Zobrazeno 1 - 10
of 41
pro vyhledávání: '"C. Addison Stone"'
An acclaimed reference that fills a significant gap in the literature, this volume examines the linkages between spoken and written language development, both typical and atypical. Leading authorities address the impact of specific language-related p
This provocative new work on children's development in context presents recent theoretical developments and research findings that have been generated by sociocultural theory. Sociocultural theory began with the work of L.S. Vygotsky and his colleagu
Autor:
Alison L. May, C. Addison Stone
Publikováno v:
Journal of Learning Disabilities. 43:483-499
To explore possible reasons for low self-identification rates among undergraduates with learning disabilities (LD), we asked students (38 with LD, 100 without LD) attending two large, public, research-intensive universities to respond to a questionna
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0f64b571703b415caa5b93b453e17859
https://doi.org/10.1177/0022219409355483
https://doi.org/10.1177/0022219409355483
Publikováno v:
Exceptional Children. 74:235-256
This 2-year longitudinal study examined initial evidence of progress in reading for 1,512 children with and without identified speech-language and/or learning disabilities (LD-SLD) in the context of the explicit literacy instruction provided in Michi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::79b77a3cc7f3b4b84e21e50bb658d147
https://doi.org/10.1177/001440290807400206
https://doi.org/10.1177/001440290807400206
Autor:
C. Addison Stone
Publikováno v:
The ASHA Leader. 12:7-18
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8a6ac06379d7be60c66ba4abae19a0e9
https://doi.org/10.1044/leader.ftr3.12052007.7
https://doi.org/10.1044/leader.ftr3.12052007.7
Autor:
Joanne F. Carlisle, C. Addison Stone
Publikováno v:
Reading Research Quarterly. 40:428-449
Two studies were designed to investigate the role of morphemic structure on students' word reading. The first study asked whether familiar morphemes in words facilitate word reading for elementary students. Results showed that lower and upper element
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bf80bafe7c6c87bfad8ae6beb70e32a7
https://doi.org/10.1598/rrq.40.4.3
https://doi.org/10.1598/rrq.40.4.3
Publikováno v:
Learning Disabilities Research and Practice. 17:47-64
This study examined the effects of social influences in the lives of an ethnically diverse sample of fifth through eighth grade students with and without learning disabilities (LD) using survey data and academic achievement scores collected in 19 Chi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dcd709b51eb686cbcf8ecb38739146a5
https://doi.org/10.1111/1540-5826.00031
https://doi.org/10.1111/1540-5826.00031
Autor:
C. Addison Stone
Publikováno v:
Learning Disability Quarterly. 34:137-139
In his provocative contribution to this special issue of the LDQ, Scot Danforth uses the lens of history to challenge contemporary scholars in the field of learning disabilities (LD) to think critically about their implicit epistemology and methods o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::56f5d35196cb635fe00438f7230efd05
https://doi.org/10.1177/073194871103400203
https://doi.org/10.1177/073194871103400203
Autor:
C. Addison Stone, J. Abram Doane
Publikováno v:
School Psychology Review. 30:473-486
The purpose of this article is to spark discussion regarding the value and feasibility of empirically based procedures for goal setting and evaluation of educational services. Recent legal decisions and policy debates point to the need for clearer cr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::62d966d21692a4ff0deea49a5865a3fa
https://doi.org/10.1080/02796015.2001.12086129
https://doi.org/10.1080/02796015.2001.12086129
Publikováno v:
Annals of Dyslexia. 51:249-274
The purpose of this study was to determine whether poor readers have more pronounced problems than average-reading peers reading derived words the base forms of which undergo a phonological shift when a suffix is added (i.e., shift relations as in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::509c14bca1b9045d5f0672ed16588c49
https://doi.org/10.1007/s11881-001-0013-2
https://doi.org/10.1007/s11881-001-0013-2