Learning Disabilities Research and Practice最新文献_第6页

How Design Experiments Can Inform Teaching and Learning: Teacher-Researchers as Collaborators in Educational Research. 设计实验如何为教与学提供信息:教师与研究者在教育研究中的合作关系。

Learning Disabilities Research and Practice Pub Date : 2005-11-01 DOI: 10.1111/J.1540-5826.2005.00135.X

Asha K. Jitendra

引用次数: 7

Beyond Prejudice: Thinking toward Genuine Inclusion. 超越偏见:思考真正的包容。

Learning Disabilities Research and Practice Pub Date : 2005-11-01 DOI: 10.1111/J.1540-5826.2005.00141.X

Jean C. Mcphail, John G. Freeman

引用次数: 42

Behind the Scenes of an Intervention Research Study 干预研究的幕后

Learning Disabilities Research and Practice Pub Date : 2005-11-01 DOI: 10.1111/J.1540-5826.2005.00134.X

R. Gersten

引用次数: 16

Further behind the Scenes of Intervention Research. 进一步深入干预研究的幕后。

Learning Disabilities Research and Practice Pub Date : 2005-11-01 DOI: 10.1111/J.1540-5826.2005.00137.X

S. Graham

引用次数: 5

Using the Expressive Writing Program to Improve the Writing Skills of High School Students with Learning Disabilities 运用表达性写作计划提高高中学习障碍学生的写作能力

Learning Disabilities Research and Practice Pub Date : 2005-08-01 DOI: 10.1111/J.1540-5826.2005.00131.X

Barbara D. Walker, Margaret Shippen, P. Alberto, David E. Houchins, David F. Cihak

引用次数: 90

Individualized Course‐Specific Strategy Instruction for College Students with Learning Disabilities and ADHD: Lessons Learned From a Model Demonstration Project 针对学习障碍和注意力缺陷多动障碍大学生的个性化课程策略指导:来自一个示范项目的经验教训

Learning Disabilities Research and Practice Pub Date : 2005-05-01 DOI: 10.1111/J.1540-5826.2005.00126.X

D. Allsopp, E. Minskoff, Les Bolt

{"title":"Individualized Course‐Specific Strategy Instruction for College Students with Learning Disabilities and ADHD: Lessons Learned From a Model Demonstration Project","authors":"D. Allsopp, E. Minskoff, Les Bolt","doi":"10.1111/J.1540-5826.2005.00126.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2005.00126.X","url":null,"abstract":"Abstract. This 3-year Model Demonstration Project involved the development and field testing of an individualized course-specific strategy instruction model with college students with learning disabilities and Attention Deficit Hyperactivity Disorder (ADHD). The 46 participants received individualized semester-long strategy instruction by graduate students in special education. A variety of data sources were used to evaluate the implementation of the model as well as the academic success of students who received individualized strategy instruction. Quantitative analyses indicated that the group as a whole as well as the subset of students on probation and suspension significantly improved their grades and sustained this improvement over time. Qualitative analysis identified two factors related to improvement: independent use of strategies and the supportive nature of the strategy instructor–student relationship. Qualitative analysis also identified two factors related to nonimprovement: academic/cognitive skill deficits and emotional/medication-related issues. Implications of the model for postsecondary education and suggestions for future research are discussed.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126470152","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: 110

Writing in Mathematics: An Alternative Form of Communication for Academically Low‐Achieving Students 数学写作:学习成绩差的学生交流的另一种形式

Learning Disabilities Research and Practice Pub Date : 2005-05-01 DOI: 10.1111/J.1540-5826.2005.00127.X

J. Baxter, J. Woodward, D. Olson

{"title":"Writing in Mathematics: An Alternative Form of Communication for Academically Low‐Achieving Students","authors":"J. Baxter, J. Woodward, D. Olson","doi":"10.1111/J.1540-5826.2005.00127.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2005.00127.X","url":null,"abstract":"Abstract. Classroom communication figures prominently in current math reform efforts. In this study, we analyze how one teacher used writing to support communication in a seventh-grade, low-track mathematics class. For one school year, we studied four low-achieving students in the class. Students wrote in journals on a weekly basis. Using classroom observations and interviews with the teacher, we developed profiles of the four students, capturing their participation in class discussions. The profiles highlighted an important similarity among the four students: marginal participation in both small-group and whole-class discussions. However, our analysis of the students' journals identified multiple instances where the students were able to explain their mathematical reasoning, revealing their conceptual understanding, ability to explain, and skill at representing a problem. In this respect, journals potentially facilitate another important form of classroom communication. The promise of writing is that it offers an alternative to the visions of classroom communication that are strictly oral in nature.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115502934","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: 108

English Language Learners and Learning Disabilities: Research Agenda and Implications for Practice 英语学习者和学习障碍:研究议程和实践意义

Learning Disabilities Research and Practice Pub Date : 2005-02-01 DOI: 10.1111/J.1540-5826.2005.00122.X

P. McCardle, Joan A. Mele-McCarthy, Kathleen Leos

{"title":"English Language Learners and Learning Disabilities: Research Agenda and Implications for Practice","authors":"P. McCardle, Joan A. Mele-McCarthy, Kathleen Leos","doi":"10.1111/J.1540-5826.2005.00122.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2005.00122.X","url":null,"abstract":"Although little is known about learning disabilities (LDs) in English language learners (ELLs), there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English-speaking students. Building on this knowledge, participants at an October 2003 National Symposium on Learning Disabilities in English Language Learners were asked to suggest research questions, priorities, and suggestions on how to build the necessary infrastructure to address critical research needs. In the discussions that took place, important themes emerged: (1) identification and assessment of LD and/or reading disabilities (RD) in ELLs (ELL/Ds), (2) understanding of the language and literacy developmental trajectories of ELLs, (3) understanding of the individual and contextual factors affecting outcomes, (4) the intersection of all of these areas with neurobiology, and (5) developing and testing the effectiveness of interventions for learning disabilities in ELL/Ds. These themes, and the research agenda that was forged around them, are presented. In addition, the practice implications of this agenda are presented, along with some suggestions for current practice while we await future research findings.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"351 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"119406608","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: 87

The Influences of Culture on Learning and Assessment Among Native American Students 文化对美国原住民学生学习与评估的影响

Learning Disabilities Research and Practice Pub Date : 2005-02-01 DOI: 10.1111/J.1540-5826.2005.00116.X

William G. Demmert

引用次数: 37

Learning Disabilities in English Language Learners: Identifying the Issues. 英语学习者的学习障碍:识别问题。

Learning Disabilities Research and Practice Pub Date : 2005-02-01 DOI: 10.1111/J.1540-5826.2005.00114.X

P. McCardle, Joan A. Mele-McCarthy, L. Cutting, Kathleen Leos, Tim D'Emilio

引用次数: 178