Learning About Learning Disabilities by Bernice Wong, Deborah L. Butler

By Bernice Wong, Deborah L. Butler

  • Praise for the former variation: ''Wong has succeeded in supplying special descriptions and reviews inside of a e-book which covers a large variety of issues. with no exception the chapters are truly written and obtainable, and lots of give you the reader with difficult rules and useful suggestions.'' -British magazine of targeted schooling

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Learning About Learning Disabilities

Compliment for the former version: ''Wong has succeeded in supplying targeted descriptions and reviews inside of a e-book which covers a wide variety of subject matters. with no exception the chapters are truly written and available, and plenty of give you the reader with not easy principles and functional feedback. '' -British magazine of designated schooling

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Psychonomic Bulletin & Review, 3(4), 433–442. Learning Disabilities and Memory 53 Dawson, M. , Hallahan, D. , Reeves, R. , & Ball, D. W. (1980). The effect of reinforcement and verbal rehearsal on selective attention in learning disabled children. Journal of Abnormal Child Psychology, 8, 133–144. , & Cornoldi, C. (1998). Increases in intrusion errors and working memory deficit of poor comprehenders. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 51(2), 305–320. , & Cohen, L.

Such parallels in performance do not mean that children with LD experience a lag in all memory processes or that faulty memory performance is primarily related to immature development. Rather, faulty memory performance reflects overt performance in some memory areas that is comparable to young children. , rehearsal and organization); (b) emerge on effortful memory tasks, but not for tasks requiring automatic processing; (c) are influenced by the individual’s knowledge base; and (d) are influenced by the individuals’ awareness of their own memory processes (metacognition).

The best of these programs involve (a) teaching a few strategies well rather than superficially; (b) teaching students to monitor their performance; (c) teaching students when and where to use the strategy to enhance generalization; (d) teaching strategies as an integrated part of an existing curriculum; and (e) teaching that includes a great deal of supervised student practice and feedback. The difficulty of such strategy packages, however, at least in terms of theory, is that little is known about which components best predict student performance, nor do they readily permit one to determine why the Learning Disabilities and Memory 49 strategy worked.

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