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The subject of this thesis is concerned with the organization of a course of study for slow learners in the English class using both full-length and short films to stimulate their discussion and writing.

The problem of this study concerned the sociometric status of learning disability (LD) and normal children in the classroom. More specifically, the degree of cross choosing between LD and normal children was compared for three different teaching models.

The definition of specific learning disabilities (SLD) and the methods used to identify SLD have been evolving since the 1970s. There have been five studies since 1970 that have focused on the SLD definition that states used and the SLD identification methods. The purpose of this study was to obtain updated information regarding the current prevalence rates of SLD, current SLD definitions, and current methods being used for the identification of SLD across the United States. After examining the regulations and procedures of each state, this study found that all fifty states have adopted the federal definition of SLD that was provided in IDEA 2004. As specified in that definition, all 50 states now allow the response to intervention model as a method for identifying SLD. Eleven states solely use the response to intervention model while the rest allow other methods of identifying SLD, specifically the severe discrepancy model or the pattern of strengths and weaknesses model. Overall, there has been a slight, but statistically significant decrease in the SLD prevalence rates since the response to intervention model has been in place.

Thesis (Ph. D.)--Ohio State University, 1982. / Includes vita. Includes bibliographical references (leaves 185-198). Available online via OhioLINK's ETD Center.

The purpose of this study was to investigate the metacognitive functioning of students with learning disabilities (LD), low-achieving (LA) students, and average-achieving (AA) students within the context of math problem solving. Metacognition, that is, the awareness individuals have regarding their own mental processes and ability to self-regulate performance, is an important predictor of learning. Deficits in metacognition have been attributed to an inability to effectively balance the cognitive and metacognitive strategies necessary for successful problem solving. Students with LD have considerable difficulty with self-regulation. This study investigates three components of metacognition: metacognitive knowledge, metacognitive experience, and metacognitive skills. The differences in these components among students with LD (n = 15), LA students (n = 38), and AA students (n = 29) and their influence on students' math word problem solving was studied. Furthermore, the relationships among the three components of metacognition were investigated in the context of ability group differences. To assess metacognitive functioning, students were administered a structured interview and a survey and they solved three math word problems while thinking aloud. Additionally, to assess math problem-solving ability, students were administered a 10-item math word problem-solving test. Results indicated that students with LD demonstrated a different pattern of metacognitive function than AA students and LA students. Students across ability groups look relatively equivalent in the quantity of metacognitive skills. However, when discriminating between the type and quality of the metacognitive skills employed, ability group differences were evident. Ability group differences in metacognitive functioning emerged with respect to problem difficulty. The directions of the relationships among the components of metacognition were the same across ability groups. However, the magnitude and strength of the relationships differed by ability. Additionally, metacognitive knowledge was a significant predictor of math word problem-solving performance for AA students, but not for the other ability groups. Furthermore, there was a significant difference in the relationship between metacognitive experience and math word problem solving for students with LD and AA students. Educational implications are discussed for teaching students to use metacognition during problem solving.

Scientific discovery is at the heart of solving many of the problems facing contemporary society. Scientists are retiring at rates that exceed the numbers of new scientists. Unfortunately, scientific careers still appear to be outside the reach of most individuals with learning disabilities. The purpose of this research was to better understand the methods by which successful learning disabled scientists have overcome the barriers and challenges associated with their learning disabilities in their preparation and performance as scientists. This narrative inquiry involved the researcher writing the life stories of four scientists. These life stories were generated from extensive interviews in which each of the scientists recounted their life histories. The researcher used narrative analysis to “make sense” of these learning disabled scientists’ life stories. The narrative analysis required the researcher to identify and describe emergent themes characterizing each scientist’s life. A cross-case analysis was then performed to uncover commonalities and differences in the lives of these four individuals. Results of the cross-case analysis revealed that all four scientists had a passion for science that emerged at an early age, which, with strong drive and determination, drove these individuals to succeed in spite of the many obstacles arising from their learning disabilities. The analysis also revealed that these scientists chose careers based on their strengths; they actively sought mentors to guide them in their preparation as scientists; and they developed coping techniques to overcome difficulties and succeed. The cross-case analysis also revealed differences in the degree to which each scientist accepted his or her learning disability. While some demonstrated inferior feelings about their successes as scientists, still other individuals revealed feelings of having superior abilities in areas such as visualization and working with people. These individuals revealed beliefs that they developed these special abilities as a result of their learning differences, which made them better than their non-learning disabled peers in certain areas. Finally, the researcher discusses implications of these findings in the light of special accommodations that can be made by teachers, school counselors, and parents to encourage learning disabled children who demonstrate interest in becoming scientists.

The term learning disabilities inherently suggests an inability to perform adequately certain academic tasks, and children who have been identified as having a learning disability may struggle with feelings of inadequacy. Perceived academic inadequacies may be related to a lowered concept of self and social stigmatization by peers. In addition, children with learning disabilities may have beliefs about spelling and reading, and learning in general, that engender a negative self-concept. Although extensive research has been conducted with regard to the issues of self-concept and learning disabilities, results have been inconsistent. Further, the interrelationships that may exist among learning disabilities, self-concept, and general spelling, reading, and epistemological beliefs have yet to be established. The current study investigated the interrelationships among written language ability, selfconcept, general spelling beliefs, reading beliefs, and epistemological beliefs. Fifty-six sixthgraders, 21 with learning disabilities and 35 with typical development, were administered a series of tasks that assessed spelling performance, word-level reading performance, self-concept, spelling beliefs, reading beliefs, and epistemological beliefs. Results of the analyses indicated that students with learning disabilities received spelling, word-level reading, and academic selfconcept scores that were significantly lower than their typically developing peers. Reading and epistemological beliefs were found to account for a portion of the variance between the ability groups. The significance of these results, including implications for instructional and intervention practices, are discussed. / Thesis (Ph.D.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders. / "July 2006."