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Learning Disabilities Research and Practice最新文献

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A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K–12 形态干预对K-12年级学生阅读成绩的综合影响
Learning Disabilities Research and Practice Pub Date : 2008-02-01 DOI: 10.1111/J.1540-5826.2007.00261.X
Deborah K. Reed
{"title":"A Synthesis of Morphology Interventions and Effects on Reading Outcomes for Students in Grades K–12","authors":"Deborah K. Reed","doi":"10.1111/J.1540-5826.2007.00261.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2007.00261.X","url":null,"abstract":"This article synthesized the morphology intervention studies conducted in English with students in kindergarten through 12th grade between 1986 and 2006. Seven studies were identified as focusing primarily on morphology instruction, including roots and affixes, and measuring one or more reading-related outcomes (e.g., word identification, spelling, vocabulary, reading comprehension). Of those studies meeting the criteria, three studies were focused on word identification, three were focused on vocabulary acquisition, and one was focused on spelling. Although there was a wide range in effect sizes computed for the various outcome measures (−.93 to 9.13), findings indicated that stronger effects were associated with root word instruction (as opposed to affixes alone) and with morphology instruction that targeted students' reading developmental level in an age of acquisition pattern. In addition, results suggested that morphology could successfully be combined with training in other skills without adding instructional time.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"119793399","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: 164
The Effects of Peer-Mediated Instruction in Mathematics for Students with Learning Problems: A Research Synthesis 同伴介导的数学教学对有学习问题学生的影响:一项研究综述
Learning Disabilities Research and Practice Pub Date : 2007-02-01 DOI: 10.1111/J.1540-5826.2007.00226.X
Catherine A. Kunsch, Asha K. Jitendra, S. Sood
{"title":"The Effects of Peer-Mediated Instruction in Mathematics for Students with Learning Problems: A Research Synthesis","authors":"Catherine A. Kunsch, Asha K. Jitendra, S. Sood","doi":"10.1111/J.1540-5826.2007.00226.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2007.00226.X","url":null,"abstract":"The purpose of this synthesis is to summarize the effectiveness of peer-mediated interventions on the mathematics performance of both students with disabilities and those at risk for mathematics disabilities. Meta-analytic techniques were used to calculate mean effect sizes for 17 studies that met inclusion criteria. Results indicate that peer-mediated interventions in mathematics are moderately effective for improving students' mathematics performance. Also, findings are strongest for students at risk for mathematics disabilities, elementary-aged participants, and mathematics computation content. Recommendations for future research and practical implications are discussed.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116003193","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: 113
Cognitive Arithmetic Differences in Learning Difficulty Groups and the Role of Behavioral Inattention 学习困难组的算术认知差异及行为不注意的作用
Learning Disabilities Research and Practice Pub Date : 2007-02-01 DOI: 10.1111/J.1540-5826.2007.00228.X
P. Cirino, J. Fletcher, L. Ewing-Cobbs, M. Barnes, L. Fuchs
{"title":"Cognitive Arithmetic Differences in Learning Difficulty Groups and the Role of Behavioral Inattention","authors":"P. Cirino, J. Fletcher, L. Ewing-Cobbs, M. Barnes, L. Fuchs","doi":"10.1111/J.1540-5826.2007.00228.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2007.00228.X","url":null,"abstract":"The objectives of this study were to (1) evaluate group differences in specific arithmetic competencies among students with various types of learning difficulties (LD) and (2) to examine the influence of attention behaviors on possible group differences. Participants were a community sample of 291 third- and fourth-grade students with reading difficulties (RD) and/or math difficulties (MD), or with no LD (51 MD, 66 RD, 89 MD + RD, and 85 No LD students). Students were administered computerized measures of cognitive addition, subtraction, and estimation (accuracy and response times), as well as other measures. Groups were compared with and without covariation for behavioral inattention and their interactions. Small sums addition, thought to reflect retrieval processes, estimation accuracy, and number knowledge, did not show differences between MD and MD + RD students, although both showed lower performance than the RD and No LD groups. Attention behavior had a variable impact, most typically making group differences larger, but did not alter the general pattern of group differences, except in the case of estimation.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115992592","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: 70
Using Evidence‐Based Practices to Build Mathematics Competence Related to Conceptual, Procedural, and Declarative Knowledge 使用基于证据的实践建立与概念性、程序性和陈述性知识相关的数学能力
Learning Disabilities Research and Practice Pub Date : 2007-02-01 DOI: 10.1111/J.1540-5826.2007.00230.X
S. Miller, P. Hudson
{"title":"Using Evidence‐Based Practices to Build Mathematics Competence Related to Conceptual, Procedural, and Declarative Knowledge","authors":"S. Miller, P. Hudson","doi":"10.1111/J.1540-5826.2007.00230.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2007.00230.X","url":null,"abstract":"AbstractMathematics continues to be one of the most difficult components of the school curriculum for students with learning disabilities (LD). The National Council for Teachers of Mathematics, in conjunction with current educational legislation, challenges teachers to maintain high standards for student performance in mathematics. Fortunately, over the past two decades, researchers have identified and validated a number of instructional practices that help students with LD understand and use mathematics in meaningful ways. The purpose of this article is to discuss instructional guidelines and evidence-based practices for building conceptual, procedural, and declarative knowledge within a comprehensive mathematics curriculum. The importance of balancing these three knowledge areas across mathematics content areas is noted.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129310213","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: 147
Extending Responsiveness to Intervention to Mathematics at First and Third Grades 将响应性干预扩展到一年级和三年级的数学
Learning Disabilities Research and Practice Pub Date : 2007-02-01 DOI: 10.1111/J.1540-5826.2007.00227.X
L. Fuchs, D. Fuchs, Kurstin N. Hollenbeck
{"title":"Extending Responsiveness to Intervention to Mathematics at First and Third Grades","authors":"L. Fuchs, D. Fuchs, Kurstin N. Hollenbeck","doi":"10.1111/J.1540-5826.2007.00227.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2007.00227.X","url":null,"abstract":"Responsiveness to intervention (RTI) is an innovative approach to the identification of learning disabilities (LD). The central assumption is that RTI can differentiate between two explanations for low achievement: poor instruction versus disability. If the child responds poorly to validated instruction, then the assessment eliminates instructional quality as a viable explanation for poor academic growth and instead provides evidence of a disability. For children who do respond nicely, RTI serves a critical prevention function. Most of RTI research has been focused on early reading. In this article, we describe two ongoing programs of research on RTI in the area of mathematics: one on a comprehensive mathematics curriculum at first grade and the other focused on word problems at third grade. For each research program, we describe the sample, explain how students are identified as at risk for mathematics disability, provide an overview of the interventions to which responsiveness is gauged, and describe some results to date.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116723315","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: 104
Predicting First-Grade Math Achievement from Developmental Number Sense Trajectories 发展性数感轨迹预测一年级数学成绩
Learning Disabilities Research and Practice Pub Date : 2007-02-01 DOI: 10.1111/J.1540-5826.2007.00229.X
Nancy C. Jordan, David Kaplan, Maria N. Locuniak, Chaitanya Ramineni
{"title":"Predicting First-Grade Math Achievement from Developmental Number Sense Trajectories","authors":"Nancy C. Jordan, David Kaplan, Maria N. Locuniak, Chaitanya Ramineni","doi":"10.1111/J.1540-5826.2007.00229.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2007.00229.X","url":null,"abstract":"Number sense development was tracked from the beginning of kindergarten through the middle of first grade, over six time points. Children (n= 277) were then assessed on general math achievement at the end of first grade. Number sense performance in kindergarten, as well as number sense growth, accounted for 66 percent of the variance in first-grade math achievement. Background characteristics of income status, gender, age, and reading ability did not add explanatory variance over and above growth in number sense. Even at the beginning of kindergarten, number sense was highly correlated with end of first-grade math achievement (r= 0.70). Clarifying the observed slope effect, general growth mixture modeling showed that children who started kindergarten with low number sense but made moderate gains by the middle of kindergarten had higher first-grade math achievement than children who started out with similarly low number sense with flat growth. The majority of children in the low/flat growth class were from low-income families. The findings indicate that screening early number sense development is useful for identifying children who will face later math difficulties or disabilities.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133731370","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: 549
Self‐Regulation and Mathematics Instruction 自我调节和数学教学
Learning Disabilities Research and Practice Pub Date : 2007-02-01 DOI: 10.1111/J.1540-5826.2007.00232.X
M. Montague
{"title":"Self‐Regulation and Mathematics Instruction","authors":"M. Montague","doi":"10.1111/J.1540-5826.2007.00232.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2007.00232.X","url":null,"abstract":"Abstract The purpose of this article is to provide an overview of research-based interventions that incorporate self-regulation strategies to improve mathematics performance of students with learning disabilities (LD). Self-regulation is a metacognitive function essential to academic success. Students with LD are notoriously poor at self-regulation and must be taught explicitly to monitor and control their cognitive activities as they engage in academic tasks such as mathematical problem solving. This article describes intervention studies that use self-regulation strategies to improve mathematics performance of students with LD at the elementary, middle, and secondary school levels. Several techniques to facilitate effective implementation of self-regulation instruction in the classroom are presented.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116577179","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: 119
A Follow‐Up of Mathematics Interventions for Secondary Students with Learning Disabilities 中学学习障碍学生数学干预的后续研究
Learning Disabilities Research and Practice Pub Date : 2007-02-01 DOI: 10.1111/J.1540-5826.2007.00231.X
P. Maccini, Candace A. Mulcahy, Michael G. Wilson
{"title":"A Follow‐Up of Mathematics Interventions for Secondary Students with Learning Disabilities","authors":"P. Maccini, Candace A. Mulcahy, Michael G. Wilson","doi":"10.1111/J.1540-5826.2007.00231.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2007.00231.X","url":null,"abstract":"AbstractThis article extends a previous review of the literature (Maccini & Hughes, 1997) on mathematics interventions for secondary school students with learning disabilities (LD). A systematic review of the literature from 1995 to 2006 yielded 23 articles that met the criteria for inclusion. It was determined that a number of practices demonstrated significant gains for secondary school students with LD in math, including mnemonic strategy instruction, graduated instructional approach, cognitive strategy instruction involving planning, schema-based instruction, and contextualized videodisc instruction. We also discuss the nature and focus of math interventions and implications for both research and practice based on the findings.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121457966","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: 153
The Reading–Spelling Connection: Developing and Evaluating a Beginning Spelling Intervention for Children at Risk of Reading Disability 阅读-拼写联系:对有阅读障碍风险的儿童进行初始拼写干预的发展和评价
Learning Disabilities Research and Practice Pub Date : 2006-05-01 DOI: 10.1111/J.1540-5826.2006.00212.X
L. Santoro, Michael D. Coyne, Deborah C. Simmons
{"title":"The Reading–Spelling Connection: Developing and Evaluating a Beginning Spelling Intervention for Children at Risk of Reading Disability","authors":"L. Santoro, Michael D. Coyne, Deborah C. Simmons","doi":"10.1111/J.1540-5826.2006.00212.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2006.00212.X","url":null,"abstract":"Abstract In this article, we describe the development and evaluation of a beginning spelling intervention for young children at risk of reading disability. We first summarize the literature that supports beginning spelling as an ideal method for strategically integrating the beginning reading big ideas of phonemic awareness and alphabetic understanding. We then summarize the literature on effective instructional principles for students at risk of reading disability. Next, we describe how instructional design was applied to the development of an intervention for young children at risk of reading disability, then summarize the findings of an experimental study supporting the effectiveness of this intervention. Finally, we provide selected examples from the spelling intervention to illustrate the findings' translation into instructional practice.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"119049179","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: 44
Oral Language and Reading in Bilingual Children 双语儿童的口语和阅读
Learning Disabilities Research and Practice Pub Date : 2006-02-01 DOI: 10.1111/J.1540-5826.2006.00205.X
Jon F. Miller, John J Heilmann, Ann Nockerts, Aquiles Iglesias, Leah C. Fabiano, D. Francis
{"title":"Oral Language and Reading in Bilingual Children","authors":"Jon F. Miller, John J Heilmann, Ann Nockerts, Aquiles Iglesias, Leah C. Fabiano, D. Francis","doi":"10.1111/J.1540-5826.2006.00205.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2006.00205.X","url":null,"abstract":"This article examines the question: Do lexical, syntactic, fluency, and discourse measures of oral language collected under narrative conditions predict reading achievement both within and across languages for bilingual children? More than 1,500 Spanish–English bilingual children attending kindergarten–third grade participated. Oral narratives were collected in each language along with measures of Passage Comprehension and Word Reading Efficiency. Results indicate that measures of oral language in Spanish predict reading scores in Spanish and that measures of oral language skill in English predict reading scores in English. Cross-language comparisons revealed that English oral language measures predicted Spanish reading scores and Spanish oral language measures predicted English reading scores beyond the variance accounted for by grade. Results indicate that Spanish and English oral language skills contribute to reading within and across languages.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"118732309","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: 302
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