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Learning Disabilities Research and Practice最新文献

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The Critical Role of Vocabulary Development for English Language Learners 词汇发展对英语学习者的关键作用
Learning Disabilities Research and Practice Pub Date : 2005-02-01 DOI: 10.1111/J.1540-5826.2005.00120.X
D. August, María S. Carlo, C. Dressler, C. Snow
{"title":"The Critical Role of Vocabulary Development for English Language Learners","authors":"D. August, María S. Carlo, C. Dressler, C. Snow","doi":"10.1111/J.1540-5826.2005.00120.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2005.00120.X","url":null,"abstract":"English language learners (ELLs) who experience slow vocabulary development are less able to comprehend text at grade level than their English-only peers. Such students are likely to perform poorly on assessments in these areas and are at risk of being diagnosed as learning disabled. In this article, we review the research on methods to develop the vocabulary knowledge of ELLs and present lessons learned from the research concerning effective instructional practices for ELLs. The review suggests that several strategies are especially valuable for ELLs, including taking advantage of students' first language if the language shares cognates with English; ensuring that ELLs know the meaning of basic words, and providing sufficient review and reinforcement. Finally, we discuss challenges in designing effective vocabulary instruction for ELLs. Important issues are determining which words to teach, taking into account the large deficits in second-language vocabulary of ELLs, and working with the limited time that is typically available for direct instruction in vocabulary.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"29 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":"118206441","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: 702
Literacy Instruction, SES, and Word-Reading Achievement in English-Language Learners and Children with English as a First Language: A Longitudinal Study 英语学习者和以英语为第一语言的儿童的读写教学、SES和单词阅读成就:一项纵向研究
Learning Disabilities Research and Practice Pub Date : 2004-11-01 DOI: 10.1111/J.1540-5826.2004.00106.X
A. D’Angiulli, L. Siegel, S. Maggi
{"title":"Literacy Instruction, SES, and Word-Reading Achievement in English-Language Learners and Children with English as a First Language: A Longitudinal Study","authors":"A. D’Angiulli, L. Siegel, S. Maggi","doi":"10.1111/J.1540-5826.2004.00106.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2004.00106.X","url":null,"abstract":"Socioeconomic gradients and growth-mixture model trajectories of word-reading achievement were examined from kindergarten to Grade 5 in all the children who entered kindergarten within a school district and started receiving literacy-intensive instruction from that point on. In kindergarten, the relationship between socioeconomic status (SES) and word reading was significant in two of the three subgradients identified in English-language learners (ELL), and in the only gradient identified in children with English as first language (L1). With more instruction, SES effects progressively disappeared and ELL and L1 gradients became identical. The trajectories showed that ELL and L1 children of middle-SES level improved similarly as they progressed through Grade 5. However, at the lowest and highest end of the SES spectrum, the ELL children improved more than the L1 even though in kindergarten they were the most at risk for reading failure. The results suggest that the literacy-intensive program may have reduced the negative influence of SES on word-reading development.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"118641646","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: 125
Exploring the Relationship Between Text‐Leveling Systems and Reading Accuracy and Fluency in Second‐Grade Students Who Are Average and Poor Decoders 探索文本均衡系统与阅读准确性和流畅性之间的关系，在二年级学生中，一般和较差的解码器
Learning Disabilities Research and Practice Pub Date : 2004-08-01 DOI: 10.1111/J.1540-5826.2004.00102.X
D. Compton, Amanda C. Appleton, Michelle K. Hosp
{"title":"Exploring the Relationship Between Text‐Leveling Systems and Reading Accuracy and Fluency in Second‐Grade Students Who Are Average and Poor Decoders","authors":"D. Compton, Amanda C. Appleton, Michelle K. Hosp","doi":"10.1111/J.1540-5826.2004.00102.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2004.00102.X","url":null,"abstract":"The purpose of this study was to investigate the relationship between different text-leveling systems and reading accuracy and fluency in second-grade students with and without decoding difficulties. Two-hundred-forty-eight second-grade students, 44 identified as low achieving (LA) and 204 identified as average achieving (AA) in decoding skill, participated in the 15-week study. During the study teachers collected data weekly on students' text-reading accuracy and fluency using curriculum-based measurement (CBM) techniques. Text attributes such as readability, decodability, percentage of high frequency words, average words per sentence, and percentage of multisyllabic words were estimated for each passage. Results using the entire sample of children indicated that accuracy of text reading was uniquely predicted by the percentage of high frequency words in the passages, whereas both the percentage of high frequency words and passage decodability made unique contributions to variance in passage-reading fluency. Moreover, results suggested that the relationship between text-leveling variables and reading performance was similar in the LA and AA groups, with only a slight trend favoring a stronger relationship between passage decodability and measures of text-reading performance in the AA group compared to the LA group.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127236646","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: 69
Academic Self-Perceptions, Effort, and Strategy Use in Students with Learning Disabilities: Changes over Time. 学习障碍学生的学术自我认知、努力和策略使用:随时间的变化。
Learning Disabilities Research and Practice Pub Date : 2004-05-01 DOI: 10.1111/J.1540-5826.2004.00093.X
L. Meltzer, T. katzir, L. Miller, R. Reddy, B. Roditi
{"title":"Academic Self-Perceptions, Effort, and Strategy Use in Students with Learning Disabilities: Changes over Time.","authors":"L. Meltzer, T. katzir, L. Miller, R. Reddy, B. Roditi","doi":"10.1111/J.1540-5826.2004.00093.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2004.00093.X","url":null,"abstract":"This study investigated changes in teachers' and students' perceptions of students' effort, strategy use, and academic difficulties when strategy instruction was infused into the classroom curriculum. The sample consisted of 201 students with learning disabilities, 210 average achievers, and 57 teachers from Grades 4–9 in two urban and suburban communities. After six months of classroom-based strategy instruction, students with learning disabilities reported more consistent use of strategies with their schoolwork and perceived themselves as struggling less in reading, writing, and spelling. Teachers perceived the students with learning disabilities as more strategic and as applying more effort to their schoolwork. Teachers also perceived their students as showing significant improvements in spelling, regardless of whether they had learning disabilities. These findings extended the results of previous investigations and indicated the small, positive impact of classroom-based strategy instruction. Further investigations are critical to evaluate the generalizability of these findings.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120494677","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: 67
Resilience and Learning Disabilities: Research on Internal and External Protective Dynamics Introduction to the Special Series 弹性和学习障碍:内部和外部保护动力学的研究
Learning Disabilities Research and Practice Pub Date : 2004-02-01 DOI: 10.1111/J.1540-5826.2004.00083.X
L. Meltzer
{"title":"Resilience and Learning Disabilities: Research on Internal and External Protective Dynamics Introduction to the Special Series","authors":"L. Meltzer","doi":"10.1111/J.1540-5826.2004.00083.X","DOIUrl":"https://doi.org/10.1111/J.1540-5826.2004.00083.X","url":null,"abstract":"","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126353982","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: 27
Responsiveness‐to‐Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct 对干预的反应:学习障碍结构的定义、证据和含义
Learning Disabilities Research and Practice Pub Date : 2003-08-01 DOI: 10.1111/1540-5826.00072
D. Fuchs, D. Mock, P. Morgan, Caresa L. Young
{"title":"Responsiveness‐to‐Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct","authors":"D. Fuchs, D. Mock, P. Morgan, Caresa L. Young","doi":"10.1111/1540-5826.00072","DOIUrl":"https://doi.org/10.1111/1540-5826.00072","url":null,"abstract":"Longstanding concern about how learning disabilities (LD) are defined and identified, coupled with recent efforts in Washington, DC to eliminate IQ-achievement discrepancy as an LD marker, have led to serious public discussion about alternative identification methods. The most popular of the alternatives is responsiveness-to-intervention (RTI), of which there are two basic versions: the “problem-solving” model and the “standard-protocol” approach. The authors describe both types, review empirical evidence bearing on their effectiveness and feasibility, and conclude that more needs to be understood before RTI may be viewed as a valid means of identifying students with LD.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120749829","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: 929
Fraction Instruction for Students with Mathematics Disabilities: Comparing Two Teaching Sequences 数学障碍学生分数教学:两种教学顺序的比较
Learning Disabilities Research and Practice Pub Date : 2003-05-01 DOI: 10.1111/1540-5826.00066
Frances M. Butler, S. Miller, K. Crehan, Beatrice C. Babbitt, T. Pierce
{"title":"Fraction Instruction for Students with Mathematics Disabilities: Comparing Two Teaching Sequences","authors":"Frances M. Butler, S. Miller, K. Crehan, Beatrice C. Babbitt, T. Pierce","doi":"10.1111/1540-5826.00066","DOIUrl":"https://doi.org/10.1111/1540-5826.00066","url":null,"abstract":"Abstract.  This study investigated the effects of teaching middle school students with mathematics disabilities equivalent fraction concepts and procedures using the concrete-representational-abstract (CRA) instructional sequence or the representational-abstract (RA) instructional sequence. Twenty-six students formed the CRA group, and 24 students formed the RA group. The two treatment groups received carefully sequenced instruction over 10 lessons. The only difference between the two treatment groups was that the CRA group used concrete manipulative devices for the first three lessons while the RA group used representational drawings. Analyses of the data indicated that students in both treatment groups improved overall in their understanding of fraction equivalency from pretest to posttest. On all achievement measures, students in the CRA group had overall higher mean scores than did students in the RA group. Implications for classroom instruction and suggestions for further research are discussed.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"118133152","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: 234
Supplemental Reading Instruction for Students at Risk for Reading Disabilities: Improve Reading 30 Minutes at a Time. 对有阅读障碍风险的学生的补充阅读指导:每次提高阅读30分钟。
Learning Disabilities Research and Practice Pub Date : 2002-11-01 DOI: 10.1111/1540-5826.00049
Sylvia Linan-Thompson, Peggy Hickman-Davis
{"title":"Supplemental Reading Instruction for Students at Risk for Reading Disabilities: Improve Reading 30 Minutes at a Time.","authors":"Sylvia Linan-Thompson, Peggy Hickman-Davis","doi":"10.1111/1540-5826.00049","DOIUrl":"https://doi.org/10.1111/1540-5826.00049","url":null,"abstract":"","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"525 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120148619","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: 47
Toward a Two-Factor Theory of One Type of Mathematics Disabilities. 一类数学障碍的双因素理论探讨。
Learning Disabilities Research and Practice Pub Date : 2002-05-01 DOI: 10.1111/1540-5826.00035
Carole S. Robinson, B. Menchetti, J. Torgesen
{"title":"Toward a Two-Factor Theory of One Type of Mathematics Disabilities.","authors":"Carole S. Robinson, B. Menchetti, J. Torgesen","doi":"10.1111/1540-5826.00035","DOIUrl":"https://doi.org/10.1111/1540-5826.00035","url":null,"abstract":"A two-factor theory is proposed in an attempt to explain the difficulty that children with math disabilities have in mastering the basic number facts. The theory is based on the premise that weak cognitive representations lead to poorer retrieval of information from long-term memory. Two groups of children with disabilities are discussed: those with math disabilities alone (MD) and those with co-morbid math and reading disabilities (MD/RD). It is proposed that weak phonological processing abilities underlie the learning difficulties of MD/RD children, and that weak number sense is a causal factor in the math-fact learning difficulties of MD only and some MD/RD children.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120242075","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: 157
Teaching Phonological Awareness to Students At Risk for Reading Failure: An Analysis of Four Instructional Programs 对有阅读失败风险的学生进行语音意识教学:四种教学方案的分析
Learning Disabilities Research and Practice Pub Date : 2000-12-01 DOI: 10.1207/SLDRP1504_6
Jeanne Wanzek, Shirley V. Dickson, W. Bursuck, Jennifer M. White
{"title":"Teaching Phonological Awareness to Students At Risk for Reading Failure: An Analysis of Four Instructional Programs","authors":"Jeanne Wanzek, Shirley V. Dickson, W. Bursuck, Jennifer M. White","doi":"10.1207/SLDRP1504_6","DOIUrl":"https://doi.org/10.1207/SLDRP1504_6","url":null,"abstract":"The content of four phonological awareness training programs was analyzed according to six principles of effective instructional design related to teaching students at risk for reading failure. The four programs analyzed were selected because they are readily available and are grounded, at least in part, by research. All of the programs were comprehensive but showed differences in skill emphasis as well as in their application of the six design principles. Adaptations related to improving instruction for at-risk learners are presented for each program.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129682045","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
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