Annual Dissertation Award Winners
The Annual Dissertation Award encourages excellence in doctoral level research and recognizes quality research that contributes to the field of learning disabilities. The Award consists of:
- A $500 cash award
- Up to an additional $500 for travel to receive the award at the CEC Annual Convention
- Free one-year membership in CEC and DLD
- An opportunity to present the research at the CEC Annual Convention
- An invitation to submit the research for publication in the Division journal, Learning Disabilities Research & Practice
DLD's Research Committee is pleased to announce that Kevin Miller is the recipient of the 2006 DLD Outstanding Dissertation Award!
Dr. Miller received his Ph.D. from University of Virginia in 2005, where he studied with Professor Rick Brigham (left in photo; now at George Mason University).
Dr. Kevin Miller
Director of the Upper School
Woodlynde School
445 Upper Gulph Road
Strafford, PA 19087-5498
Dissertation Title: Use of an integrated visual mnemonic for recall of related information
Abstract: Twenty-seven tenth-grade males with language-based learning disabilities were taught information relating to 3 figures from the early Italian Renaissance in their history classroom, followed by a review of the material later the same day. Control participants reviewed the material for 35 minutes by means of a direct-instruction recitation format. Experimental participants reviewed the material for 35 minutes by means of an instructor-made multiple-item mnemonic image for each figure; this image used photo images and clip art as acoustic, symbolic, or mimetic representations for each item of the material. A free-recall test on the following day revealed significantly higher recall for the mnemonic condition. Correlation indicated that participants who reported using the mnemonic strategy performed better than did participants who reported using oral or silent repetition. Chi- square analysis indicated no significant difference in recall by type of representation. Implications for future research and practice are discussed.
2005 Award Winner
Dr. Morgan received his degree at Vanderbilt University under the supervision of Doug Fuchs. He is currently an Assistant Professor in the Department of Educational & School Psychology & Special Education at Pennsylvania State University.
Dr. Paul Morgan
Pennsylvania State University
211 CEDAR Building
University Park, PA 16802
Title: Does Early Reading Failure Decrease Children's Motivation? An Evaluation of the Negative Matthew Effects Hypothesis.
Brief abstract: Stanovich's (1986) Matthew effects theory is a frequently cited etiological explanation of learning disabilities (LD). A key hypothesis predicts that early academic struggles negatively affect children's motivation. To evaluate this proposed causal relation, we used a pre-test post-test control group design with random assignment to test whether (a) 60 first grade children reported substantially different levels of motivation as a function of making either substantial or limited progress in acquiring reading skills, and (b) manipulating the amount of progress 15 children at risk for LD made in acquiring these skills would lead to gains in their motivation. Multivariate analyses of variance suggested marked differences in motivation and reading practice between skilled and at risk readers. However, neither hierarchical regression analyses nor direct manipulation of a hypothesized causal agent (i.e., progress in skills acquisition) yielded evidence of a causal reading skills-reading motivation relation. Theoretical and practical implications are discussed.
Dr. Morgan will present his dissertation at CEC in Baltimore from 8:30 to 10 am on Friday, April 8. The specific location will be in the CEC program.
2004 Award Winner
Dr. Yvonne Bui
University of SanFrancisco
2130 Fulton Street
San Francisco, CA 94121
Title: The effects of a comprehensive writing program for students with and without disabilities in inclusive fifth grade classrooms.
Brief abstract: This study was intended to test the effects of a comprehensive writing program for students with and without disabilities in inclusive fifth grade classrooms. The program included research based components including writing strategies, prewriting planning, narrative text structures, and the process approach to writing. Students with and without disabilities earned higher scores with the writing training program on several measures, but not on the state wide writing tests compared to students who did not received the training.