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Peer reviewedMarvin, Christine – Topics in Early Childhood Special Education, 1994
A survey of 168 preschool children's parents found that less than half of the children with single or multiple disabilities were read to daily or engaged in writing or drawing activities weekly. Relative priorities given to learning to read and write and expectations for reading and writing abilities were lower for children with multiple…
Descriptors: Disabilities, Early Childhood Education, Expectation, Family Environment
Peer reviewedHeller, K. W.; D'Andrea, F. M.; Forney, P. E. – Journal of Visual Impairment & Blindness, 1998
Examines the areas of visual and physical efficiency that are important to reading and writing braille or large print and conditions and modifications that may be used to make the selected media effective for individuals who have both visual and physical impairments. (Author/DB)
Descriptors: Assistive Devices (for Disabled), Braille, Decision Making, Large Type Materials
Peer reviewedGomez, Rapson; Condon, Margaret – Journal of Learning Disabilities, 1999
A study examined central auditory processing ability of 15 children with attention-deficit hyperactivity disorder (ADHD), 15 children with ADHD and learning disabilities (LD), and 15 controls. Results indicated lower central-auditory-processing ability and significant correlations between reading and ADHD and reading and…
Descriptors: Attention Deficit Disorders, Auditory Perception, Children, Cognitive Processes
Peer reviewedFaykus, Suzanne P.; McCurdy, Barry L. – Education and Treatment of Children, 1998
The sensitivity of two curriculum-based measurement procedures, maze (a modified cloze procedure), and oral reading, were evaluated with six students with mental retardation and concomitant emotional/behavioral disorders. Although teacher acceptability of the two procedures was equal, ideographic comparisons revealed oral reading fluency to be a…
Descriptors: Behavior Disorders, Cloze Procedure, Curriculum Based Assessment, Elementary Education
MYKLEBUST, HELMER R. – 1964
INTENDED FOR ADVANCED COURSES IN DEAF EDUCATION, THE TEXT CONSIDERS (1) THE NATURE AND EXTENT OF DEAFNESS, (2) DEAFNESS AND THE PSYCHOLOGICAL PROCESSES, (3) LANGUAGE, INCLUDING SPEECH, SPEECHREADING, READING, AND WRITING, AND (4) OTHER HANDICAPS, SPECIAL ABILITIES, AND APTITUDES. THE FOUR AREAS ARE SUBDIVIDED INTO 14 CHAPTERS COVERING THE PROCESS…
Descriptors: Ability, Adjustment (to Environment), Aptitude, Child Development
