Susana Padeliadu

Predicting LD on the Basis of Motivation, Metacognition, and Psychopathology An ROC Analysis

We examined how strongly motivation, metacognition, and psychopathology acted as predictors of learning disabilities (LD). The results from five studies suggested that level of motivation (as shown through self-efficacy, motivational force, task avoidance, goal commitment, or self-concept) was highly accurate in classifying students with or at risk for LD. Metacognition and psychopathology were also strong predictors. Classification accuracy using receiver operating characteristic (ROC) curves ranged between 77% and 96%. These rates were much higher than the chance-level (i.e., 50%—55%) rates sometimes yielded by cognitive indices. Linear discriminant function (LDF) analysis substantiated classification accuracy. These results suggest that motivation, metacognition, and psychopathology are strong predictors of LD. Understanding the influence of these characteristics may help researchers and practitioners more accurately screen and treat students with LD.

Greek Teachers’ Perceptions of Autism and Implications for Educational Practice: A Preliminary Analysis

The general aim of this study was to examine perceptions about autism in regular education (n35) and special education (n29) teachers attending the second year of their in-service training. Data were collected through a series of written questions covering four areas of interest (general information, aetiology, behavioural characteristics, treatment). The analysis of findings revealed some confusion in regard to the causes of the syndrome in both groups of teachers. However, special education teachers were more likely to identify correctly the specific characteristics of autism. Regular and special education teachers also identified different instructional priorities in the treatment of autism. The practical implications of these findings for in-service training are discussed.

Attitudes of special and regular education teachers towards school integration

ABSTRACT This study examines the attitudes of regular and special education teachers towards school integration of students with special educational needs. Furthermore, the study aims at revealing possible differences in teachers’ attitudes when different disabilities are involved and when issues such as the best time for integration and the area of most benefit for the integrated students are raised. A total of 377 teachers in Greece were surveyed. The results showed that, although both regular and special education teachers held neutral attitudes towards school integration, the regular education teachers were more positive towards integration than their special education colleagues. Moreover, younger and less experienced teachers were more positive towards school integration, while no differences were found between male and female teachers’ attitudes. In regard to the best time for initiating school integration, teachers’ views differed only in a few choices, with the regular education teachers being mo...

An Examination of the Psychometric Properties of the Test of Reading Performance Using Structural Equation Modeling

The present purpose was to investigate the psychometric properties of the Test of Reading Performance, a new scale designed to evaluate the reading performance of Greek elementary school students. The sample consisted of 181 elementary school students, attending Grades 1–6 at two elementary schools in the area of Thessaloniki. The Test of Reading Performance was hypothesized to measure six constructs, namely, letter knowledge, phoneme blending, word identification, morphology knowledge, syntactic knowledge, and passage comprehension. Each construct was defined by two to four measured variables. The chosen structural model supported the multidimensional nature of reading and the relationship between the measured variables and constructs. Estimates of discriminant and convergent validity using confirmatory factor analytic procedures were satisfactory although these was multicollinearity for the measures morphology-syntax and morphology-comprehension. Internal consistency was also satisfactory for the full scale (α = .83).

Inflectional morphological awareness and word reading and reading comprehension in Greek

The study explored the contribution of two aspects of inflectional morphological awareness, verb inflection and noun-adjective inflection, to word reading and reading comprehension in the Greek language, which is an orthographically transparent language. Participants (120 first graders, 123 second graders, 126 third graders) were given two oral language experimental tasks of inflectional morphological awareness. Furthermore, phonological awareness, receptive vocabulary, expressive vocabulary, decoding, and reading comprehension were evaluated. It was revealed that noun-adjective inflectional morphology contributed significantly to decoding only in first grade, while verb inflectional morphology had a significant contribution to reading comprehension in third grade. It is interesting that inflectional morphological awareness did not predict reading skills for second graders. Phonological awareness was a firm predictor of word reading in all grades and made a unique contribution in Grades 2 and 3. Finally, in all grades, receptive vocabulary was a steady predictor of reading comprehension, whereas expressive vocabulary predicted only first-grade reading comprehension. It is suggested that inflectional morphological awareness may be an important predictor of early reading in a language with a shallow orthography and a rich morphology.

The Relationship Between Reading Comprehension, Decoding, and Fluency in Greek: A Cross-Sectional Study

Experts widely consider decoding and fluency as the basis of reading comprehension, while at the same time consistently documenting problems in these areas as major characteristics of students with learning disabilities. However, scholars have developed most of the relevant research within phonologically deep languages, wherein decoding problems appear to be especially prominent. Furthermore, most of the available data refer to elementary-age students. The goal of this study was to investigate reading comprehension in Greek, a language that is less transparent than English. Specifically, the aims of this cross-sectional study were (a) to provide a qualitative analysis of reading comprehension errors in narrative and expository texts made by students across 9 grades and (b) to predict specific reading comprehension problems from decoding and fluency skills. Participants were 1,070 elementary and secondary students from the 1st through the 9th grades whom researchers assessed using a newly developed detection test of reading difficulties. We discuss the results of frequency and regression analyses in the framework of understanding the role that decoding and fluency play in reading comprehension.

Preferences of students with learning disabilities for alternative service delivery modes

ABSTRACT This study investigates the preferences of students with learning disabilities regarding the location in which they receive help and the person from whom to get help. The attitudes of students with learning disabilities towards school as a function of the time they spend in the mainstream and their characteristics were also investigated. Results of the structured interviews and survey statements of 150 students indicated that they preferred receiving extra help in the special education class from the special education teacher. Students’ preferences for setting or teacher were not related to age, sex, IQ or academic achievement level, nor to the time students spent in the mainstream. The students expressed a positive attitude towards school in general, and towards their teachers, their classmates and the schoolwork in particular.

Blending versus whole word approaches in first grade remedial reading: Short-term and delayed effects on reading and spelling words

Twelve very poor readers in May of first grade, including four withdisabilities, were randomly assigned to one of two daily tutoring conditions designed to teach children to read regularly spelled short words by one of two methods: blending sounds to form words, or cumulative introduction of whole words. Both treatments included letter/sound correspondences and spelling words in the reading set. At the end of ten sessions, no differences were found between the treatment outcomes; however, delayed posttests one week later found differences favoring the blending treatment on reading and spelling instructional words, and on transfer to words composed of known letter sounds.

Creating a Brief Rating Scale for the Assessment of Learning Disabilities Using Reliability and True Score Estimates of the Scale’s Items Based on the Rasch Model

The purpose of the present studies was to provide the means to create brief versions of instruments that can aid the diagnosis and classification of students with learning disabilities and comorbid disorders (e.g., attention-deficit/hyperactivity disorder). A sample of 1,108 students with and without a diagnosis of learning disabilities took part in Study 1. Using information from modern theory methods (i.e., the Rasch model), a scale was created that included fewer than one third of the original battery items designed to assess reading skills. This best item synthesis was then evaluated for its predictive and criterion validity with a valid external reading battery (Study 2). Using a sample of 232 students with and without learning disabilities, results indicated that the brief version of the scale was equally effective as the original scale in predicting reading achievement. Analysis of the content of the brief scale indicated that the best item synthesis involved items from cognition, motivation, strategy use, and advanced reading skills. It is suggested that multiple psychometric criteria be employed in evaluating the psychometric adequacy of scales used for the assessment and identification of learning disabilities and comorbid disorders.

Assessing Self-Regulation in Individuals With Visual Impairments: Generality Versus Specificity in Self-Regulatory Functioning

The purpose of the present study was to assess self-regulation of students with visual impairments across two academic subjects, language and math. The participants were 46 Greek students with visual impairments who completed self-regulation measures across the subject matters of language and math. Initially, the factorial validity of the scale was established. In turn, results pointed to the existence of a single universal self-regulation functioning pattern in individuals with visual impairments across subject matters (at the mean level). Measurement invariance was also observed at the item level through imposing equality constraints between items from different subjects. Based on the findings, it is suggested that self-regulation is not context specific for individuals with visual impairments.