One hundred and thirty-two graduates with learning disabilities (LD) of a large, public, competitive postsecondary institution were surveyed to determine levels of employment self-efficacy and satisfaction. Based upon...
One hundred and thirty-two graduates with learning disabilities (LD) of a large, public, competitive postsecondary institution were surveyed to determine levels of employment self-efficacy and satisfaction. Based upon a response rate of 67% (N = 89), graduates reported high levels of employment self-efficacy and satisfaction. Although there were no significant differences related to levels of self-efficacy and job satisfaction and selected demographic variables, perceptions of employment self-efficacy and the use of self-regulatory strategies/accommodations were found to be significant predictors of employment satisfaction.
Developmental dyslexia, characterized by unexplained difficulty in reading, is associated with behavioral deficits in phonological processing. Functional neuroimaging studies have shown a deficit in the neural mechani...
Developmental dyslexia, characterized by unexplained difficulty in reading, is associated with behavioral deficits in phonological processing. Functional neuroimaging studies have shown a deficit in the neural mechanisms underlying phonological processing in children and adults with dyslexia. The present study examined whether behavioral remediation ameliorates these dysfunctional neural mechanisms in children with dyslexia. Functional MRI was performed on 20 children with dyslexia (8-12 years old) during phonological processing before and after a remediation program focused on auditory processing and oral language training. Behaviorally, training improved oral language and reading performance. Physiologically, children with dyslexia showed increased activity in multiple brain areas. Increases occurred in left ternporo-parietal cortex and left inferior frontal gyrus, bringing brain activation in these regions closer to that seen in normal-reading children. Increased activity was observed also in right-hemisphere frontal and temporal regions and in the anterior cingulate gyrus. Children with dyslexia showed a correlation between the magnitude of increased activation in left temporo-parietal cortex and improvement in oral language ability. These results suggest that a partial remediation of language-processing deficits, resulting in improved reading, ameliorates disrupted function in brain regions associated with phonological processing and produces additional compensatory activation in other brain regions.
作者：
Kirsten Ellenbogen[a][a] KIRSTEN ELLENBOGEN is a senior associate at the Institute for Learning Innovation
Annapolis Maryland. She is interested in the role of science museums in family life the conversations of museum visitors and the design of learning technologies. She began her museum work 16 years ago as a demonstrator at the Detroit Science Center. Most recently she was project director at King's College London for the Center for Informal Learning and Schools a training and research program designed to address the need for research degrees in informal science education.
"From the guest editor."Journal of Museum Education, 28(1), p. 2
"From the guest editor."Journal of Museum Education, 28(1), p. 2
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