메뉴 건너뛰기




Volumn 19, Issue 2, 2005, Pages 154-172

The Learning Characteristics of Gifted Literacy Disabled Students

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84880095340     PISSN: 02614294     EISSN: 20479077     Source Type: Journal    
DOI: 10.1177/026142940501900209     Document Type: Article
Times cited : (5)

References (38)
  • 2
    • 0031136362 scopus 로고    scopus 로고
    • Gifted children with learning disabilities: A review of the issues
    • Brody L. E., Mills C. J., (1997). Gifted children with learning disabilities: A review of the issues. Journal of Learning Disabilities, 30, 282–296.
    • (1997) Journal of Learning Disabilities , vol.30 , pp. 282-296
    • Brody, L.E.1    Mills, C.J.2
  • 3
    • 0026560813 scopus 로고
    • Dichotic listening performance in subtypes of developmental dyslexia and a left temporal lobe tumour contrast group
    • Cohen M.J., Hynd G. W., Hugdahl K., (1992). Dichotic listening performance in subtypes of developmental dyslexia and a left temporal lobe tumour contrast group. Brain and Language, 42, 187–202.
    • (1992) Brain and Language , vol.42 , pp. 187-202
    • Cohen, M.J.1    Hynd, G.W.2    Hugdahl, K.3
  • 4
    • 0036003745 scopus 로고    scopus 로고
    • The relationships among phonological processing, orthographic processing, and lexical development in children with reading disabilities
    • Compton D. L., (2002). The relationships among phonological processing, orthographic processing, and lexical development in children with reading disabilities. The Journal of Special Education, 35, (4), 201–210.
    • (2002) The Journal of Special Education , vol.35 , Issue.4 , pp. 201-210
    • Compton, D.L.1
  • 5
    • 0030298791 scopus 로고    scopus 로고
    • Relevance of WISC-III indicators for assessment of learning disabilities
    • Daley C.E., Nagle R.J., (1996). Relevance of WISC-III indicators for assessment of learning disabilities. Journal of Psychoeducational Assessment, 14, 320–333.
    • (1996) Journal of Psychoeducational Assessment , vol.14 , pp. 320-333
    • Daley, C.E.1    Nagle, R.J.2
  • 6
    • 37149050078 scopus 로고    scopus 로고
    • From paradox to performance: Practical strategies for identifying and teaching GT/LD students
    • Jan / Feb, 22–28
    • Dix J., Schafer S., (1996). From paradox to performance: Practical strategies for identifying and teaching GT/LD students. Gifted Child Today, Jan / Feb, 22–28.
    • (1996) Gifted Child Today
    • Dix, J.1    Schafer, S.2
  • 7
    • 0031226188 scopus 로고    scopus 로고
    • Profiles of college students demonstrating learning disabilities with and without giftedness
    • Ferri B. A., Gregg N., Heggoy S. J., (1997). Profiles of college students demonstrating learning disabilities with and without giftedness. Journal of Learning Disabilities, 30, 552–564.
    • (1997) Journal of Learning Disabilities , vol.30 , pp. 552-564
    • Ferri, B.A.1    Gregg, N.2    Heggoy, S.J.3
  • 8
    • 84973831046 scopus 로고
    • Metacognition and high intellectual ability: Insights form the study of learning disabled gifted students
    • Hannah C.L., Shore B.M., (1995). Metacognition and high intellectual ability: Insights form the study of learning disabled gifted students. Gifted Child Quarterly, 39 (2), 95–109.
    • (1995) Gifted Child Quarterly , vol.39 , Issue.2 , pp. 95-109
    • Hannah, C.L.1    Shore, B.M.2
  • 9
    • 37149031106 scopus 로고    scopus 로고
    • The gifted/learning disabled child: A guide for teachers and parents
    • Fetzer E. A., (2000). The gifted/learning disabled child: A guide for teachers and parents. Gifted Child Today, 23, 44–53.
    • (2000) Gifted Child Today , vol.23 , pp. 44-53
    • Fetzer, E.A.1
  • 11
    • 0345648744 scopus 로고    scopus 로고
    • Understanding the complex choreography of talent development through DMGT-based analysis
    • Heller K.A., Monks F.J., Sternberg R., Subotnik R.F., (eds), 2nd ed, Amsterdam, Elsevier., (Eds
    • Gagne F., (2000). Understanding the complex choreography of talent development through DMGT-based analysis. In Heller K.A., Monks F.J., Sternberg R., Subotnik R.F., (Eds.), International handbook of giftedness and talent. (2nd ed). Amsterdam: Elsevier.
    • (2000) International handbook of giftedness and talent
    • Gagne, F.1
  • 12
    • 18944367388 scopus 로고    scopus 로고
    • Addressing diversity of the gifted/ at risk: Characteristics for identification
    • Sep / Oct, 20–45
    • Hishinuma E., Tadaki S., (1996). Addressing diversity of the gifted/ at risk: Characteristics for identification. Gifted Child Today, Sep / Oct, 20–45.
    • (1996) Gifted Child Today
    • Hishinuma, E.1    Tadaki, S.2
  • 14
    • 0031525970 scopus 로고    scopus 로고
    • Hierarchical and cross-age confirmatory factor analysis of the WISC -III: What does it measure?
    • Keith T.Z., Witta E.L., (1997). Hierarchical and cross-age confirmatory factor analysis of the WISC -III: What does it measure? School Psychology Quarterly, 12, (2), 89–107.
    • (1997) School Psychology Quarterly , vol.12 , Issue.2 , pp. 89-107
    • Keith, T.Z.1    Witta, E.L.2
  • 15
    • 0001554853 scopus 로고
    • Comprehension monitoring and the level of comprehension in high- and low-achieving primary school children's reading
    • Kinnunen R., Vauras M., (1995). Comprehension monitoring and the level of comprehension in high- and low-achieving primary school children's reading. Learning and Instruction, 5, 143–165.
    • (1995) Learning and Instruction , vol.5 , pp. 143-165
    • Kinnunen, R.1    Vauras, M.2
  • 18
    • 18044373608 scopus 로고    scopus 로고
    • Best practices in the identification of gifted students with learning disabilities
    • McCoach B. D., Kehle T. J., Bray M. A., Siegle D., (2001). Best practices in the identification of gifted students with learning disabilities. Psychology in the Schools, 38, 403–411.
    • (2001) Psychology in the Schools , vol.38 , pp. 403-411
    • McCoach, B.D.1    Kehle, T.J.2    Bray, M.A.3    Siegle, D.4
  • 19
    • 43849104306 scopus 로고    scopus 로고
    • Gifted students with learning disabilities: Implications and strategies for school counsellors
    • McEachern A. G., Bornot J., (2001). Gifted students with learning disabilities: Implications and strategies for school counsellors. Professional School Counselling, 5, (1), 34–45.
    • (2001) Professional School Counselling , vol.5 , Issue.1 , pp. 34-45
    • McEachern, A.G.1    Bornot, J.2
  • 20
    • 21344446902 scopus 로고    scopus 로고
    • Use of metacognitive reading strategies by gifted learning disabled students: An exploratory study
    • McGuire K.L., Yewchuk C.R., (1996). Use of metacognitive reading strategies by gifted learning disabled students: An exploratory study. Journal for the Education of the Gifted, 19, 3, 293–314.
    • (1996) Journal for the Education of the Gifted , vol.19 , Issue.3 , pp. 293-314
    • McGuire, K.L.1    Yewchuk, C.R.2
  • 21
    • 0001219104 scopus 로고
    • Counselling gifted learning disabled individuals and group counselling techniques
    • Silverman L.K., (ed), Denver, CO, Love, (Ed
    • Mendaglio S., (1993). Counselling gifted learning disabled individuals and group counselling techniques. In Silverman L. K., (Ed.), Counselling the gifted and talented. Denver, CO: Love.
    • (1993) Counselling the gifted and talented
    • Mendaglio, S.1
  • 22
    • 0033238862 scopus 로고    scopus 로고
    • The development of phonemic awareness in reading disabled children
    • Metsala J. L., (1999). The development of phonemic awareness in reading disabled children. Applied Psycholinguistics, 20, 149–158.
    • (1999) Applied Psycholinguistics , vol.20 , pp. 149-158
    • Metsala, J.L.1
  • 23
    • 0036273982 scopus 로고    scopus 로고
    • The reading characteristics of gifted literacy disabled students
    • Munro J., (2002). The reading characteristics of gifted literacy disabled students. Australian Journal of Learning Disabilities, 7, (2), 4–12.
    • (2002) Australian Journal of Learning Disabilities , vol.7 , Issue.2 , pp. 4-12
    • Munro, J.1
  • 26
    • 0002775858 scopus 로고
    • Base rates of WISC-III diagnostic subtest patterns among normal, learning disabled and ADHD samples
    • Prifitera A., Dersh J., (1993). Base rates of WISC-III diagnostic subtest patterns among normal, learning disabled and ADHD samples. Journal of Psychoeducational Assessment, 14, 43–55.
    • (1993) Journal of Psychoeducational Assessment , vol.14 , pp. 43-55
    • Prifitera, A.1    Dersh, J.2
  • 27
    • 84953037530 scopus 로고    scopus 로고
    • Field dependent / independent cognitive style research revisited: Do field dependent readers read differently than field independent readers?
    • Rasinski T., (1984). Field dependent / independent cognitive style research revisited: Do field dependent readers read differently than field independent readers? Reading Psychology, 5, 303–322.
    • Reading Psychology , vol.5 , pp. 303-322
    • Rasinski, T.1
  • 28
    • 84958356653 scopus 로고
    • Cognitive Styles: An Overview and Integration
    • Riding R.J., Cheema I., (1991). Cognitive Styles: An Overview and Integration. Educational Psychology, 11, 193–215.
    • (1991) Educational Psychology , vol.11 , pp. 193-215
    • Riding, R.J.1    Cheema, I.2
  • 30
    • 0002367990 scopus 로고    scopus 로고
    • Significance of verbal — performance discrepancies for subtypes of children with learning disabilities
    • Prititera A., Saklofske D.H., (eds), San Diego, CA., Academic Press, (Eds
    • Rourke B.P., (1998). Significance of verbal — performance discrepancies for subtypes of children with learning disabilities. In Prititera A., Saklofske D.H., (Eds.) WISC III Clinical Use and Interpretation. San Diego, CA.: Academic Press.
    • (1998) WISC III Clinical Use and Interpretation
    • Rourke, B.P.1
  • 31
  • 32
    • 58149371967 scopus 로고
    • Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children
    • Siegel L. S., Ryan E. B., (1988). Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children. Developmental Psychology, 24, 28–37.
    • (1988) Developmental Psychology , vol.24 , pp. 28-37
    • Siegel, L.S.1    Ryan, E.B.2
  • 33
    • 84970442666 scopus 로고
    • Evidence for superior orthographic skills in dyslexics
    • Siegel L. S., Share D., Geva E., (1995). Evidence for superior orthographic skills in dyslexics. Psychological Science, 6, 250–254.
    • (1995) Psychological Science , vol.6 , pp. 250-254
    • Siegel, L.S.1    Share, D.2    Geva, E.3
  • 34
    • 0347052610 scopus 로고
    • The visual-spatial learner
    • Silverman L., (Fall, 1989). The visual-spatial learner. Preventing School Failure, 34 (1), 15–20.
    • (1989) Preventing School Failure , vol.34 , Issue.1 , pp. 15-20
    • Silverman, L.1
  • 35
    • 0007017976 scopus 로고    scopus 로고
    • Assessment of gifted children with the WISC III
    • Prititera A., Saklofske D.H., (eds), San Diego, CA, Academic Press, (Eds
    • Sparrow S.S., Gurland S.T., (1998). Assessment of gifted children with the WISC III. In Prititera A., Saklofske D.H., (Eds.) WISC III Clinical Use and Interpretation. San Diego, CA: Academic Press.
    • (1998) WISC III Clinical Use and Interpretation
    • Sparrow, S.S.1    Gurland, S.T.2
  • 38
    • 0010846882 scopus 로고    scopus 로고
    • Conceptions of Giftedness from a metaphysical perspective
    • Heller K.A., Monks F.J., Sternberg R.J., Subotnik R.F., (eds), 2nd ed, Amsterdam, Elsevier, (Eds
    • Ziegler A., Heller K.A., (2000). Conceptions of Giftedness from a metaphysical perspective. In Heller K.A., Monks F.J., Sternberg R.J., Subotnik R.F., (Eds.), International Handbook of Giftedness and Talent, (2nd ed). Amsterdam: Elsevier.
    • (2000) International Handbook of Giftedness and Talent
    • Ziegler, A.1    Heller, K.A.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.