work_63593349 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="63593349"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 63593349, container: ".js-paper-rank-work_63593349", }); 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Problems in acquiring arithmetic skills can be described as difficulties in counting as well as developmental dyscalculia. Reported prevalence rate for this problem in general population is 6%-10%. The most common difficulties in counting are: difficulties in logic, difficulties in planning, perseverance of inappropriate (responses) procedures and poor understanding of arithmetic operations. This paper aims to identify the influence of assessed arithmetic skills and to clarify to what extent the assessed cognitive skills affect each other in children with difficulties in counting. The relations between the level of working memory and acquiring of arithmetic skills, between the attention and the conceptual...","downloadable_attachments":[{"id":75971647,"asset_id":63593349,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":117100673,"first_name":"sladjana","last_name":"arsic","domain_name":"independent","page_name":"sladjanaarsic","display_name":"sladjana arsic","profile_url":"https://independent.academia.edu/sladjanaarsic?f_ri=31465","photo":"https://0.academia-photos.com/117100673/28893012/26965513/s65_sladjana.arsic.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=31465","nofollow":false},{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=31465","nofollow":false},{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false},{"id":59487,"name":"Computation","url":"https://www.academia.edu/Documents/in/Computation?f_ri=31465","nofollow":false},{"id":131903,"name":"Arithmetic","url":"https://www.academia.edu/Documents/in/Arithmetic?f_ri=31465"},{"id":208996,"name":"Cognitive processes","url":"https://www.academia.edu/Documents/in/Cognitive_processes?f_ri=31465"},{"id":428130,"name":"Cognitive Ability","url":"https://www.academia.edu/Documents/in/Cognitive_Ability?f_ri=31465"},{"id":522464,"name":"Short Term Memory","url":"https://www.academia.edu/Documents/in/Short_Term_Memory?f_ri=31465"},{"id":1532010,"name":"Online Submission","url":"https://www.academia.edu/Documents/in/Online_Submission?f_ri=31465"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38463357" data-work_id="38463357" 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type="text/json">{"id":7888,"name":"Literary Theory","url":"https://www.academia.edu/Documents/in/Literary_Theory?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="10453" href="https://www.academia.edu/Documents/in/Feminism">Feminism</a>, <script data-card-contents-for-ri="10453" type="text/json">{"id":10453,"name":"Feminism","url":"https://www.academia.edu/Documents/in/Feminism?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17225" href="https://www.academia.edu/Documents/in/Cultural_Disability_Studies">Cultural Disability Studies</a><script data-card-contents-for-ri="17225" type="text/json">{"id":17225,"name":"Cultural Disability Studies","url":"https://www.academia.edu/Documents/in/Cultural_Disability_Studies?f_ri=31465","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38463357]'), work: 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itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43704746/Case_Studies_for_Inclusion_in_Education_Strategies_and_Guidelines_for_Educating_Students_with_Disabilities_in_the_General_Education_Environment">Case Studies for Inclusion in Education: Strategies and Guidelines for Educating Students with Disabilities in the General Education Environment</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The intent of this book is to serve as a guide for teachers, teachers in training, and other service providers to engage in understanding and analyzing inclusion to help prepare them for how they can best teach and serve all students,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43704746" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The intent of this book is to serve as a guide for teachers, teachers in training, and other service providers to engage in understanding and analyzing inclusion to help prepare them for how they can best teach and serve all students, including those with a disability. These case studies provide a guide for analyzing real life situations and will help readers to become a better teacher and service provider. Too often the inclusion planning process only looks at a few areas and not a comprehensive analysis of skill and support needs. 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Enter Discussion</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The problem of mental retardation / intellectual disability is constantly evolving. The main element pointing to the essence of functioning of people with intellectual disabilities is a person&#39;s position in the society (Błeszyński,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_65273994" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The problem of mental retardation / intellectual disability is constantly evolving. The main element pointing to the essence of functioning of people with intellectual disabilities is a person&#39;s position in the society (Błeszyński, 2013, pp. 11-25; J. L. Aber …, 1997, p. 463). “The number of children with select developmental disabilities (autism, attention deficit hyperactivity disorder, and other developmental delays) has increased, requiring more health and education services. Additional study of the influence of risk-factor shifts, changes in acceptance, and benefits of early services is needed” (C. A.Boyle, …, 2011, p. 1034). As indicated by D. D. Smitrz, the twenty-first century brought a paradigm shift from the traditionally negative conception (as a lack or limitation), to a more positive conception, in the spirit of R. Luckasson. The new approach highlighted the importance of the search for the capacity of each person and the environment in which this person lives, lear...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/65273994" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cc9ddb2a861e1272eeccf256fbe4ac3a" rel="nofollow" data-download="{"attachment_id":76946926,"asset_id":65273994,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76946926/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="52195270" href="https://get-money.academia.edu/B%C5%82eszy%C5%84skiJacekJ">Błeszyński Jacek J.</a><script data-card-contents-for-user="52195270" type="text/json">{"id":52195270,"first_name":"Błeszyński Jacek","last_name":"J.","domain_name":"get-money","page_name":"BłeszyńskiJacekJ","display_name":"Błeszyński Jacek J.","profile_url":"https://get-money.academia.edu/B%C5%82eszy%C5%84skiJacekJ?f_ri=31465","photo":"https://0.academia-photos.com/52195270/32122324/29180952/s65_b_eszy_ski_jacek.j..jpg"}</script></span></span></li><li class="js-paper-rank-work_65273994 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="65273994"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 65273994, container: ".js-paper-rank-work_65273994", }); 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href="https://www.academia.edu/47347855/Self_Regulated_Strategy_Development_for_Students_With_Writing_Difficulties">Self-Regulated Strategy Development for Students With Writing Difficulties</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/47347855" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="253476ff897e935813e05f499f7b120b" rel="nofollow" data-download="{"attachment_id":66487322,"asset_id":47347855,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm 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Education Practice</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26759228" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="49a5989abdb311e55d4712c1e29b6170" rel="nofollow" data-download="{"attachment_id":47037302,"asset_id":26759228,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47037302/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="50725722" href="https://independent.academia.edu/RussellGersten">Russell Gersten</a><script data-card-contents-for-user="50725722" type="text/json">{"id":50725722,"first_name":"Russell","last_name":"Gersten","domain_name":"independent","page_name":"RussellGersten","display_name":"Russell Gersten","profile_url":"https://independent.academia.edu/RussellGersten?f_ri=31465","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-26759228">+1</span><div class="hidden js-additional-users-26759228"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/SVaughn2">S. Vaughn</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-26759228'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-26759228').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_26759228 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="26759228"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 26759228, container: ".js-paper-rank-work_26759228", }); });</script></li><li class="js-percentile-work_26759228 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26759228; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_26759228"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_26759228 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="26759228"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26759228; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26759228]").text(description); $(".js-view-count-work_26759228").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_26759228").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="26759228"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1062" href="https://www.academia.edu/Documents/in/Special_Education">Special Education</a>, <script data-card-contents-for-ri="1062" type="text/json">{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3429" href="https://www.academia.edu/Documents/in/Educational_Research">Educational Research</a>, <script data-card-contents-for-ri="3429" type="text/json">{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="19870" href="https://www.academia.edu/Documents/in/Research">Research</a>, <script data-card-contents-for-ri="19870" type="text/json">{"id":19870,"name":"Research","url":"https://www.academia.edu/Documents/in/Research?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="31465" href="https://www.academia.edu/Documents/in/Learning_Disabilities">Learning Disabilities</a><script data-card-contents-for-ri="31465" type="text/json">{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=26759228]'), work: {"id":26759228,"title":"What We Know About Using Research Findings: Implications for Improving Special Education Practice","created_at":"2016-07-05T14:54:51.720-07:00","url":"https://www.academia.edu/26759228/What_We_Know_About_Using_Research_Findings_Implications_for_Improving_Special_Education_Practice?f_ri=31465","dom_id":"work_26759228","summary":null,"downloadable_attachments":[{"id":47037302,"asset_id":26759228,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":50725722,"first_name":"Russell","last_name":"Gersten","domain_name":"independent","page_name":"RussellGersten","display_name":"Russell Gersten","profile_url":"https://independent.academia.edu/RussellGersten?f_ri=31465","photo":"/images/s65_no_pic.png"},{"id":49315962,"first_name":"S.","last_name":"Vaughn","domain_name":"independent","page_name":"SVaughn2","display_name":"S. 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Parent-reported information on 159 children with learning or attention problems was obtained using a questionnaire called the Parent Ratings of Everyday Cognitive and Academic Abilities (PRECAA). Psychometric information used for comparison included the Woodcock-Johnson Psychoeducational Battery-Revised, the Bruininks-Oseretsky Test of Motor Proficiency-Short Form, the Vocabulary and Block Design subtests of the Wechsler Intelligence Scale for Children, 3rd edition, and the Developmental Test of Visual-Motor Integration. The PRECAA was found to be sensitive to group differences between children with RD and children with...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18777499" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="00dfd734c6dc6eee235750ac7a47d481" rel="nofollow" data-download="{"attachment_id":40249553,"asset_id":18777499,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40249553/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="38851624" href="https://independent.academia.edu/DeweyDeborah">Deborah Dewey</a><script data-card-contents-for-user="38851624" type="text/json">{"id":38851624,"first_name":"Deborah","last_name":"Dewey","domain_name":"independent","page_name":"DeweyDeborah","display_name":"Deborah Dewey","profile_url":"https://independent.academia.edu/DeweyDeborah?f_ri=31465","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-18777499">+1</span><div class="hidden js-additional-users-18777499"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/BKaplan1">B Kaplan</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-18777499'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-18777499').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_18777499 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="18777499"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 18777499, container: ".js-paper-rank-work_18777499", }); });</script></li><li class="js-percentile-work_18777499 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18777499; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_18777499"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_18777499 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="18777499"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18777499; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18777499]").text(description); $(".js-view-count-work_18777499").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_18777499").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="18777499"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2599" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a>, <script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="22506" href="https://www.academia.edu/Documents/in/Adolescent">Adolescent</a>, <script data-card-contents-for-ri="22506" type="text/json">{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="25052" href="https://www.academia.edu/Documents/in/Dyslexia">Dyslexia</a>, <script data-card-contents-for-ri="25052" type="text/json">{"id":25052,"name":"Dyslexia","url":"https://www.academia.edu/Documents/in/Dyslexia?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="31465" href="https://www.academia.edu/Documents/in/Learning_Disabilities">Learning Disabilities</a><script data-card-contents-for-ri="31465" type="text/json">{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=18777499]'), work: {"id":18777499,"title":"Clinical importance of parent ratings of everyday cognitive abilities in children with learning and attention problems","created_at":"2015-11-21T16:47:09.965-08:00","url":"https://www.academia.edu/18777499/Clinical_importance_of_parent_ratings_of_everyday_cognitive_abilities_in_children_with_learning_and_attention_problems?f_ri=31465","dom_id":"work_18777499","summary":"This study addressed two issues: first, whether parental reports contribute information over and above a standardized psychometric assessment, and second, whether parental reports of everyday cognitive functioning might be useful in distinguishing between children with reading disabilities (RD), attention-deficit/hyperactivity disorder (ADHD), and combined ADHD + RD. Parent-reported information on 159 children with learning or attention problems was obtained using a questionnaire called the Parent Ratings of Everyday Cognitive and Academic Abilities (PRECAA). Psychometric information used for comparison included the Woodcock-Johnson Psychoeducational Battery-Revised, the Bruininks-Oseretsky Test of Motor Proficiency-Short Form, the Vocabulary and Block Design subtests of the Wechsler Intelligence Scale for Children, 3rd edition, and the Developmental Test of Visual-Motor Integration. 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u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_898340" data-work_id="898340" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/898340/Cognition_metacognition_and_achievement_of_college_students_with_learning_disabilities">Cognition, metacognition, and achievement of college students with learning disabilities</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/898340" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6670b2324f6cbed71aa97bb38bbf45e3" rel="nofollow" data-download="{"attachment_id":5424991,"asset_id":898340,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/5424991/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33839" href="https://un-lincoln.academia.edu/GuyTrainin">Guy Trainin</a><script data-card-contents-for-user="33839" type="text/json">{"id":33839,"first_name":"Guy","last_name":"Trainin","domain_name":"un-lincoln","page_name":"GuyTrainin","display_name":"Guy Trainin","profile_url":"https://un-lincoln.academia.edu/GuyTrainin?f_ri=31465","photo":"https://0.academia-photos.com/33839/11063/12730545/s65_guy.trainin.jpg"}</script></span></span></li><li class="js-paper-rank-work_898340 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="898340"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 898340, container: ".js-paper-rank-work_898340", }); });</script></li><li class="js-percentile-work_898340 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" 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data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8667" href="https://www.academia.edu/Documents/in/Metacognition">Metacognition</a>, <script data-card-contents-for-ri="8667" type="text/json">{"id":8667,"name":"Metacognition","url":"https://www.academia.edu/Documents/in/Metacognition?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="31465" href="https://www.academia.edu/Documents/in/Learning_Disabilities">Learning Disabilities</a><script data-card-contents-for-ri="31465" type="text/json">{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=898340]'), work: {"id":898340,"title":"Cognition, metacognition, and achievement of college students with learning disabilities","created_at":"2011-09-08T08:13:03.729-07:00","url":"https://www.academia.edu/898340/Cognition_metacognition_and_achievement_of_college_students_with_learning_disabilities?f_ri=31465","dom_id":"work_898340","summary":null,"downloadable_attachments":[{"id":5424991,"asset_id":898340,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33839,"first_name":"Guy","last_name":"Trainin","domain_name":"un-lincoln","page_name":"GuyTrainin","display_name":"Guy 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u-pv7x u-mb0x js-work-card work_4973615" data-work_id="4973615" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4973615/Detaining_Mentally_Disordered_Patients_Lacking_Capacity_The_Arbitrariness_of_Informal_Detention_and_the_Common_Law_Doctrine_of_Necessity">Detaining Mentally Disordered Patients Lacking Capacity: The Arbitrariness of Informal Detention and the Common Law Doctrine of Necessity</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4973615" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8d460dc250832da4aed24e1877fea71d" rel="nofollow" data-download="{"attachment_id":35677135,"asset_id":4973615,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35677135/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6566238" href="https://manchester-us.academia.edu/KirstyKeywood">Kirsty Keywood</a><script data-card-contents-for-user="6566238" type="text/json">{"id":6566238,"first_name":"Kirsty","last_name":"Keywood","domain_name":"manchester-us","page_name":"KirstyKeywood","display_name":"Kirsty Keywood","profile_url":"https://manchester-us.academia.edu/KirstyKeywood?f_ri=31465","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_4973615 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4973615"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4973615, container: ".js-paper-rank-work_4973615", }); });</script></li><li class="js-percentile-work_4973615 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span 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$(".js-view-count[data-work-id=4973615]").text(description); $(".js-view-count-work_4973615").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4973615").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4973615"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6904" href="https://www.academia.edu/Documents/in/Mental_health_law">Mental health law</a>, <script data-card-contents-for-ri="6904" type="text/json">{"id":6904,"name":"Mental health law","url":"https://www.academia.edu/Documents/in/Mental_health_law?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="31465" href="https://www.academia.edu/Documents/in/Learning_Disabilities">Learning Disabilities</a>, <script data-card-contents-for-ri="31465" type="text/json">{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="176267" href="https://www.academia.edu/Documents/in/Mental_Capacity_and_Mental_Health_Legislation">Mental Capacity and Mental Health Legislation</a><script data-card-contents-for-ri="176267" type="text/json">{"id":176267,"name":"Mental Capacity and Mental Health Legislation","url":"https://www.academia.edu/Documents/in/Mental_Capacity_and_Mental_Health_Legislation?f_ri=31465","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4973615]'), work: {"id":4973615,"title":"Detaining Mentally Disordered Patients Lacking Capacity: The Arbitrariness of 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Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false},{"id":176267,"name":"Mental Capacity and Mental Health Legislation","url":"https://www.academia.edu/Documents/in/Mental_Capacity_and_Mental_Health_Legislation?f_ri=31465","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_742605" data-work_id="742605" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/742605/Employment_support_agencies_in_the_UK_current_operation_and_future_development_needs">Employment support agencies in the UK: current operation and future development needs</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/742605" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9d68d6ccb197531f4783b71db690659c" rel="nofollow" data-download="{"attachment_id":4250891,"asset_id":742605,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/4250891/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="551067" href="https://durham.academia.edu/RichardWistow">Richard Wistow</a><script data-card-contents-for-user="551067" type="text/json">{"id":551067,"first_name":"Richard","last_name":"Wistow","domain_name":"durham","page_name":"RichardWistow","display_name":"Richard Wistow","profile_url":"https://durham.academia.edu/RichardWistow?f_ri=31465","photo":"https://0.academia-photos.com/551067/198595/231544/s65_richard.wistow.jpg"}</script></span></span></li><li class="js-paper-rank-work_742605 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="742605"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 742605, container: ".js-paper-rank-work_742605", }); });</script></li><li class="js-percentile-work_742605 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 742605; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_742605"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_742605 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="742605"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 742605; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=742605]").text(description); $(".js-view-count-work_742605").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_742605").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="742605"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="31465" href="https://www.academia.edu/Documents/in/Learning_Disabilities">Learning Disabilities</a>, <script data-card-contents-for-ri="31465" type="text/json">{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="72401" href="https://www.academia.edu/Documents/in/Supported_Employment">Supported Employment</a>, <script data-card-contents-for-ri="72401" type="text/json">{"id":72401,"name":"Supported Employment","url":"https://www.academia.edu/Documents/in/Supported_Employment?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="172902" href="https://www.academia.edu/Documents/in/Employment_support">Employment support</a><script data-card-contents-for-ri="172902" type="text/json">{"id":172902,"name":"Employment support","url":"https://www.academia.edu/Documents/in/Employment_support?f_ri=31465","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=742605]'), work: {"id":742605,"title":"Employment support agencies in the UK: current operation and future development needs","created_at":"2011-07-13T23:19:44.280-07:00","url":"https://www.academia.edu/742605/Employment_support_agencies_in_the_UK_current_operation_and_future_development_needs?f_ri=31465","dom_id":"work_742605","summary":null,"downloadable_attachments":[{"id":4250891,"asset_id":742605,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":551067,"first_name":"Richard","last_name":"Wistow","domain_name":"durham","page_name":"RichardWistow","display_name":"Richard Wistow","profile_url":"https://durham.academia.edu/RichardWistow?f_ri=31465","photo":"https://0.academia-photos.com/551067/198595/231544/s65_richard.wistow.jpg"}],"research_interests":[{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false},{"id":72401,"name":"Supported Employment","url":"https://www.academia.edu/Documents/in/Supported_Employment?f_ri=31465","nofollow":false},{"id":172902,"name":"Employment support","url":"https://www.academia.edu/Documents/in/Employment_support?f_ri=31465","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_77705758" data-work_id="77705758" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/77705758/Frequency_Analyses_of_Prephonological_Spellings_as_Predictors_of_Success_in_Conventional_Spelling">Frequency Analyses of Prephonological Spellings as Predictors of Success in Conventional Spelling</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present study explored how children’s prephonological writing foretells differential learning outcomes in primary school. The authors asked Portuguese-speaking preschool children in Brazil (mean age 4 year 3 months) to spell 12 words.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_77705758" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present study explored how children’s prephonological writing foretells differential learning outcomes in primary school. The authors asked Portuguese-speaking preschool children in Brazil (mean age 4 year 3 months) to spell 12 words. Monte Carlo tests were used to identify the 31 children whose writing was not based on spellings or sounds of the target words. Two and a half years later, the children took a standardized spelling test. The more closely the digram (two-letter sequence) frequencies in the preschool task correlated with those in children’s books, the better scores the children had in primary school, and the more preschoolers used letters from their own name, the lower their subsequent scores. Thus, preschoolers whose prephonological writing revealed attentiveness to the statistical properties of text subsequently performed better in conventional spelling. These analytic techniques may help in the early identification of children at risk for spelling difficulties.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/77705758" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="457374914258be3a7e9a8b6c8ea8d72d" rel="nofollow" data-download="{"attachment_id":85003506,"asset_id":77705758,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/85003506/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="21227614" href="https://ufmg.academia.edu/Cl%C3%A1udiaCardosoMartins">Cláudia Cardoso-Martins</a><script data-card-contents-for-user="21227614" type="text/json">{"id":21227614,"first_name":"Cláudia","last_name":"Cardoso-Martins","domain_name":"ufmg","page_name":"CláudiaCardosoMartins","display_name":"Cláudia Cardoso-Martins","profile_url":"https://ufmg.academia.edu/Cl%C3%A1udiaCardosoMartins?f_ri=31465","photo":"https://0.academia-photos.com/21227614/5866958/6663179/s65_cl_udia.cardoso-martins.jpg_oh_481f6ec1be420a0d6cca5b0090af3d76_oe_54d254fc___gda___1428125539_4530f57af58b2185149f2b040ecabfa9"}</script></span></span></li><li class="js-paper-rank-work_77705758 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="77705758"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 77705758, container: ".js-paper-rank-work_77705758", }); });</script></li><li class="js-percentile-work_77705758 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77705758; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_77705758"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_77705758 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="77705758"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77705758; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77705758]").text(description); $(".js-view-count-work_77705758").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_77705758").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="77705758"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1456" href="https://www.academia.edu/Documents/in/Portuguese">Portuguese</a>, <script data-card-contents-for-ri="1456" type="text/json">{"id":1456,"name":"Portuguese","url":"https://www.academia.edu/Documents/in/Portuguese?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4413" href="https://www.academia.edu/Documents/in/Educational_Measurement">Educational Measurement</a><script data-card-contents-for-ri="4413" type="text/json">{"id":4413,"name":"Educational Measurement","url":"https://www.academia.edu/Documents/in/Educational_Measurement?f_ri=31465","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=77705758]'), work: {"id":77705758,"title":"Frequency Analyses of Prephonological Spellings as Predictors of Success in Conventional Spelling","created_at":"2022-04-26T12:31:30.127-07:00","url":"https://www.academia.edu/77705758/Frequency_Analyses_of_Prephonological_Spellings_as_Predictors_of_Success_in_Conventional_Spelling?f_ri=31465","dom_id":"work_77705758","summary":"The present study explored how children’s prephonological writing foretells differential learning outcomes in primary school. The authors asked Portuguese-speaking preschool children in Brazil (mean age 4 year 3 months) to spell 12 words. Monte Carlo tests were used to identify the 31 children whose writing was not based on spellings or sounds of the target words. Two and a half years later, the children took a standardized spelling test. The more closely the digram (two-letter sequence) frequencies in the preschool task correlated with those in children’s books, the better scores the children had in primary school, and the more preschoolers used letters from their own name, the lower their subsequent scores. Thus, preschoolers whose prephonological writing revealed attentiveness to the statistical properties of text subsequently performed better in conventional spelling. These analytic techniques may help in the early identification of children at risk for spelling difficulties.","downloadable_attachments":[{"id":85003506,"asset_id":77705758,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":21227614,"first_name":"Cláudia","last_name":"Cardoso-Martins","domain_name":"ufmg","page_name":"CláudiaCardosoMartins","display_name":"Cláudia Cardoso-Martins","profile_url":"https://ufmg.academia.edu/Cl%C3%A1udiaCardosoMartins?f_ri=31465","photo":"https://0.academia-photos.com/21227614/5866958/6663179/s65_cl_udia.cardoso-martins.jpg_oh_481f6ec1be420a0d6cca5b0090af3d76_oe_54d254fc___gda___1428125539_4530f57af58b2185149f2b040ecabfa9"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=31465","nofollow":false},{"id":1456,"name":"Portuguese","url":"https://www.academia.edu/Documents/in/Portuguese?f_ri=31465","nofollow":false},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=31465","nofollow":false},{"id":4413,"name":"Educational Measurement","url":"https://www.academia.edu/Documents/in/Educational_Measurement?f_ri=31465","nofollow":false},{"id":9851,"name":"Language Development","url":"https://www.academia.edu/Documents/in/Language_Development?f_ri=31465"},{"id":10249,"name":"Writing","url":"https://www.academia.edu/Documents/in/Writing?f_ri=31465"},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=31465"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=31465"},{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465"},{"id":34019,"name":"Monte Carlo Methods","url":"https://www.academia.edu/Documents/in/Monte_Carlo_Methods?f_ri=31465"},{"id":64568,"name":"Humans","url":"https://www.academia.edu/Documents/in/Humans?f_ri=31465"},{"id":98925,"name":"Female","url":"https://www.academia.edu/Documents/in/Female?f_ri=31465"},{"id":111545,"name":"Male","url":"https://www.academia.edu/Documents/in/Male?f_ri=31465"},{"id":1318932,"name":"Predictive value of tests","url":"https://www.academia.edu/Documents/in/Predictive_value_of_tests?f_ri=31465"},{"id":2489700,"name":"Child preschool","url":"https://www.academia.edu/Documents/in/Child_preschool?f_ri=31465"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35013364" data-work_id="35013364" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35013364/TEACHING_AND_LEARNING_IT_SHOULD_BE_A_FUN_JOURNEY">TEACHING AND LEARNING:IT SHOULD BE A FUN JOURNEY</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Teaching and learning has become quite difficult at this time of era when students are showing more interest in communicational technologies such as Facebook, Twitter and WhatsApp, published internet contents, mobile phones for instant... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35013364" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Teaching and learning has become quite difficult at this time of era when students are showing more interest in communicational technologies such as Facebook, Twitter and WhatsApp, published internet contents, mobile phones for instant messages and photographs, video games, television series, outdoor and fun activities and an environment bounded by less traditions and more of social freedom. These are the " new Millennials " , the current generation who are turning their focus away from books and libraries to a more digital environment which is believed to provide them with better knowledge and skills. Today, technology is indeed very important for improvements in teaching and learning, for enhanced productivity and for effective communication purposes. This paper discusses a few important strategies that teachers should ensure for effective delivery of the course content as well as a way to boost students performance in this modern era.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35013364" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2aed77a7d6ca02daac4af543368228d3" rel="nofollow" data-download="{"attachment_id":54877426,"asset_id":35013364,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54877426/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="30979426" href="https://fnu.academia.edu/ShabnamBano">Shabnam Bano</a><script data-card-contents-for-user="30979426" type="text/json">{"id":30979426,"first_name":"Shabnam","last_name":"Bano","domain_name":"fnu","page_name":"ShabnamBano","display_name":"Shabnam Bano","profile_url":"https://fnu.academia.edu/ShabnamBano?f_ri=31465","photo":"https://0.academia-photos.com/30979426/123329636/112677303/s65_shabnam.bano.png"}</script></span></span></li><li class="js-paper-rank-work_35013364 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35013364"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35013364, container: ".js-paper-rank-work_35013364", }); 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These are the \" new Millennials \" , the current generation who are turning their focus away from books and libraries to a more digital environment which is believed to provide them with better knowledge and skills. Today, technology is indeed very important for improvements in teaching and learning, for enhanced productivity and for effective communication purposes. This paper discusses a few important strategies that teachers should ensure for effective delivery of the course content as well as a way to boost students performance in this modern era.","downloadable_attachments":[{"id":54877426,"asset_id":35013364,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":30979426,"first_name":"Shabnam","last_name":"Bano","domain_name":"fnu","page_name":"ShabnamBano","display_name":"Shabnam Bano","profile_url":"https://fnu.academia.edu/ShabnamBano?f_ri=31465","photo":"https://0.academia-photos.com/30979426/123329636/112677303/s65_shabnam.bano.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=31465","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=31465","nofollow":false},{"id":3398,"name":"Educational 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href="https://www.academia.edu/51817500/Working_Memory_in_Children_With_Learning_Disabilities_in_Reading_Versus_Spelling_Searching_for_Overlapping_and_Specific_Cognitive_Factors">Working Memory in Children With Learning Disabilities in Reading Versus Spelling: Searching for Overlapping and Specific Cognitive Factors</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_51817500" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of these isolated or combined literacy difficulties are yet unresolved. Recently, working memory dysfunctions have been demonstrated to be promising in explaining the emergence of literacy difficulties. Thus, we applied a 2 (reading disability: yes vs. no) × 2 (spelling disability: yes vs. no) factorial design to examine distinct and overlapping working memory profiles associated with learning disabilities in reading versus spelling. Working memory was assessed in 204 third graders, and multivariate analyses of variance were conducted for each working memory component. Children with spelling disability suffered from more pronounced phonological loop impairments than those with reading disability. In contrast, domain-general central-executive dysfunction...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/51817500" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b6e24ef61a5526da3a55930271bec861" rel="nofollow" data-download="{"attachment_id":69371574,"asset_id":51817500,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/69371574/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="181371170" href="https://independent.academia.edu/KirstenSchuchardt">Kirsten Schuchardt</a><script data-card-contents-for-user="181371170" type="text/json">{"id":181371170,"first_name":"Kirsten","last_name":"Schuchardt","domain_name":"independent","page_name":"KirstenSchuchardt","display_name":"Kirsten Schuchardt","profile_url":"https://independent.academia.edu/KirstenSchuchardt?f_ri=31465","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_51817500 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="51817500"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 51817500, container: ".js-paper-rank-work_51817500", }); 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href="https://www.academia.edu/5892862/La_identificaci%C3%B3n_del_Trastorno_Espec%C3%ADfico_de_Lenguaje_en_Ni%C3%B1o_Hispano_hablantes_por_medio_de_Pruebas_Formales_e_Informales_Identification_of_Spanish_speaking_Children_with_SLI_through_Formal_and_Informal_Assessment_Instruments">La identificación del Trastorno Específico de Lenguaje en Niño Hispano- hablantes por medio de Pruebas Formales e Informales Identification of Spanish-speaking Children with SLI through Formal and Informal Assessment Instruments</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5892862" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" 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href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2971" href="https://www.academia.edu/Documents/in/Cognitive_development">Cognitive development</a>, <script data-card-contents-for-ri="2971" type="text/json">{"id":2971,"name":"Cognitive development","url":"https://www.academia.edu/Documents/in/Cognitive_development?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" 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type="text/json">{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="36556" href="https://www.academia.edu/Documents/in/Elementary_Education">Elementary Education</a>, <script data-card-contents-for-ri="36556" type="text/json">{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="49419" href="https://www.academia.edu/Documents/in/Problem_Solving">Problem Solving</a><script data-card-contents-for-ri="49419" type="text/json">{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving?f_ri=31465","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10391891]'), work: {"id":10391891,"title":"Characteristics of Children with Moderate Mathematics Deficiencies: A Longitudinal Perspective","created_at":"2015-01-30T07:42:03.360-08:00","url":"https://www.academia.edu/10391891/Characteristics_of_Children_with_Moderate_Mathematics_Deficiencies_A_Longitudinal_Perspective?f_ri=31465","dom_id":"work_10391891","summary":null,"downloadable_attachments":[{"id":47415381,"asset_id":10391891,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25551608,"first_name":"Laurie","last_name":"Hanich","domain_name":"millersville","page_name":"LaurieHanich","display_name":"Laurie Hanich","profile_url":"https://millersville.academia.edu/LaurieHanich?f_ri=31465","photo":"https://0.academia-photos.com/25551608/112032961/101292948/s65_laurie.hanich.jpeg"}],"research_interests":[{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics?f_ri=31465","nofollow":false},{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false},{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=31465","nofollow":false},{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving?f_ri=31465","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_74130321" data-work_id="74130321" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/74130321/When_is_a_picture_not_worth_1000_words">When is a picture not worth 1000 words?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Purpose: The seductive detail effect (SDE) occurs when irrelevant text or images reduce learning of important content. Well established with adults, the SDE also affects children, who may be especially susceptible as they are increasingly... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_74130321" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Purpose: The seductive detail effect (SDE) occurs when irrelevant text or images reduce learning of important content. Well established with adults, the SDE also affects children, who may be especially susceptible as they are increasingly surrounded by images meant to engage rather than inform. As research on the SDE in children is just beginning, the mechanisms are unknown. This review aims to propose a principled basis teachers can use to determine whether visuals will help or distract a given child. <br /> <br />Method: This narrative review of studies, identified through computerized database search, summarizes the evidence that working memory load and attention capture underlie the SDE. We propose a mechanistic model of the SDE in adults, argue that it applies to children, and recommend methods for testing this hypothesis. <br /> <br />Conclusions: We predict that children with lower working memory and attention will be more susceptible to the SDE. Such children may be typically developing or have diagnosed conditions, such as learning disabilities (LD), developmental language disorder (DLD), attention deficit/ hyperactivity disorder (ADHD), or autism spectrum disorder (ASD). With our model, informed by sufficiently precise data, we can predict from a student's working memory and attention scores how much they will benefit from eliminating extraneous visuals. Such information would help teachers and professionals provide individualized, accessible learning materials.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74130321" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="877fa996543281f4817e97fd541d14f6" rel="nofollow" data-download="{"attachment_id":82392715,"asset_id":74130321,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82392715/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1171677" href="https://indiana.academia.edu/EMorson">Emily Morson</a><script data-card-contents-for-user="1171677" type="text/json">{"id":1171677,"first_name":"Emily","last_name":"Morson","domain_name":"indiana","page_name":"EMorson","display_name":"Emily Morson","profile_url":"https://indiana.academia.edu/EMorson?f_ri=31465","photo":"https://0.academia-photos.com/1171677/2780279/14908164/s65_emily.morson.jpg"}</script></span></span></li><li class="js-paper-rank-work_74130321 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="74130321"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 74130321, container: ".js-paper-rank-work_74130321", }); });</script></li><li class="js-percentile-work_74130321 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74130321; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_74130321"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_74130321 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="74130321"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74130321; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74130321]").text(description); $(".js-view-count-work_74130321").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_74130321").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="74130321"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1680" href="https://www.academia.edu/Documents/in/Selective_Attention">Selective Attention</a>, <script data-card-contents-for-ri="1680" type="text/json">{"id":1680,"name":"Selective Attention","url":"https://www.academia.edu/Documents/in/Selective_Attention?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4008" href="https://www.academia.edu/Documents/in/Visual_attention">Visual attention</a><script data-card-contents-for-ri="4008" type="text/json">{"id":4008,"name":"Visual attention","url":"https://www.academia.edu/Documents/in/Visual_attention?f_ri=31465","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=74130321]'), work: {"id":74130321,"title":"When is a picture not worth 1000 words?","created_at":"2022-03-20T06:00:09.951-07:00","url":"https://www.academia.edu/74130321/When_is_a_picture_not_worth_1000_words?f_ri=31465","dom_id":"work_74130321","summary":"Purpose: The seductive detail effect (SDE) occurs when irrelevant text or images reduce learning of important content. Well established with adults, the SDE also affects children, who may be especially susceptible as they are increasingly surrounded by images meant to engage rather than inform. As research on the SDE in children is just beginning, the mechanisms are unknown. This review aims to propose a principled basis teachers can use to determine whether visuals will help or distract a given child. \r\n\r\nMethod: This narrative review of studies, identified through computerized database search, summarizes the evidence that working memory load and attention capture underlie the SDE. We propose a mechanistic model of the SDE in adults, argue that it applies to children, and recommend methods for testing this hypothesis. \r\n\r\nConclusions: We predict that children with lower working memory and attention will be more susceptible to the SDE. Such children may be typically developing or have diagnosed conditions, such as learning disabilities (LD), developmental language disorder (DLD), attention deficit/ hyperactivity disorder (ADHD), or autism spectrum disorder (ASD). With our model, informed by sufficiently precise data, we can predict from a student's working memory and attention scores how much they will benefit from eliminating extraneous visuals. Such information would help teachers and professionals provide individualized, accessible learning materials.","downloadable_attachments":[{"id":82392715,"asset_id":74130321,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1171677,"first_name":"Emily","last_name":"Morson","domain_name":"indiana","page_name":"EMorson","display_name":"Emily Morson","profile_url":"https://indiana.academia.edu/EMorson?f_ri=31465","photo":"https://0.academia-photos.com/1171677/2780279/14908164/s65_emily.morson.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=31465","nofollow":false},{"id":1680,"name":"Selective Attention","url":"https://www.academia.edu/Documents/in/Selective_Attention?f_ri=31465","nofollow":false},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=31465","nofollow":false},{"id":4008,"name":"Visual attention","url":"https://www.academia.edu/Documents/in/Visual_attention?f_ri=31465","nofollow":false},{"id":8673,"name":"Digital Media \u0026 Learning","url":"https://www.academia.edu/Documents/in/Digital_Media_and_Learning?f_ri=31465"},{"id":14180,"name":"Reading Comprehension","url":"https://www.academia.edu/Documents/in/Reading_Comprehension?f_ri=31465"},{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465"},{"id":97603,"name":"Visual Communication Design","url":"https://www.academia.edu/Documents/in/Visual_Communication_Design?f_ri=31465"},{"id":2307636,"name":"Seductive Details Effect","url":"https://www.academia.edu/Documents/in/Seductive_Details_Effect?f_ri=31465"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_61134052" data-work_id="61134052" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/61134052/English_Language_Learners_Who_Struggle_With_Reading">English Language Learners Who Struggle With Reading</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We review empirical research on English language learners (ELLs) who struggle with reading and who may have learning disabilities (LD). We sought to determine research indicators that can help us better differentiate between ELLs who... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_61134052" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We review empirical research on English language learners (ELLs) who struggle with reading and who may have learning disabilities (LD). We sought to determine research indicators that can help us better differentiate between ELLs who struggle to acquire literacy because of their limited proficiency in English and ELLs who have actual LD. We conclude that more research is warranted to further elucidate the strengths and learning needs of subgroups of underachieving ELLs, to help us determine who should qualify for special education, and to clarify why some ELLs who do not have LD still struggle with language and literacy acquisition. Future research should account for the complexities involved in becoming literate in another language and focus more on cultural and contextual factors that affect student achievement.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/61134052" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="61650287a8d76ac8f5d4c4ec3c9e41af" rel="nofollow" data-download="{"attachment_id":74279795,"asset_id":61134052,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/74279795/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="182606768" href="https://stanford.academia.edu/AArtiles">Alfredo J Artiles</a><script data-card-contents-for-user="182606768" type="text/json">{"id":182606768,"first_name":"Alfredo J","last_name":"Artiles","domain_name":"stanford","page_name":"AArtiles","display_name":"Alfredo J Artiles","profile_url":"https://stanford.academia.edu/AArtiles?f_ri=31465","photo":"https://0.academia-photos.com/182606768/50588000/148090866/s65_alfredo_j.artiles.jpeg"}</script></span></span></li><li class="js-paper-rank-work_61134052 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="61134052"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 61134052, container: ".js-paper-rank-work_61134052", }); });</script></li><li class="js-percentile-work_61134052 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61134052; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_61134052"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_61134052 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="61134052"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61134052; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61134052]").text(description); $(".js-view-count-work_61134052").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_61134052").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="61134052"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1062" href="https://www.academia.edu/Documents/in/Special_Education">Special Education</a>, <script data-card-contents-for-ri="1062" type="text/json">{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1417" href="https://www.academia.edu/Documents/in/Language_Acquisition">Language Acquisition</a>, <script data-card-contents-for-ri="1417" type="text/json">{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6223" href="https://www.academia.edu/Documents/in/English">English</a>, <script data-card-contents-for-ri="6223" type="text/json">{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=31465","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="8942" href="https://www.academia.edu/Documents/in/Treatment">Treatment</a><script data-card-contents-for-ri="8942" type="text/json">{"id":8942,"name":"Treatment","url":"https://www.academia.edu/Documents/in/Treatment?f_ri=31465","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=61134052]'), work: {"id":61134052,"title":"English Language Learners Who Struggle With Reading","created_at":"2021-11-06T13:31:44.812-07:00","url":"https://www.academia.edu/61134052/English_Language_Learners_Who_Struggle_With_Reading?f_ri=31465","dom_id":"work_61134052","summary":"We review empirical research on English language learners (ELLs) who struggle with reading and who may have learning disabilities (LD). We sought to determine research indicators that can help us better differentiate between ELLs who struggle to acquire literacy because of their limited proficiency in English and ELLs who have actual LD. We conclude that more research is warranted to further elucidate the strengths and learning needs of subgroups of underachieving ELLs, to help us determine who should qualify for special education, and to clarify why some ELLs who do not have LD still struggle with language and literacy acquisition. Future research should account for the complexities involved in becoming literate in another language and focus more on cultural and contextual factors that affect student achievement.","downloadable_attachments":[{"id":74279795,"asset_id":61134052,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":182606768,"first_name":"Alfredo J","last_name":"Artiles","domain_name":"stanford","page_name":"AArtiles","display_name":"Alfredo J Artiles","profile_url":"https://stanford.academia.edu/AArtiles?f_ri=31465","photo":"https://0.academia-photos.com/182606768/50588000/148090866/s65_alfredo_j.artiles.jpeg"}],"research_interests":[{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=31465","nofollow":false},{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=31465","nofollow":false},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=31465","nofollow":false},{"id":8942,"name":"Treatment","url":"https://www.academia.edu/Documents/in/Treatment?f_ri=31465","nofollow":false},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=31465"},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=31465"},{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=31465"},{"id":64568,"name":"Humans","url":"https://www.academia.edu/Documents/in/Humans?f_ri=31465"},{"id":89287,"name":"Student Achievement","url":"https://www.academia.edu/Documents/in/Student_Achievement?f_ri=31465"},{"id":98134,"name":"United States","url":"https://www.academia.edu/Documents/in/United_States?f_ri=31465"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement?f_ri=31465"},{"id":115070,"name":"Learning Disability","url":"https://www.academia.edu/Documents/in/Learning_Disability?f_ri=31465"},{"id":166024,"name":"Context Effect","url":"https://www.academia.edu/Documents/in/Context_Effect?f_ri=31465"},{"id":186492,"name":"Empirical Research","url":"https://www.academia.edu/Documents/in/Empirical_Research?f_ri=31465"},{"id":452593,"name":"Learning Disorders","url":"https://www.academia.edu/Documents/in/Learning_Disorders?f_ri=31465"},{"id":979363,"name":"Learning Disabled","url":"https://www.academia.edu/Documents/in/Learning_Disabled?f_ri=31465"},{"id":1415133,"name":"Verbal Learning","url":"https://www.academia.edu/Documents/in/Verbal_Learning?f_ri=31465"},{"id":2255525,"name":"English Language Learner","url":"https://www.academia.edu/Documents/in/English_Language_Learner?f_ri=31465"},{"id":3549212,"name":"Language Development Disorders","url":"https://www.academia.edu/Documents/in/Language_Development_Disorders?f_ri=31465"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_59072243" data-work_id="59072243" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/59072243/Academic_Self_Efficacy_of_Post_Secondary_Students_with_and_without_Learning_Disabilities">Academic Self-Efficacy of Post-Secondary Students with and without Learning Disabilities</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Predicted and actual scores on subtests of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) and the Wide Range Achievement Test-Revised (WRAT-R) were obtained from 40 normally achieving postsecondary students (NA) and 92 adult... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_59072243" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Predicted and actual scores on subtests of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) and the Wide Range Achievement Test-Revised (WRAT-R) were obtained from 40 normally achieving postsecondary students (NA) and 92 adult students with learning disabilities (LD). LD students had major deficits in reading-related areas. It was hypothesized that, in their perceived deficit areas, students with LD would have different response patterns than NA students; that is, they would tend to have accurate estimates or underestimates of their responses, while NA students would tend to overestimate their performance on various tasks, as predicted by the work of A. Bandura (1989). It was also predicted that in their nonperceived deficit areas, students with LD would tend to have response patterns similar to those of NA students. Repeated measures analysis of variance found significant three-way interactions by group for predicted/actual scores by subtests for the WRAT-R and the WAIS-R. In...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/59072243" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="51f4346ec37572be4ef4006bf00402d8" rel="nofollow" data-download="{"attachment_id":73179502,"asset_id":59072243,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/73179502/download_file?st=MTczMjQ0MjAxMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="94619369" href="https://utoronto.academia.edu/UriShafrir">Uri Shafrir</a><script data-card-contents-for-user="94619369" type="text/json">{"id":94619369,"first_name":"Uri","last_name":"Shafrir","domain_name":"utoronto","page_name":"UriShafrir","display_name":"Uri Shafrir","profile_url":"https://utoronto.academia.edu/UriShafrir?f_ri=31465","photo":"https://0.academia-photos.com/94619369/26233499/24831789/s65_uri.shafrir.jpg"}</script></span></span></li><li class="js-paper-rank-work_59072243 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="59072243"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 59072243, container: ".js-paper-rank-work_59072243", }); 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LD students had major deficits in reading-related areas. It was hypothesized that, in their perceived deficit areas, students with LD would have different response patterns than NA students; that is, they would tend to have accurate estimates or underestimates of their responses, while NA students would tend to overestimate their performance on various tasks, as predicted by the work of A. Bandura (1989). It was also predicted that in their nonperceived deficit areas, students with LD would tend to have response patterns similar to those of NA students. Repeated measures analysis of variance found significant three-way interactions by group for predicted/actual scores by subtests for the WRAT-R and the WAIS-R. In...","downloadable_attachments":[{"id":73179502,"asset_id":59072243,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":94619369,"first_name":"Uri","last_name":"Shafrir","domain_name":"utoronto","page_name":"UriShafrir","display_name":"Uri Shafrir","profile_url":"https://utoronto.academia.edu/UriShafrir?f_ri=31465","photo":"https://0.academia-photos.com/94619369/26233499/24831789/s65_uri.shafrir.jpg"}],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=31465","nofollow":false},{"id":7968,"name":"Prediction","url":"https://www.academia.edu/Documents/in/Prediction?f_ri=31465","nofollow":false},{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=31465","nofollow":false},{"id":50581,"name":"Self Efficacy","url":"https://www.academia.edu/Documents/in/Self_Efficacy?f_ri=31465","nofollow":false},{"id":104446,"name":"Academic 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