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Learning Disabilities Research and Practice最新文献

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Co-Teaching in Secondary Schools: Teacher Reports of Developments in Australian and American Classrooms 中学联合教学:澳大利亚和美国课堂发展的教师报告
Learning Disabilities Research and Practice Pub Date : 2000-12-01 DOI: 10.1207/SLDRP1504_3
Don Rice, N. Zigmond
{"title":"Co-Teaching in Secondary Schools: Teacher Reports of Developments in Australian and American Classrooms","authors":"Don Rice, N. Zigmond","doi":"10.1207/SLDRP1504_3","DOIUrl":"https://doi.org/10.1207/SLDRP1504_3","url":null,"abstract":"Interviews with, and classroom observations of, 17 teachers were used to investigate co-teaching approaches that provide support to students with disabilities in inclusive secondary classrooms. Data collected in Queensland (Australia) and Pennsylvania (United States) public schools allowed comparisons of teacher roles and responsibilities under 2 systems of education. The data were analyzed for themes and validated by reference to the participants. Co-teaching partnerships in both countries were characterized by a domination by content subject teachers and assignment of special educators to \"monitoring\" or \"helping\" duties within the class. Teachers stressed the importance of schoolwide commitment to inclusive principles as a key factor in the success of co-teaching. Most respondents saw professional and personal compatibility between co-teaching partners as critical for success. Barriers to the introduction of co-teaching in secondary schools were reported to be entrenched attitudes rejecting inclusion a...","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"28 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":"127278940","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: 155
Effects of a Reading Fluency Intervention for Middle Schoolers With Specific Learning Disabilities 阅读流畅性干预对特殊学习障碍中学生的影响
Learning Disabilities Research and Practice Pub Date : 2000-12-01 DOI: 10.1207/SLDRP1504_2
C. Mercer, K. Campbell, M. Miller, Kenneth D. Mercer, Holly B. Lane
{"title":"Effects of a Reading Fluency Intervention for Middle Schoolers With Specific Learning Disabilities","authors":"C. Mercer, K. Campbell, M. Miller, Kenneth D. Mercer, Holly B. Lane","doi":"10.1207/SLDRP1504_2","DOIUrl":"https://doi.org/10.1207/SLDRP1504_2","url":null,"abstract":"A fluency-reading intervention was developed and used to supplement reading instruction of middle school students with learning disabilities (LD). The daily 5- to 6-min fluency intervention focused on phonics, sight phrases, and oral reading. Repeated readings were used in each area until the student achieved mastery on each respective task. The students were divided in three groups according to the length of the intervention (6-9 months, 10-18 months, and 19-25 months). Dependent t tests were used to test the effects of the intervention. A pretest and posttest curriculum-based assessment (CBA) measure was used for each group to determine progress in reading rate. In addition, progress within the intervention was measured using comparisons of beginning and ending reading levels. Significant growth in reading level and reading rate was found. Implications of these results for students with LD are discussed.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"107 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":"125082736","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: 163
A Survey of Instructional Practices of Special Education Teachers Nominated as Effective Teachers of Literacy. 被提名为有效的扫盲教师的特殊教育教师教学实践调查。
Learning Disabilities Research and Practice Pub Date : 2000-12-01 DOI: 10.1207/SLDRP1504_5
Joan L. Rankin-Erickson, M. Pressley
{"title":"A Survey of Instructional Practices of Special Education Teachers Nominated as Effective Teachers of Literacy.","authors":"Joan L. Rankin-Erickson, M. Pressley","doi":"10.1207/SLDRP1504_5","DOIUrl":"https://doi.org/10.1207/SLDRP1504_5","url":null,"abstract":"This study examined the instructional practices of special education teachers nominated as effective in teaching elementary students with reading disabilities to become successful readers and writers. Thirty-one special education teachers from 19 different states completed questionnaires about their instructional practices. These teachers reported practices that included components of whole language and direct instruction approaches. Most teachers identified with a whole language philosophy, consistently reporting attention to a literate environment, use of themes to organize instruction, motivating students by using authentic tasks, encouraging ownership of learning, and development of background knowledge. Homogeneous grouping was common for about half of instruction, as was direct instruction of skills, including concepts of print, alphabetic principle, letter sound associations, decoding skills, text elements, and comprehension strategies. In general, the greater the needs of students, the more direct...","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"26 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":"114632190","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: 53
Treatment Integrity in Learning Disabilities Intervention Research: Do We Really Know How Treatments Are Implemented? 学习障碍干预研究中的治疗完整性:我们真的知道如何实施治疗吗?
Learning Disabilities Research and Practice Pub Date : 2000-12-01 DOI: 10.1207/SLDRP1504_4
F. Gresham, D. Macmillan, Margaret E. Beebe-Frankenberger, Kathleen M. Bocian
{"title":"Treatment Integrity in Learning Disabilities Intervention Research: Do We Really Know How Treatments Are Implemented?","authors":"F. Gresham, D. Macmillan, Margaret E. Beebe-Frankenberger, Kathleen M. Bocian","doi":"10.1207/SLDRP1504_4","DOIUrl":"https://doi.org/10.1207/SLDRP1504_4","url":null,"abstract":"Treatment integrity (sometimes called treatment fidelity or procedural reliability) refers to the degree to which treatments are implemented as intended. A survey of intervention articles published in the three major learning disabilities journals over the past 5 years demonstrates that 18.5% of these studies measured the integrity with which treatments were implemented, thus making it difficult to state unequivocally which treatments are effective or ineffective. A \"curious double standard\" exists in the learning disabilities literature in which operational definitions and measures of reliability are almost always presented for dependent variables but not for independent (treatment) variables. In this article we outline treatment integrity logic, discuss threats to experimental validity that may occur without treatment integrity assessment, describe technical issues in treatment integrity, and provide recommendations for future research and practice in the assessment and reporting of treatment integrity ...","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"7 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":"114136938","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: 360
Auditory, Visual, and Auditory-Visual Perception of Emotions by Adolescents with and without Learning Disabilities, and Their Relationship to Social Skills. 有和无学习障碍青少年的听觉、视觉和听觉-视觉情绪知觉及其与社交技能的关系。
Learning Disabilities Research and Practice Pub Date : 2000-12-01 DOI: 10.1207/SLDRP1504_1
T. Most, Alicia Greenbank
{"title":"Auditory, Visual, and Auditory-Visual Perception of Emotions by Adolescents with and without Learning Disabilities, and Their Relationship to Social Skills.","authors":"T. Most, Alicia Greenbank","doi":"10.1207/SLDRP1504_1","DOIUrl":"https://doi.org/10.1207/SLDRP1504_1","url":null,"abstract":"This study investigated the perception of emotions and the social skills of 60 eighth-grade adolescents with learning disabilities (LD) and adolescents without LD. The adolescents (n = 30 with LD; n = 30 without LD; mean age = 13.95 years) were asked to identify 6 different emotions expressed by an actor making the same verbally neutral statement: happiness, anger, surprise, sadness, disgust, and fear. The emotions were each presented in 3 modes: auditory, visual, and combined auditory-visual. Participants' social skills were evaluated by self-assessment questionnaires and teacher ratings. The results showed that the participants with LD performed significantly lower than their peers without LD in the perception of emotions via all 3 modes. In both groups, solely visual perception of emotions surpassed solely auditory, and the combined auditory-visual mode surpassed either of the 2 separate modes. Yet, the auditory-visual minus visual differential demonstrated that the adolescents without LD were able to ...","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"6 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":"125485361","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: 39
Effecting Superior Achievement Using Curriculum-based Measurement: The Importance of Individual Progress Monitoring. 利用课程为基础的测量实现卓越成就:个人进步监测的重要性。
Learning Disabilities Research and Practice Pub Date : 2000-09-01 DOI: 10.1207/SLDRP1503_2
Pamela M. Stecker, L. Fuchs
{"title":"Effecting Superior Achievement Using Curriculum-based Measurement: The Importance of Individual Progress Monitoring.","authors":"Pamela M. Stecker, L. Fuchs","doi":"10.1207/SLDRP1503_2","DOIUrl":"https://doi.org/10.1207/SLDRP1503_2","url":null,"abstract":"The purpose of this study was to examine the importance of designing students' programs based on individual progress-monitoring data. For 20 weeks, 22 special education teachers monitored the mathematics progress of 42 students with mild to moderate disabilities, most of whom had learning disabilities, using curriculum-based measurement (CBM). For these 42 students in Grades 2 through 8, teachers made instructional adjustments based on CBM data. In addition, for each of the 42 students, teachers made the same instructional adjustments for a matched partner. Results indicated that students for whom teachers tailored instructional adjustments based on those students' own CBM data performed significantly better on a global achievement test than did their partners whose instructional adjustments were not based on their own assessment data. Implications for using CBM to effect superior achievement are discussed.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116992935","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: 202
The Relation between Metacognition and Depressive Symptoms in Preadolescents with Learning Disabilities: Data in Support of Borkowski's Model. 学习障碍青少年前期元认知与抑郁症状的关系:Borkowski模型支持的数据
Learning Disabilities Research and Practice Pub Date : 2000-09-01 DOI: 10.1207/SLDRP1503_4
P. Palladino, P. Poli, G. Masi, M. Marcheschi
{"title":"The Relation between Metacognition and Depressive Symptoms in Preadolescents with Learning Disabilities: Data in Support of Borkowski's Model.","authors":"P. Palladino, P. Poli, G. Masi, M. Marcheschi","doi":"10.1207/SLDRP1503_4","DOIUrl":"https://doi.org/10.1207/SLDRP1503_4","url":null,"abstract":"Borkowski and colleagues (Borkowski, Carr, Rellinger, & Pressley, 1990; Borkowski, Johnston, & Reid, 1986; Borkowski & Muthukrishna, 1992) proposed a model that relates behavioral patterns of children facing school tasks with strategic knowledge, self-monitoring, motivation, attributions, self-esteem, and affective responses. These researchers suggested that good cognitive performance following a strategic approach increases general strategic knowledge, self-esteem, and associated feelings. In particular, the model predicts that students with learning disabilities (LD) who are not able to experience completely the effects of a strategic approach to the task do not spontaneously develop general metacognitive skills. Furthermore, they do show inadequate attribution to effort and depressive feelings. Positive correlations between metacognitive system components and affective responses were expected. Our work aimed to verify these predictions of the model. We compared two groups of preadolescents, with and wi...","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117228147","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: 45
The Postsecondary School Attendance and Completion Rates of High School Graduates With Learning Disabilities 学习障碍高中毕业生的高等教育出勤率和完成率
Learning Disabilities Research and Practice Pub Date : 2000-09-01 DOI: 10.1207/SLDRP1503_1
C. Murray, D. E. Goldstein, Steven W. Nourse, E. Edgar
{"title":"The Postsecondary School Attendance and Completion Rates of High School Graduates With Learning Disabilities","authors":"C. Murray, D. E. Goldstein, Steven W. Nourse, E. Edgar","doi":"10.1207/SLDRP1503_1","DOIUrl":"https://doi.org/10.1207/SLDRP1503_1","url":null,"abstract":"This study examined the postsecondary education status of 1985 and 1990 high school graduates from three large school districts in the northwestern United States. Each cohort included all of the graduates with learning disabilities (LD) and a stratified random sample without disabilities from the same graduating class. Interviews conducted with the graduate or with another informant during the 5 consecutive years 1991 through 1995 generated data regarding their postsecondary education status. Because of the 5-year difference in graduation years (1985 vs. 1990), these data allowed us to examine the postsecondary school attendance and completion rates of these youth during the first 10 years following high school. Findings indicated that graduates with LD were significantly less likely to have attended any form of postsecondary school and were less likely to have graduated from postsecondary programs throughout the first 10 years following high school. An analysis of the employment rates and earnings of the...","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125490800","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: 228
And Now the Rest of the Story: The Research Process as Intervention in Experimental and Qualitative Studies 接下来的故事:作为实验和定性研究干预的研究过程
Learning Disabilities Research and Practice Pub Date : 2000-09-01 DOI: 10.1207/SLDRP1503_5
Daniel J. Boudah, B. Lenz
{"title":"And Now the Rest of the Story: The Research Process as Intervention in Experimental and Qualitative Studies","authors":"Daniel J. Boudah, B. Lenz","doi":"10.1207/SLDRP1503_5","DOIUrl":"https://doi.org/10.1207/SLDRP1503_5","url":null,"abstract":"Researchers engaged in studying schools, students, teachers, and educational processes need to more adequately capture, capitalize on, and account for the complex array of direct or indirect influences that impact research outcomes. We contend that the research process itself is an unregarded intervention beyond any intentional treatment effects or secondary effects on the research participants or other stakeholders. Implications are discussed with regard to conducting and reporting experimental and qualitative research to increase benefits to practitioners and individuals with learning disabilities.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132521839","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
Equity Through Accountability? Mandating Minimum Competency Exit Examinations for Secondary Students With Learning Disabilities 通过问责制实现公平?为有学习障碍的中学生规定最低能力离校考试
Learning Disabilities Research and Practice Pub Date : 2000-09-01 DOI: 10.1207/SLDRP1503_6
G. Manset, Sandra Washburn
{"title":"Equity Through Accountability? Mandating Minimum Competency Exit Examinations for Secondary Students With Learning Disabilities","authors":"G. Manset, Sandra Washburn","doi":"10.1207/SLDRP1503_6","DOIUrl":"https://doi.org/10.1207/SLDRP1503_6","url":null,"abstract":"For more than 20 years, an increasing number of states have mandated the passing of a minimum competency test (MCT) as a requirement for receiving a high school diploma. Despite years of practice, debate, and litigation, there is little understanding of the impact of minimum competency exit exams on the educational outcomes and experiences of students with learning disabilities (LD). In this article, we discuss the research related to MCTs and students with LD. Furthermore, we highlight concerns related to the use of tests that represent such high stakes for students.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116185900","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
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