A Content Analysis of "Learning Disabilities Research & Practice:" 1991-2007

Autor/inn/en	Vostal, Brooks R.; Hughes, Charles A.; Ruhl, Kathy L.; Benedek-Wood, Elizabeth; Dexter, Douglas D.
Titel	A Content Analysis of "Learning Disabilities Research & Practice:" 1991-2007
Quelle	In: Learning Disabilities Research & Practice, 23 (2008) 4, S.184-193 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
Schlagwörter	Learning Disabilities; Position Papers; Content Analysis; Classrooms; Regular and Special Education Relationship; Elementary School Students; Middle School Students; Intervention + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Positionspapier; Inhaltsanalyse; Classroom; Klassenraum; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	The purpose of this review was to analyze the content of "Learning Disabilities Research & Practice" to identify prevalent topics and types and proportions of articles published from 1991 through 2007. Also analyzed was the nature of the research reported including designs, participants, interveners, and settings. Analysis indicated that the three most prevalent topics were reading, assessment and identification, and inclusion. Furthermore, 57 percent of the content reflects original research with almost half of these being descriptive in nature. Position papers constitute the most common form of nonresearch articles. Students with learning disabilities as well as those identified as being at risk were the populations studied most often and studies were largely conducted in elementary or middle school classrooms (either special education or general education) with the intervention delivered by a teacher in almost half the studies. More detailed results of the overall analysis along with discussion of the findings are also presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10