Learning Disabilities Research and Practice最新文献_第4页

Meta-Analysis of Mathematic Basic-Fact Fluency Interventions: A Component Analysis 数学基本事实流畅性干预的元分析:成分分析

Learning Disabilities Research and Practice Pub Date : 2011-02-01 DOI: 10.1111/J.1540-5826.2010.00323.X

Robin S. Codding, M. Burns, G. Lukito

引用次数: 95

Monitoring Reading Growth: Goal Setting, Measurement Frequency, and Methods of Evaluation. 监测阅读成长:目标设定、测量频率和评估方法。

Learning Disabilities Research and Practice Pub Date : 2011-02-01 DOI: 10.1111/J.1540-5826.2010.00322.X

J. Jenkins, Kari J. Terjeson

引用次数: 44

A Diagnostic Teaching Intervention for Classroom Teachers: Helping Struggling Readers in Early Elementary School 课堂教师的诊断性教学干预:帮助小学早期阅读困难学生

Learning Disabilities Research and Practice Pub Date : 2010-11-01 DOI: 10.1111/J.1540-5826.2010.00316.X

Lynne Vernon-Feagans, Kathleen C. Gallagher, Marnie Ginsberg, Steven J. Amendum, K. Kainz, J. Rose, M. Burchinal

引用次数: 38

Word Prediction Programs with Phonetic Spelling Support: Performance Comparisons and Impact on Journal Writing for Students with Writing Difficulties 具有语音拼写支持的单词预测程序:性能比较及其对写作困难学生日志写作的影响

Learning Disabilities Research and Practice Pub Date : 2010-11-01 DOI: 10.1111/J.1540-5826.2010.00315.X

A. Evmenova, H. Graff, M. Jerome, M. Behrmann

{"title":"Word Prediction Programs with Phonetic Spelling Support: Performance Comparisons and Impact on Journal Writing for Students with Writing Difficulties","authors":"A. Evmenova, H. Graff, M. Jerome, M. Behrmann","doi":"10.1111/J.1540-5826.2010.00315.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2010.00315.X","url":null,"abstract":"This investigation examined the effects of currently available word prediction software programs that support phonetic/inventive spelling on the quality of journal writing by six students with severe writing and/or spelling difficulties in grades three through six during a month-long summer writing program. A changing conditions single-subject research design was used and replicated across the participants. Using a daily writing prompt, students alternated between Co:Writer, WordQ, and WriteAssist word prediction programs. The results provided evidence for the effectiveness of various word prediction programs over word processing, and demonstrated improvements in spelling accuracy across conditions. Relative gains in the total number of words and composition rate were modest for the majority of the participants and should be interpreted with caution due to several methodological issues. The social validity interviews revealed that all students enjoyed the word prediction programs and found them beneficial. Study limitations and recommendations for future research are discussed.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126339682","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

A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students at Risk for Reading Disability. 早期词汇教学的分层干预模式:分层教学对有阅读障碍风险的青少年学生的影响。

Learning Disabilities Research and Practice Pub Date : 2010-08-01 DOI: 10.1111/J.1540-5826.2010.00309.X

Paige C. Pullen, Elizabeth D. Tuckwiller, Timothy R. Konold, Katrina L. Maynard, Michael D. Coyne

{"title":"A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students at Risk for Reading Disability.","authors":"Paige C. Pullen, Elizabeth D. Tuckwiller, Timothy R. Konold, Katrina L. Maynard, Michael D. Coyne","doi":"10.1111/J.1540-5826.2010.00309.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2010.00309.X","url":null,"abstract":"Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the “meaningful differences” in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi-experimental posttest-only study that examines the feasibility and effectiveness of the model for first-grade students. Participants were 224 first-grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120501963","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

Direct Instruction in Written Expression: The Effects on English Speakers and English Language Learners with Disabilities 书面表达的直接指导:对英语使用者和残疾英语学习者的影响

Learning Disabilities Research and Practice Pub Date : 2010-05-01 DOI: 10.1111/J.1540-5826.2010.00307.X

Kimberly A. Viel-Ruma, David E. Houchins, K. Jolivette, L. Fredrick, Robert I. Gama

引用次数: 45

Academic and Cognitive Characteristics of Persistent Mathematics Difficulty from First Through Fourth Grade 小学一至四年级持续性数学困难的学业和认知特征

Learning Disabilities Research and Practice Pub Date : 2010-02-01 DOI: 10.1111/J.1540-5826.2009.00298.X

R. Vukovic, L. Siegel

引用次数: 103

Almost 30 Years of Writing Research: Making Sense of It All with The Wrath of Khan 近30年的写作研究:用《可汗之怒》来理解这一切

Learning Disabilities Research and Practice Pub Date : 2009-05-01 DOI: 10.1111/J.1540-5826.2009.01277.X

S. Graham, K. Harris

引用次数: 190

Writing instruction for adolescents with learning disabilities: Programs of intervention research 青少年学习障碍的写作指导:干预研究计划

Learning Disabilities Research and Practice Pub Date : 2008-05-01 DOI: 10.1111/J.1540-5826.2008.00268.X

L. Mason, S. Graham

引用次数: 80

A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties 根源觉醒:对有阅读困难的大龄学生的词汇教学

Learning Disabilities Research and Practice Pub Date : 2008-05-01 DOI: 10.1111/J.1540-5826.2008.00267.X

S. Ebbers, Carolyn A. Denton

{"title":"A Root Awakening: Vocabulary Instruction for Older Students with Reading Difficulties","authors":"S. Ebbers, Carolyn A. Denton","doi":"10.1111/J.1540-5826.2008.00267.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2008.00267.X","url":null,"abstract":"There is reliable evidence that new vocabulary is primarily acquired through wide independent reading. However, struggling readers tend to avoid reading, resulting in limited word encounters and inadequate vocabulary growth, and they often have difficulties inferring the meanings of new words from context. While there are no clear solutions to the problem of vocabulary acquisition for older students with reading difficulties, there are instructional approaches that have some evidence of effectiveness for this population. We describe the research base and promising practices related to three aspects of vocabulary instruction: (1) creating a verbal learning environment that fosters word consciousness, (2) selecting and teaching specific words, and (3) teaching an independent word learning strategy through a combination of contextual and morphemic analysis. These instructional approaches are grounded in overarching principles recognized by researchers as being characteristic of effective instruction for students with learning difficulties, including explicit instruction, promoting cognitive and collaborative engagement, and providing many opportunities for practice, including distributed practice, with teacher feedback. Finally, we discuss the possibilities inherent in a cross-content schoolwide approach to vocabulary instruction at the secondary level. We conclude with a call for additional research examining the effectiveness of instructional approaches to vocabulary development for secondary school students with reading difficulties, including a schoolwide collaborative model.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120058846","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: 78