Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xi, 158 p.; also includes graphics (some col.). Includes bibliographical references (p. 115-118). Available online via OhioLINK's ETD Center

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 11, 2006. Dissertation Committee: Lanny Morreau, Mack Bowen (co-chairs), Ming-Gon John Lian, Kenneth Strand, Mark Swerdlik. Includes bibliographical references (leaves 69-77) and abstract. Also available in print.

Thesis (M. Ed.)--University of South Africa, 2002.

Differences in cerebral lateralization of verbal and nonverbal stimuli between left- and right-handed good readers and left- and right-handed reading-disabled children were examined. The study utilized the dichotic listening paradigm and examined the effects of directed attention on the processing of consonant-vowel (CV) and tonal stimuli by the four groups. The sixty subjects included fifteen right-handed good readers (eleven females and four males, mean age 10-3), fifteen left-handed good readers (eight females and seven males, mean age 10-5), fifteen right-handed reading-disabled children (six females and nine males, mean age 10-5), and fifteen left-handed reading-disabled children (four females and eleven males, mean age 10-8). All left-handed subjects had sinistral relatives. A three-factorial analysis of variance resulted in a significant left ear advantage (LEA) for tonal stimuli across all directed attention conditions for all groups. When presented with CV stimuli, the right-handed good readers produced a significant right ear advantage (REA) across all attentional conditions. The left-handed good readers and left-handed reading-disabled children were left ear (LE) dominant in the free recall and directed left conditions but produced a shift toward the right ear (RE) during the directed right condition. Right-handed reading-disabled children demonstrated a REA during free recall and directed right but were able to direct attention to the LE in the directed left condition. The study provided initial findings on the auditory processing of simple tonal stimuli among anomalous groups of children and documented the strong LEA found in previous studies of adult subjects. Verbal processing results for right-handed good readers and reading-disabled children confirmed previous findings with these populations. Reversed verbal processing (right hemisphere) was documented in both left-handed groups in two of the experimental conditions. The results provide additional support for the structural theory of lateralization and suggest reversed or bilaterialized processing abilities for language in strongly left-handed good reader children. Components of the attentional bias model are necessary to explain the effects of directed attention on the auditory perceptual asymmetry found in the reading-disabled groups.

No description available.

The purpose of this study was to examine the effect of background knowledge on comprehension monitoring of learning disabled students when reading expository texts with inconsistencies and when topic interest was controlled. Eight fifth- and sixth-grade learning disabled students were asked to rate their levels of knowledge and interest for 30 topics and then answered a background knowledge survey to determine three high background knowledge and three low background knowledge topics, both of medium interest. An expository passage was adopted for each of the six topics, controlling for readability, length, and structure. Each passage contained inconsistencies in the main idea and in the details, and each was followed by ten probe questions. Responses to text inconsistencies were analyzed with percentages, and a non-parametric statistical method was performed on the use of strategies. The results from the study provided additional support for the conceptualization of learning disabled students as inactive learners.

A Dissertation Submitted to the Faculty of Eduction University of the Witwatersrand, Johannesburg, in Fulfilment of the Requirements for the Degree of Master of Education. Johannesburg November 1983

MSc (Med) (Paediatric Neurodevelopment), Faculty of Health Sciences, University of the Witwatersrand / The intersection of two marginalised groups of children, the disabled and the abused, was the focus of this research report. The study examined data from the Teddy Bear Clinic over an eight-year period and detected differences in the prevalence of sexual abuse, physical abuse and neglect of disabled and non-disabled children. The population of disabled-abused were further classified according to age, population group and gender in order to elucidate relationships between variables that might affect prevalence of maltreatment. A summary of the results shows that specific sub-populations of the disabled (the physically, mentally and learning disabled) had prevalence rates peculiar to them. The mentally and physically disabled had increased rates of sexual abuse, whilst the learning disabled had increased prevalence for neglect. Analysis of those children with multiple disabilities revealed no risk for neglect but they were at increased risk for sexual abuse. Disabled children are therefore not a homogeneous group.

The purpose of this correlational study is to investigate the impact of the child’s functional status, family context, parent acculturation, and social support on parenting stress and, ultimately, on parents physical and mental health. A convenience sample of 50 Hispanic parents was recruited through a Facebook page and from agencies in South Florida providing services to children with disabilities and their families. The parents ages range from 21 to 62 years and the majority were mothers (n= 45). The majority of parents in this study live in low income households, have no college education, showed little participation in the workforce, and low acculturation. There were 30 boys and 20 girls between the ages of three to 21 years. Parents provided the data during an interview and through questionnaires. Data analysis included descriptive statistics and correlation analyses. Correlation analyses were conducted with the child’s characteristics, family context, socioeconomic status, parent acculturation, social support, parenting stress, and parent’s physical and mental health. The most frequent health problem reported by parents was neck and back pain. Parenting stress had a positive correlation with low acculturation and depression. The parents’ physical and mental health had a positive correlation with parents’ perception of social support. Parenting stress had a negative correlation with perceived social support, parents’ mental health, educational achievement and years lived in the U.S. There was a negative correlation between parent depression, perceived social support, and parents’ physical health. These parents reported low perceived social support and high levels of parenting stress. The results of this study indicate that parents with low acculturation reported higher level of parenting stress. Future research ought to continue exploring which interventions will better serve these parents and how cultural constructs influence their attitudes, expectations, decision making, and priorities.

No description available.