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Learning Disabilities Research and Practice最新文献

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Onset-Rime Units in Visual Word Recognition in Spanish Normal Readers and Children With Reading Disabilities 西班牙语正常读者和阅读障碍儿童视觉词识别的起始-时间单位
Learning Disabilities Research and Practice Pub Date : 2000-09-01 DOI: 10.1207/SLDRP1503_3
J. E. J. González, C. J. A. González, Adelina Estévez Monzó, Isabel Hernández-Valle
{"title":"Onset-Rime Units in Visual Word Recognition in Spanish Normal Readers and Children With Reading Disabilities","authors":"J. E. J. González, C. J. A. González, Adelina Estévez Monzó, Isabel Hernández-Valle","doi":"10.1207/SLDRP1503_3","DOIUrl":"https://doi.org/10.1207/SLDRP1503_3","url":null,"abstract":"This study focuses on the effects of intrasyllabic units on lexical decision performance in normal readers (NR) and children with reading disabilities (RD) in a transparent orthography. Thirty Spanish children (15 NR, 15 with RD) were selected. An experiment was conducted to test whether onset- and rime-like units may be involved in visual word recognition in children with RD in comparison to NR. Previous research using a reading-level-match design has demonstrated that Spanish children with RD have more difficulties in analyzing spoken words into phonemes. Based on this empirical evidence we suggest that children with RD would have more need for larger units (e.g., onset-rime) in visual word recognition; however, NR would not need multiletter units because their phonemic awareness can be helpful in word decoding in a transparent orthography. The findings suggested that Spanish children with RD do not use correspondences based on higher level units such as onsets and rimes in a transparent orthography.","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":"121989639","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: 33
Introduction to the Special Issue of Learning Disabilities Research & Practice: Research to Practice: Views From Researchers and Practitioners 学习障碍研究与实践特刊导论:从研究到实践:研究人员和实践者的观点
Learning Disabilities Research and Practice Pub Date : 2000-06-01 DOI: 10.1207/SLDRP1502_1
C. Espin, S. Deno
{"title":"Introduction to the Special Issue of Learning Disabilities Research & Practice: Research to Practice: Views From Researchers and Practitioners","authors":"C. Espin, S. Deno","doi":"10.1207/SLDRP1502_1","DOIUrl":"https://doi.org/10.1207/SLDRP1502_1","url":null,"abstract":"","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"335 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131988916","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: 15
Peer-Assisted Learning Strategies: An Evidence-Based Practice to Promote Reading Achievement 同伴辅助学习策略:促进阅读成绩的循证实践
Learning Disabilities Research and Practice Pub Date : 2000-06-01 DOI: 10.1207/SLDRP1502_4
D. Fuchs, L. Fuchs, Pamela Burish
{"title":"Peer-Assisted Learning Strategies: An Evidence-Based Practice to Promote Reading Achievement","authors":"D. Fuchs, L. Fuchs, Pamela Burish","doi":"10.1207/SLDRP1502_4","DOIUrl":"https://doi.org/10.1207/SLDRP1502_4","url":null,"abstract":"This article begins with a description of Peer-Assisted Learning Strategies (PALS) for Grades 2-6. We then offer the perspective of a teacher who has used PALS with her 3rd-grade classes. We next describe a decade of research and development that supports use of PALS reading with students with learning disabilities. We briefly mention more recent work that extends PALS reading downward to kindergarten and 1st grade and upward into high school. And we conclude by describing 2 important limitations in our research and identifying areas for future investigation.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131926798","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: 170
Putting Mnemonic Strategies to Work in an Inclusive Classroom 在包容性课堂中运用记忆策略
Learning Disabilities Research and Practice Pub Date : 2000-06-01 DOI: 10.1207/SLDRP1502_2
M. Mastropieri, J. Sweda, T. Scruggs
{"title":"Putting Mnemonic Strategies to Work in an Inclusive Classroom","authors":"M. Mastropieri, J. Sweda, T. Scruggs","doi":"10.1207/SLDRP1502_2","DOIUrl":"https://doi.org/10.1207/SLDRP1502_2","url":null,"abstract":"This article describes one teacher's application of mnemonic strategy instruction in her inclusive, 4th-grade social studies class. The teacher describes how the strategy was employed to promote recall of academic content, the effectiveness of the intervention, and students' views of mnemonic instruction. This intervention is then discussed with respect to the findings of previous instructional research using mnemonic strategies.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121439024","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: 63
Implementation of a Schoolwide Reading Improvement Model: "No One Ever Told Us It Would Be This Hard!" 实施全校阅读改善模式:“没人告诉我们会这么难!”
Learning Disabilities Research and Practice Pub Date : 2000-06-01 DOI: 10.1207/SLDRP1502_5
Deborah C. Simmons, Kristen Kuykendall, Kenneth L. King, Cheri Cornachione, E. Kameenui
{"title":"Implementation of a Schoolwide Reading Improvement Model: \"No One Ever Told Us It Would Be This Hard!\"","authors":"Deborah C. Simmons, Kristen Kuykendall, Kenneth L. King, Cheri Cornachione, E. Kameenui","doi":"10.1207/SLDRP1502_5","DOIUrl":"https://doi.org/10.1207/SLDRP1502_5","url":null,"abstract":"Educators now have solid scientific evidence built on more than 30 years of research of the necessary fundamentals of early reading instruction and practices that produce reliable improvement. Yet efforts to translate knowledge of effective practice and pedagogy have been neither consistently effective nor fully realized for students who are most at risk of reading failure. In this article, we describe a schoolwide model for reading improvement and its stages and application in the primary grades of 2 schools. The Schoolwide Reading Improvement Model is directed by the overarching assumptions that reading improvement (a) requires a multidimensional intervention based on scientific research and the strategic integration of curriculum, instruction, and assessment and (b) must recognize and build on the conditions and contexts of the host environment. School administrators describe the process of schoolwide reading improvement for the full range of learners and offer their insights and lessons learned to bui...","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121505241","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: 51
Riding Elvis's Motorcycle: Using Self-Regulated Strategy Development to PLAN and WRITE for a State Writing Exam 骑着埃尔维斯的摩托车:用自我调节的策略发展来计划和编写国家写作考试
Learning Disabilities Research and Practice Pub Date : 2000-06-01 DOI: 10.1207/SLDRP1502_6
S. D. L. Paz, B. Owen, K. Harris, S. Graham
{"title":"Riding Elvis's Motorcycle: Using Self-Regulated Strategy Development to PLAN and WRITE for a State Writing Exam","authors":"S. D. L. Paz, B. Owen, K. Harris, S. Graham","doi":"10.1207/SLDRP1502_6","DOIUrl":"https://doi.org/10.1207/SLDRP1502_6","url":null,"abstract":"This special issue of Learning Disabilities Research & Practice is devoted to promoting research to practice for interventions that have a strong empirical basis for their effectiveness. In this article, we first share the experiences of Bonnie Owen as she implemented the Self-Regulated Strategy Development (SRSD) approach to help students learn an essay writing strategy (PLAN and WRITE) for a state writing test. In the 2nd section of the article, we share the theoretical and research bases for SRSD with writing strategies. We close by noting some challenges teachers have faced as well as final thoughts for successful implementation of the SRSD approach to developing writing strategies.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123458335","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: 25
Tutoring First-Grade Struggling Readers in Phonological Reading Skills 辅导一年级读书人语音阅读技巧
Learning Disabilities Research and Practice Pub Date : 2000-06-01 DOI: 10.1207/SLDRP1502_3
J. Jenkins, Patricia F. Vadasy, M. Firebaugh, Cathy Profilet
{"title":"Tutoring First-Grade Struggling Readers in Phonological Reading Skills","authors":"J. Jenkins, Patricia F. Vadasy, M. Firebaugh, Cathy Profilet","doi":"10.1207/SLDRP1502_3","DOIUrl":"https://doi.org/10.1207/SLDRP1502_3","url":null,"abstract":"This article describes a tutoring program for struggling 1st-grade readers. The program, Sound Partners, was designed for nonteacher tutors to supplement classroom reading instruction. It emphasizes basic phonological awareness and phonological reading skills in an attempt to build a decoding foundation for more advanced reading development. Together, researcher-developers and practitioners describe the program and its theoretical ancestry, application, and research outcomes, along with obstacles and solutions related to implementation.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121186257","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: 20
Modification Effects on Attributions of Middle School Students With Learning Disabilities 修改对学习障碍中学生归因的影响
Learning Disabilities Research and Practice Pub Date : 2000-03-01 DOI: 10.1207/SLDRP1501_4
M. Ring, L. Reetz
{"title":"Modification Effects on Attributions of Middle School Students With Learning Disabilities","authors":"M. Ring, L. Reetz","doi":"10.1207/SLDRP1501_4","DOIUrl":"https://doi.org/10.1207/SLDRP1501_4","url":null,"abstract":"Using an anticipated critical incident methodology, middle school students with learning disabilities were surveyed to determine their attributions for anticipated grades, specifically, whether attributions depended on teachers' accommodations and adapted grading practices. Students receiving moderate accommodations and adapted grades attributed their highest grade more to effort than did students receiving minimal accommodations and no adapted grades. No differences in attributions for the lowest grade were found between the groups. Also, gender differences were noted for student attributions regarding the helpfulness of the classroom teacher for highest and lowest grades. This study has implications for preservice educators, school administrators, general classroom teachers, and special educators.","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122305065","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: 25
Effects of a Problem-Solving Strategy on the Introductory Algebra Performance of Secondary Students With Learning Disabilities 问题解决策略对学习障碍中学生代数入门成绩的影响
Learning Disabilities Research and Practice Pub Date : 2000-03-01 DOI: 10.1207/SLDRP1501_2
P. Maccini, Charles A. Hughes
{"title":"Effects of a Problem-Solving Strategy on the Introductory Algebra Performance of Secondary Students With Learning Disabilities","authors":"P. Maccini, Charles A. Hughes","doi":"10.1207/SLDRP1501_2","DOIUrl":"https://doi.org/10.1207/SLDRP1501_2","url":null,"abstract":"We investigated the effects of an instructional strategy within a graduated teaching sequence (i.e., concrete, semiconcrete, abstract) on the representation and solution of problem-solving skills encompassing integer numbers for secondary students with learning disabilities. Students advanced through three levels of instruction: (a) concrete application (i.e., manipulating physical objects to represent mathematics problems), (b) semiconcrete application (i.e., drawing pictorial representations of the mathematics problems), and (c) abstract application (i.e., writing mathematical symbols to represent and solve problems). Students also learned a strategy designed to cue effective problem-solving procedures. A multiple-probe design across participants was used (Tawney & Gast, 1984). Results indicated problem-solving skills involving integer numbers dramatically improved following instruction at the concrete, semiconcrete, and abstract levels. Students' strategy-use also increased over these instructional lev...","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114787607","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: 175
Loneliness and Students with Learning Disabilities in Inclusive Classrooms: Self-Perceptions, Coping Strategies, and Preferred Interventions. 在全纳课堂中，孤独与学习障碍学生:自我认知、应对策略和首选干预措施。
Learning Disabilities Research and Practice Pub Date : 2000-03-01 DOI: 10.1207/SLDRP1501_3
Shireen Pavri, L. Monda-Amaya
{"title":"Loneliness and Students with Learning Disabilities in Inclusive Classrooms: Self-Perceptions, Coping Strategies, and Preferred Interventions.","authors":"Shireen Pavri, L. Monda-Amaya","doi":"10.1207/SLDRP1501_3","DOIUrl":"https://doi.org/10.1207/SLDRP1501_3","url":null,"abstract":"Inclusive education presents new social challenges for students with learning disabilities (LD) and makes it necessary to reevaluate social relationships and self-perceptions. Investigating social phenomena such as loneliness from the students' perspective facilitates the identification of factors that contribute to this subjective experience and aids in developing needed interventions. Twenty students with LD educated in inclusive fourth and fifth grades were interviewed using the Loneliness Interview Protocol (Pavri & Monda-Amaya, 1997) to determine their experience with school-related loneliness and the coping strategies they used. Students also selected most useful intervention strategies when presented with situations causing loneliness at school. The Children's Loneliness Scale (Asher, Hymel, & Renshaw, 1984) was used to classify students according to severity of loneliness. Most students felt lonely at school when they were bored or lacked a companion, and they coped by engaging in a solitary activ...","PeriodicalId":158079,"journal":{"name":"Learning Disabilities Research and Practice","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131952848","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
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