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Learning Disabilities Research & Practice最新文献

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Teaching Place Value Concepts and Their Application Using the Concrete-Representational-Abstract Integrated Sequence 利用 "具体-表象-抽象 "综合序列教学位值概念及其应用
Learning Disabilities Research & Practice Pub Date : 2024-04-25 DOI: 10.1177/09388982241245464
Margaret M. Flores, Vanessa M. Hinton, Laura Shadoan, Callye Monroe
{"title":"Teaching Place Value Concepts and Their Application Using the Concrete-Representational-Abstract Integrated Sequence","authors":"Margaret M. Flores, Vanessa M. Hinton, Laura Shadoan, Callye Monroe","doi":"10.1177/09388982241245464","DOIUrl":"https://doi.org/10.1177/09388982241245464","url":null,"abstract":"This study examined the effects of the concrete-representational-abstract integrated sequence (CRA-I) on teaching place value concepts and their application. The research questions addressed the extent to which CRA-I changed student performance in (a) completing equations that required subtraction with regrouping in the tens place, (b) completing equations that required subtraction with regrouping in the tens and hundreds place, (c) rounding three-digit numbers to the nearest ten or hundred, and (d) using multiple equations to decompose three-digit numbers. Four students in the fourth grade participated. Three students were eligible for services under learning disabilities (LD) or other health impairments (OHI); two students were English language learners. Employing a single-case multiple-probe-across-behaviors design, a functional relation was found between CRA-I and behaviors associated with number concepts. Implications will be discussed.","PeriodicalId":142235,"journal":{"name":"Learning Disabilities Research & Practice","volume":"45 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140656926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
From silos to synergy in STEM education: Promoting interdisciplinary STEM education to enhance the science achievement of students with learning disabilities 在科学、技术、工程和数学教育中，从各自为政到协同合作：促进跨学科 STEM 教育，提高学习障碍学生的科学成就
Learning Disabilities Research & Practice Pub Date : 2024-04-24 DOI: 10.1177/09388982241245452
J. Hwang, Sam Choo, Stephanie Morano, Mengyuan Liang, Matthew Kabel
{"title":"From silos to synergy in STEM education: Promoting interdisciplinary STEM education to enhance the science achievement of students with learning disabilities","authors":"J. Hwang, Sam Choo, Stephanie Morano, Mengyuan Liang, Matthew Kabel","doi":"10.1177/09388982241245452","DOIUrl":"https://doi.org/10.1177/09388982241245452","url":null,"abstract":"Recent studies have posited that K-12 science, technology, engineering, and mathematics (STEM) education should go beyond traditional subject silos and take an interdisciplinary approach that integrates these core subjects into a cohesive curriculum to foster authentic problem-solving skills. The purpose of this study was to field test one of five proposed packages of interdisciplinary STEM lessons to examine its feasibility for further revisions of lesson development. The study employed a piecewise linear growth model to examine growth patterns of students’ science vocabulary acquisition and contextualized problem-solving skills during a 40-week observation period. Results showed that all students with learning disabilities ( N = 9) made significant knowledge gains in these two areas and maintained them for a long term—two and four weeks post intervention. Our findings are encouraging and provide initial evidence for effective lesson design to support STEM education for students with learning disabilities.","PeriodicalId":142235,"journal":{"name":"Learning Disabilities Research & Practice","volume":"62 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140664141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Positive distance learning perception, personal resources, and loneliness among higher education students with ADHD and/or SLD 有多动症和/或特殊学习障碍的高校学生对远程学习的积极看法、个人资源和孤独感
Learning Disabilities Research & Practice Pub Date : 2024-04-18 DOI: 10.1177/09388982241247580
A. Sharabi, Orit Shelach Inbar
{"title":"Positive distance learning perception, personal resources, and loneliness among higher education students with ADHD and/or SLD","authors":"A. Sharabi, Orit Shelach Inbar","doi":"10.1177/09388982241247580","DOIUrl":"https://doi.org/10.1177/09388982241247580","url":null,"abstract":"This study assessed the positive perception of distance learning of undergraduate students with and without attention deficit hyperactivity disorder (ADHD) and/or specific learning disorder (SLD), and examined their personal resources (academic self-efficacy [ASE] and sense of coherence [SOC]), and social vulnerability (loneliness) in predicting their positive distance learning perception. Participants were 276 Israeli undergraduates, 138 diagnosed with ADHD/SLD and 138 in a comparison group without disabilities. Students’ positive perceptions toward distance learning, ASE, SOC, and loneliness were assessed via self-report questionnaires. Students with ADHD/SLD reported a less positive perception of distance learning, lower ASE and SOC, and higher loneliness than students without disabilities. In both groups, females had a more positive perception of distance learning than males. ASE uniquely contributed to a positive perception of distance learning only for students with ADHD/SLD. As hybrid learning becomes more and more common in higher education, it is critical to understand the unique needs and adaptation to distance learning of students with ADHD/SLD.","PeriodicalId":142235,"journal":{"name":"Learning Disabilities Research & Practice","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140685803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Understanding dyslexia guidance for parents and teachers: A review of states’ handbooks 了解针对家长和教师的阅读障碍指导：各州手册回顾
Learning Disabilities Research & Practice Pub Date : 2024-04-16 DOI: 10.1177/09388982241245483
Rachel Brown-Chidsey, Amy N. Scott, L. Hauerwas, Amanda Nalls
{"title":"Understanding dyslexia guidance for parents and teachers: A review of states’ handbooks","authors":"Rachel Brown-Chidsey, Amy N. Scott, L. Hauerwas, Amanda Nalls","doi":"10.1177/09388982241245483","DOIUrl":"https://doi.org/10.1177/09388982241245483","url":null,"abstract":"Most U.S. states have laws related to supporting students with dyslexia, including dyslexia screening, intervention, and teacher training. Additionally, 40 states have published dyslexia handbooks that include information about defining dyslexia, screening, core instruction, intervention, and progress monitoring. This study utilized a qualitative content analysis to identify the major topics and themes included in these handbooks. Results showed that most of the handbooks included details about the intended audience, defining dyslexia, methods of assessment, types of instruction and intervention, information for parents, and additional resources. Dominant themes in the handbook content were translating research to practice, educator focus, intervention over instruction, and a lack of information related to multilingual learners. The findings suggest that the current handbooks offer consistent information about the definition and features of dyslexia but do not always include information from research-based practices to support students with dyslexia.","PeriodicalId":142235,"journal":{"name":"Learning Disabilities Research & Practice","volume":"5 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140697775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Developing and Implementing a Tier 1 Reading Program Within an RTI Framework: A University–School Partnership 在 RTI 框架内制定和实施一级阅读计划：大学与学校的合作
Learning Disabilities Research & Practice Pub Date : 2024-03-26 DOI: 10.1177/09388982241240447
Allison C. Nannemann, Sunaina Shenoy, Christopher Johnson
{"title":"Developing and Implementing a Tier 1 Reading Program Within an RTI Framework: A University–School Partnership","authors":"Allison C. Nannemann, Sunaina Shenoy, Christopher Johnson","doi":"10.1177/09388982241240447","DOIUrl":"https://doi.org/10.1177/09388982241240447","url":null,"abstract":"Response to intervention (RTI) is a valuable framework for providing effective and equitable educational opportunities to all students; however, recent research indicates that RTI programs are not achieving their potential for promoting student learning. As schools develop, implement, and sustain RTI systems, they would benefit from the addition of collaborative support provided by professionals knowledgeable about the RTI framework, including specific elements of this model such as evidence-based practices and progress monitoring assessments. We describe the process and outcomes of a university–school partnership aimed at developing and implementing an RTI program for reading at the Tier 1 level.","PeriodicalId":142235,"journal":{"name":"Learning Disabilities Research & Practice","volume":"110 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140380739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Infusing Evidence-Based Instruction in Two Middle School Settings 在两个中学环境中渗透循证教学
Learning Disabilities Research & Practice Pub Date : 2024-03-14 DOI: 10.1177/09388982241230919
Madhavi Jayanthi, Russell Gersten, Robin F. Schumacher, Joseph A. Dimino, Samantha Wavell
{"title":"Infusing Evidence-Based Instruction in Two Middle School Settings","authors":"Madhavi Jayanthi, Russell Gersten, Robin F. Schumacher, Joseph A. Dimino, Samantha Wavell","doi":"10.1177/09388982241230919","DOIUrl":"https://doi.org/10.1177/09388982241230919","url":null,"abstract":"This article reports on a project implemented to help middle school teachers provide evidence-based instruction and intervention to students with mathematics learning disabilities (MLD) and mathematics difficulties (MD). Multiple sources—interviews, surveys, and field notes from formal and informal observations—were used to gather data on teacher perceptions and feedback on what worked and what did not in this professional development effort. We also examined the mathematics achievement of students with MLD and MD and compared their growth to that of their typically performing peers at the two participating schools. We highlight and discuss the key issues and concerns that emerged from this implementation study.","PeriodicalId":142235,"journal":{"name":"Learning Disabilities Research & Practice","volume":"18 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140244279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
DLD Policy Brief: A Synopsis of Federal-Level Dyslexia Law DLD 政策简报：联邦一级阅读障碍法概要
Learning Disabilities Research & Practice Pub Date : 2024-03-11 DOI: 10.1177/09388982241230759
Elizabeth Zagata
{"title":"DLD Policy Brief: A Synopsis of Federal-Level Dyslexia Law","authors":"Elizabeth Zagata","doi":"10.1177/09388982241230759","DOIUrl":"https://doi.org/10.1177/09388982241230759","url":null,"abstract":"","PeriodicalId":142235,"journal":{"name":"Learning Disabilities Research & Practice","volume":"75 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140251839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using worked examples to promote explanations of fractions concepts: A formative pilot study 利用工作实例促进分数概念的解释：形成性试点研究
Learning Disabilities Research & Practice Pub Date : 2024-02-07 DOI: 10.1177/09388982241230131
Amber Y. Wang, Robin F. Schumacher, Barbara J. Dougherty, Samantha Wavell, Joseph A. Dimino, Russell Gersten
{"title":"Using worked examples to promote explanations of fractions concepts: A formative pilot study","authors":"Amber Y. Wang, Robin F. Schumacher, Barbara J. Dougherty, Samantha Wavell, Joseph A. Dimino, Russell Gersten","doi":"10.1177/09388982241230131","DOIUrl":"https://doi.org/10.1177/09388982241230131","url":null,"abstract":"This pilot study examined the feasibility of using worked examples as a mechanism to improve verbal explanations of fractions concepts among Grade 5 students with mathematics difficulties in a small-scale randomized controlled trial (RCT) before scaling up to a large-scale RCT. Students ( N = 49) were randomly assigned to a business-as-usual (BAU) comparison group and to two variants of intervention. One intervention condition received both correct and incorrect worked example solutions, the other received correct solutions only. On a measure of verbal explanations, intervention students significantly outperformed students in BAU. Furthermore, students who received both correct and incorrect solutions significantly outperformed students who received correct solutions only on verbal explanations. On fractions proficiency outcomes, results were not significant between intervention and BAU or between the two intervention groups; however, positive findings demonstrate promise for using worked examples to elicit and develop students’ verbal explanations of fractions concepts.","PeriodicalId":142235,"journal":{"name":"Learning Disabilities Research & Practice","volume":"353 2‐3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139796565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using worked examples to promote explanations of fractions concepts: A formative pilot study 利用工作实例促进分数概念的解释：形成性试点研究
Learning Disabilities Research & Practice Pub Date : 2024-02-07 DOI: 10.1177/09388982241230131
Amber Y. Wang, Robin F. Schumacher, Barbara J. Dougherty, Samantha Wavell, Joseph A. Dimino, Russell Gersten
{"title":"Using worked examples to promote explanations of fractions concepts: A formative pilot study","authors":"Amber Y. Wang, Robin F. Schumacher, Barbara J. Dougherty, Samantha Wavell, Joseph A. Dimino, Russell Gersten","doi":"10.1177/09388982241230131","DOIUrl":"https://doi.org/10.1177/09388982241230131","url":null,"abstract":"This pilot study examined the feasibility of using worked examples as a mechanism to improve verbal explanations of fractions concepts among Grade 5 students with mathematics difficulties in a small-scale randomized controlled trial (RCT) before scaling up to a large-scale RCT. Students ( N = 49) were randomly assigned to a business-as-usual (BAU) comparison group and to two variants of intervention. One intervention condition received both correct and incorrect worked example solutions, the other received correct solutions only. On a measure of verbal explanations, intervention students significantly outperformed students in BAU. Furthermore, students who received both correct and incorrect solutions significantly outperformed students who received correct solutions only on verbal explanations. On fractions proficiency outcomes, results were not significant between intervention and BAU or between the two intervention groups; however, positive findings demonstrate promise for using worked examples to elicit and develop students’ verbal explanations of fractions concepts.","PeriodicalId":142235,"journal":{"name":"Learning Disabilities Research & Practice","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139856288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre 小学环境中的教学教练：用信息体裁的自我调节策略发展书写成功的浪潮
Learning Disabilities Research & Practice Pub Date : 2024-01-20 DOI: 10.1177/15405826231218251
Amber B Ray, Erin FitzPatrick
{"title":"Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre","authors":"Amber B Ray, Erin FitzPatrick","doi":"10.1177/15405826231218251","DOIUrl":"https://doi.org/10.1177/15405826231218251","url":null,"abstract":"Self-regulated strategy development (SRSD) is an evidence-based practice for writing that is effective in improving the writing performance of elementary students with learning disabilities and the broader student population. In this manuscript, we provide guidance for elementary instructional coaches in facilitating a schoolwide adoption of SRSD for writing instruction. We outline the steps for instructional coaches to conduct practice-based professional development and then discuss ways instructional coaches can support teachers and oversee schoolwide SRSD implementation. Finally, we present ways that instructional coaches can be a valuable resource for teachers in differentiating SRSD instruction to meet students’ needs and to track students’ growth. By fostering a schoolwide implementation, coaches can harness the power of additive knowledge, increase teacher knowledge of evidence-based pedagogical practices, and increase the writing skills of all students, including those with learning disabilities.","PeriodicalId":142235,"journal":{"name":"Learning Disabilities Research & Practice","volume":"14 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139524859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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