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Learning Disabilities Research and Practice最新文献

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Effects of Tier 2 and Tier 3 Mathematics Interventions for Second Graders with Mathematics Difficulties 二、三年级数学干预对二年级数学困难的影响
Learning Disabilities Research and Practice Pub Date : 2015-02-01 DOI: 10.1111/LDRP.12051
Minyi Shih Dennis
{"title":"Effects of Tier 2 and Tier 3 Mathematics Interventions for Second Graders with Mathematics Difficulties","authors":"Minyi Shih Dennis","doi":"10.1111/LDRP.12051","DOIUrl":"https://doi.org/10.1111/LDRP.12051","url":null,"abstract":"Two studies were conducted to examine the effects of Tier 2 and Tier 3 mathematics interventions on students with mathematics learning difficulties. In the first study, the work of Bryant et al. was replicated and expanded upon by documenting the sustained effects of a Tier 2 mathematics intervention on mathematics performance by second graders. In the second study, the Tier 2 intervention was intensified to a Tier 3 intervention through increases in two instructional features: group size and dosage. The results of the first study showed that the Tier 2 intervention improved mathematics performance for the majority of student participated in the study, and the effect of the intervention was sustained for the majority of students who responded to the Tier 2 intervention. The results of the second study showed that intensified Tier 3 intervention that involved one-on-one instruction and extended time for daily lessons may benefit students who have persistent difficulties with learning mathematics.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"118839190","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: 13
A Comparison of Lower‐ and Higher‐Resourced Tier 2 Reading Interventions for High School Sophomores 高二学生低资源与高资源Tier 2阅读干预的比较
Learning Disabilities Research and Practice Pub Date : 2013-11-01 DOI: 10.1111/LDRP.12020
C. M. Bemboom, Kristen L. McMaster
{"title":"A Comparison of Lower‐ and Higher‐Resourced Tier 2 Reading Interventions for High School Sophomores","authors":"C. M. Bemboom, Kristen L. McMaster","doi":"10.1111/LDRP.12020","DOIUrl":"https://doi.org/10.1111/LDRP.12020","url":null,"abstract":"The purpose of this study was to compare the effects of peer-mediated versus teacher-directed reading intervention on the reading performance of high school sophomores. Participants (n = 57) from the lowest 25th percentile of their sophomore class in reading were assigned randomly to peer-mediated or teacher-directed intervention. Fifteen to sixteen 25-minute intervention sessions over 12 weeks included listening passage preview, retelling, and main idea questioning. Linear regression revealed statistically significant main effects of intervention on maze selection, with both treatment groups outperforming a nonequivalent control group (ES = .69–1.00). There were no statistically significant differences on oral reading fluency or maze selection between the peer-mediated and teacher-directed groups. Participating in peer-mediated intervention and receiving more minutes of instruction were significantly associated with higher performance on the district reading assessment. Implications for allocating resources to tiered intervention in secondary schools are discussed.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124294287","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: 17
Training for Generalization and Maintenance in RtI Implementation: Front‐Loading for Sustainability RtI实施的推广和维护培训:可持续性的前端加载
Learning Disabilities Research and Practice Pub Date : 2013-05-01 DOI: 10.1111/LDRP.12009
M. Burns, Andrea M. Egan, Amy K. Kunkel, J. McComas, Meredith Peterson, Naomi L. Rahn, Jennifer Wilson
{"title":"Training for Generalization and Maintenance in RtI Implementation: Front‐Loading for Sustainability","authors":"M. Burns, Andrea M. Egan, Amy K. Kunkel, J. McComas, Meredith Peterson, Naomi L. Rahn, Jennifer Wilson","doi":"10.1111/LDRP.12009","DOIUrl":"https://doi.org/10.1111/LDRP.12009","url":null,"abstract":"Response to Intervention (RtI) is being implemented as a new initiative in PK-12 schools with increasing frequency. However, the model must be sustained at the school level, which is potentially difficult due to a number of challenges brought about by systems change. This article applied the Stokes and Baer (1977) framework for programming for generalization and maintenance of behavior change to suggest specific activities in which schools could engage to better ensure RtI sustainability. We specifically discussed ways to (1) introduce to natural maintaining contingencies, (2) train with sufficient exemplars, (3) train loosely, (4) program common stimuli, (5) mediate generalization, and (6) train to generalize. Directions for future research are included.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115504644","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: 28
The Common Core State Standards and Reading: Interpretations and Implications for Elementary Students with Learning Disabilities 共同核心州标准与阅读:对有学习障碍的小学生的解读与启示
Learning Disabilities Research and Practice Pub Date : 2013-02-01 DOI: 10.1111/LDRP.12000
Diane Haager, S. Vaughn
{"title":"The Common Core State Standards and Reading: Interpretations and Implications for Elementary Students with Learning Disabilities","authors":"Diane Haager, S. Vaughn","doi":"10.1111/LDRP.12000","DOIUrl":"https://doi.org/10.1111/LDRP.12000","url":null,"abstract":"The K-5 reading standards within the English Language Arts Common Core State Standards provide guidance to teachers about grade level expectations for students. Though the authors of the standards acknowledge that some students may experience difficulty reaching the rigorous expectations, they explain that the standards outline a pathway to proficiency for all students, including those who struggle with literacy. Students with learning disabilities, who often have significant literacy difficulties, may face particular challenges when their instruction is framed by these standards. This article unpacks the complex K-5 reading standards and provides a discussion of the implications for students with learning disabilities and their general and special education teachers. Examples from K-5 lessons and recommendations for teachers and researchers are provided.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127497296","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: 64
Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties 登顶:为有数学困难的学生制定数学共同核心标准
Learning Disabilities Research and Practice Pub Date : 2013-02-01 DOI: 10.1111/LDRP.12001
S. R. Powell, L. Fuchs, D. Fuchs
{"title":"Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties","authors":"S. R. Powell, L. Fuchs, D. Fuchs","doi":"10.1111/LDRP.12001","DOIUrl":"https://doi.org/10.1111/LDRP.12001","url":null,"abstract":"The Common Core State Standards provide teachers with a framework of necessary mathematics skills across grades K-12, which vary considerably from previous mathematics standards. In this article, we discuss concerns about the implications of the Common Core for students with mathematics difficulties (MD), given that students with MD, by definition, struggle with mathematical skills. We suggest that instruction centered on the Common Core will be challenging and may lead to problematic outcomes for this population. We propose that working on foundational skills related to the Common Core standards is a necessary component of mathematics instruction for students with MD, and we provide teachers with a framework for working on foundational skills concurrent with the Common Core standards. We caution, however, that implementation of the Common Core is in its infancy, and the implications of the Common Core for students with MD need to be monitored carefully.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124348828","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: 107
Common Core State Standards, Writing, and Students with LD: Recommendations 共同核心国家标准，写作，和学生与LD:建议
Learning Disabilities Research and Practice Pub Date : 2013-02-01 DOI: 10.1111/LDRP.12004
S. Graham, K. Harris
{"title":"Common Core State Standards, Writing, and Students with LD: Recommendations","authors":"S. Graham, K. Harris","doi":"10.1111/LDRP.12004","DOIUrl":"https://doi.org/10.1111/LDRP.12004","url":null,"abstract":"This article examines the Common Core State Standards as they apply to writing and students with learning disabilities (LD). We first consider why the implementation of these standards is advantageous to writing instruction for students with LD as well as the challenges in implementing them. Next, we make the following four recommendations in terms of their implementation: (1) increase general and special education teachers’ knowledge about writing development; (2) create a writing environment in which students with LD can thrive; (3) employ evidence-based writing practices in general education classes (where most students with LD are taught); and (4) use evidence-based writing practices effective with students with LD. We conclude by considering research that still needs to be undertaken to help educators maximize the probability that students with and without LD meet the writing benchmarks proposed in these Standards.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124917780","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: 97
Common Core Science Standards: Implications for Students with Learning Disabilities. 共同核心科学标准:对有学习障碍学生的影响。
Learning Disabilities Research and Practice Pub Date : 2013-02-01 DOI: 10.1111/LDRP.12002
T. Scruggs, Frederick J. Brigham, M. Mastropieri
{"title":"Common Core Science Standards: Implications for Students with Learning Disabilities.","authors":"T. Scruggs, Frederick J. Brigham, M. Mastropieri","doi":"10.1111/LDRP.12002","DOIUrl":"https://doi.org/10.1111/LDRP.12002","url":null,"abstract":"The Common Core Science Standards represent a new effort to increase science learning for all students. These standards include a focus on English and language arts aspects of science learning, and three dimensions of science standards, including practices of science, crosscutting concepts of science, and disciplinary core ideas in the various subject areas. Many of these issues bring important implications for students with learning disabilities, which we discuss in turn. With appropriate supports and applications, students with learning disabilities can potentially benefit greatly from these new standards. However, the demands of these standards may require a higher level of support than those commonly available for many students with learning disabilities.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126702910","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: 42
Introduction to Special Issue on Science Education and Students with Learning Disabilities 科学教育与学习障碍学生特刊简介
Learning Disabilities Research and Practice Pub Date : 2011-11-01 DOI: 10.1111/J.1540-5826.2011.00339.X
W. Therrien, C. Hughes, B. Hand
{"title":"Introduction to Special Issue on Science Education and Students with Learning Disabilities","authors":"W. Therrien, C. Hughes, B. Hand","doi":"10.1111/J.1540-5826.2011.00339.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2011.00339.X","url":null,"abstract":"","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"230 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"119273326","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: 9
Science for All: Engaging Students with Special Needs in and About Science 全民科学:让有特殊需要的学生参与科学
Learning Disabilities Research and Practice Pub Date : 2011-11-01 DOI: 10.1111/J.1540-5826.2011.00344.X
M. G. Villanueva, B. Hand
{"title":"Science for All: Engaging Students with Special Needs in and About Science","authors":"M. G. Villanueva, B. Hand","doi":"10.1111/J.1540-5826.2011.00344.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2011.00344.X","url":null,"abstract":"The notion of “science for all” suggests that all students—irrespective of achievement and ability—should engage in opportunities to understand the practice and discourse of science. Improving scientific literacy is an intrinsic goal of science education, yet current instructional practices may not effectively support all students, in particular, students with special needs. Argument-based inquiry approaches, such as the Science Writing Heuristic (SWH), require all students to construct their scientific understandings by engaging in investigations and negotiating their ideas in multiple contexts, such as discussions and writing. Various SWH studies demonstrated that students engaged in appropriating the language, culture, practice, and dispositions of science generally improved their critical thinking and standardized test scores. The implementation of such an approach has several implications for science and special education research and practice, including how learning environments should be established to encourage the inclusion of all students’ ideas, as well as how scaffolded supports can and should be used to support science learning.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"36 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117523995","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: 34
Using a Self‐Advocacy Intervention on African American College Students’ Ability to Request Academic Accommodations 非裔美国大学生请求学术便利能力的自我倡导干预研究
Learning Disabilities Research and Practice Pub Date : 2011-08-01 DOI: 10.1111/J.1540-5826.2011.00333.X
Allison R. Walker, D. Test
{"title":"Using a Self‐Advocacy Intervention on African American College Students’ Ability to Request Academic Accommodations","authors":"Allison R. Walker, D. Test","doi":"10.1111/J.1540-5826.2011.00333.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2011.00333.X","url":null,"abstract":"Due to an increase in enrollment of African American students with disabilities in postsecondary education, there is a need to identify strategies that may lead to improved transition and self-advocacy skills for these students. These strategies include teaching students to request academic accommodations and to have an understanding of how their disability affects their academic learning. Therefore, the purpose of this article is to provide an in-depth explanation of a self-advocacy strategy that was used to teach three African American male college students how to request their academic accommodations. Results indicated this strategy may be a promising intervention for African American college students with disabilities.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117639153","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: 56
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