Learning Disability Quarterly back issues from June 2006:
Motivational issues in learning disabilities: editors' introduction to special issue.
Jun 22, 2006; ... Our motivation behind this special issue on Motivation in Learning Disabilities stems from the fact that motivational orientations, attributes, and characteristics are highly predictive of subsequent student engagement and behavior in academic and nonacademic tasks (Dweck, 1988; Sabatino, ...
Achievement goals of students with ADHD.(Attention Deficit Hyperactivity Disorder)
Jun 22, 2006; ... Abstract. Although achievement goal theory is currently one of the dominant theoretical frameworks used to understand and improve student motivation (Brophy, 2004), little work has been done to evaluate the achievement goals of students with ADHD. After an initial review of achievement ...
Classification of students with reading comprehension difficulties: the roles of motivation, affect, and psychopathology.
Jun 22, 2006; ... Abstract. Attempts to evaluate the cognitive-motivational profiles of students with reading comprehension difficulties have been scarce. The purpose of the present study was twofold: (a) to assess the discriminatory validity of cognitive, motivational, affective, and psychopathological ...
Effects of two types of self-regulatory instruction programs on students with learning disabilities in writing products, processes, and self-efficacy.
Jun 22, 2006; ... Abstract. We examined the differential effects of the social cognitive model of sequential skill acquisition (SCM intervention) and the self-regulated strategy development model (SRSD intervention) for writing. One hundred and twenty-one 5th- and 6th-grade Spanish students with learning ...
The impact of explicit, self-regulatory reading comprehension strategy instruction on the reading-specific self-efficacy, attributions, and affect of students with reading disabilities.
Jun 22, 2006; ... Abstract. We compared a reading intervention that consisted of explicit, self-regulatory strategy instruction to a strategy intervention that was less explicit to determine the impact on the reading-specific self-efficacy, attributions, and affect of students with reading disabilities ...