Author: Roger Dennis FrantPublisher:
ISBN:
Category : Short-term memory
Languages : en
Pages : 206
Book Description
A Comparison of the Short-term Memory Process of Learning Disabled and Normal Learners
Author: Roger Dennis FrantPublisher:
ISBN:
Category : Short-term memory
Languages : en
Pages : 206
Book Description
A Comparison of Short-term Memory Strategies in Learning Disabled Students Receiving Special Education Services and Learning Disabled Students who are No Longer in Need of Special Education Services
Author: Anne Legallet JonesPublisher:
ISBN:
Category : Cognitive styles
Languages : en
Pages : 108
Book Description
Short-term Memory Processes in Learning Disabled and Normal Children
Author: Jack GoldsteinA Comparison of Auditory and Visual Short-term Memory of Learning Disabled and Non-learning Disabled Students
Author: Elizabeth Cass GoinsPublisher:
ISBN:
Category : Learning disabled children
Languages : en
Pages : 88
Book Description
Improving Adult Literacy Instruction
Author: National Research CouncilPublisher: National Academies Press
ISBN: 0309219590
Category : Education
Languages : en
Pages : 504
Book Description
A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Resources in Education
Author: A Comparison of the Development of Long Term Visual Memory in "normal" Children and Children with Learning Disabilities
Author: Gayle V. G. ClarkPublisher:
ISBN:
Category : Learning disabilities
Languages : en
Pages : 174
Book Description
Study of Short Term and Long Term Memory in Learning Disabled and Normal Children
Author: Patricia Ann QuinnShort-term Memory Processing of Reading Disabled and Normal Children
Author: Charles Richard SpellmanPublisher:
ISBN:
Category :
Languages : en
Pages : 160
Book Description
Working Memory and Severe Learning Difficulties (PLE: Memory)
Author: Charles HulmePublisher: Psychology Press
ISBN: 1317748433
Category : Psychology
Languages : en
Pages : 154
Book Description
"Working memory" is a term used to refer to the systems responsible for the temporary storage of information during the performance of cognitive tasks. The efficiency of working memory skills in children may place limitations on the learning and performance of educationally important skills such as reading, language comprehension and arithmetic. Originally published in 1992, this monograph considers the development of working memory skills in children with severe learning difficulties. These children have marked difficulties with a wide range of cognitive tasks. The studies reported show that they also experience profound difficulties in verbal working memory tasks. These memory problems are associated with a failure to rehearse information within an articulatory loop. Training the children to rehearse material is shown to help alleviate these problems. The implications of these studies for understanding normal memory development, and for models of the structure of working memory and its development are discussed. It is argued that the working memory deficits seen in people with severe learning difficulties may contribute to their difficulties on other cognitive tasks.