Literaturnachweis - Detailanzeige
| Autor/inn/en | Zera, David Aloyzy; Lucian, David G. |
|---|---|
| Titel | Self-Organization and Learning Disabilities: A Theoretical Perspective for the Interpretation and Understanding of Dysfunction. |
| Quelle | In: Learning Disability Quarterly, 24 (2001) 2, S.107-18Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0731-9487 |
| Schlagwörter | Stellungnahme; Attention; Classification; Elementary Secondary Education; Learning Disabilities; Learning Theories; Mathematics; Memory; Metacognition; Minimal Brain Dysfunction; Models; Neurology; Reading Difficulties; Systems Approach Aufmerksamkeit; Classification system; Klassifikation; Klassifikationssystem; Learning handicap; Lernbehinderung; Learning theory; Lerntheorie; Mathematik; Gedächtnis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hirnfunktionsstörung; Analogiemodell; Neurologie; Reading difficulty; Leseschwierigkeit; Systemischer Ansatz |
| Abstract | This article uses a self-organizing systems (SOS) framework to explain the complexity of learning disabilities (LD) and suggest that traditional classification schema may be inadequate. It explains principles of self-organizing systems and reviews research concerning reading and math disabilities and the roles of language, attention, working memory, and executive functioning as they relate to LD. Assessment practices are also addressed. (Contains references.) (Author/DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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