Learning Disabilities-A Multidisciplinary Journal最新文献_第5页

Writing from Text in Eight Middle School Learning Support Classrooms: Ascertaining Aspects of Intensive Intervention 八所中学学习支持课堂的文本写作:强化干预的确定方面

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2018-08-15 DOI: 10.18666/LDMJ-2018-V23-I2-9035

L. Mason, Shuting Zheng

引用次数: 0

Promoting Motivated Writers: Suggestions for Teaching and Conducting Research with Students with Learning Disabilities and Struggling Learners. 促进积极的作家:对有学习障碍的学生和学习困难的学习者的教学和研究的建议。

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2018-08-15 DOI: 10.18666/LDMJ-2018-V23-I2-9064

S. D. L. Paz, Cameron M. Butler

{"title":"Promoting Motivated Writers: Suggestions for Teaching and Conducting Research with Students with Learning Disabilities and Struggling Learners.","authors":"S. D. L. Paz, Cameron M. Butler","doi":"10.18666/LDMJ-2018-V23-I2-9064","DOIUrl":"https://doi.org/10.18666/LDMJ-2018-V23-I2-9064","url":null,"abstract":"This article considers the topic of motivation for writing, and explores connections between writing interventions and motivation. We review the extant literature with K12 students who participated in writing interventions and examine the motivation outcomes in those studies to determine whether improvements in writing ability also led to increased motivation. We wished to study motivation outcomes for students with learning disabilities; however, due to the limited number of available studies, we included studies with low achieving writers or English learners. In addition, one study focused on participants identified as emotionally disturbed, and two studies included average and/or gifted writers. Most studies were conducted in the United States, although others were were done in Canada, Spain, the Netherlands, and China. Most studies included fifth and sixth graders, and the full range was from second through 12th grade. The majority of the writing interventions included some form of explicit instruction, often SRSD—and participants routinely improved their writing ability as a result of the specific instruction under investigation. Unfortunately, outcomes regarding students’ motivation were not as clear as their writing outcomes. We turn to Wigfield and Eccles’ (2000; 2001) expectancy-value theory as a promising lens both to understand the results in the literature review, and for teaching writing to students with learning disabilities and end with suggestions for researchers who study writing and struggling or heterogeneous learners. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"34 1","pages":"56-69"},"PeriodicalIF":1.6,"publicationDate":"2018-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89487622","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: 2

Evaluating Calculators as Accommodations for Secondary Students with Disabilities. 评估计算器对残疾中学生的帮助。

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2018-02-07 DOI: 10.18666/LDMJ-2018-V23-I1-8437

Erin K. Bone, Emily C. Bouck

引用次数: 4

Special Educator Teacher Candidate Preparation in Reading: A Statewide Examination 特殊教育教师候选人阅读准备:一项全国性考试

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2018-02-07 DOI: 10.18666/LDMJ-2018-V23-I1-8568

Nicole S. Fenty, Christine Uliassi

引用次数: 3

Personal Narratives of African American Students with Learning Disabilities: Challenging "Privileged" Patterns?. 非裔美国学习障碍学生的个人叙事:挑战“特权”模式?

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2018-02-07 DOI: 10.18666/LDMJ-2018-V23-I1-8420

D. Celinska

{"title":"Personal Narratives of African American Students with Learning Disabilities: Challenging \"Privileged\" Patterns?.","authors":"D. Celinska","doi":"10.18666/LDMJ-2018-V23-I1-8420","DOIUrl":"https://doi.org/10.18666/LDMJ-2018-V23-I1-8420","url":null,"abstract":"Overrepresentation of African American students in special education has been related to the unfavorable academic outcomes and achievement gap for these students. In a search for a comprehensive account of the roots of these perpetuating concerns, narrative skills are of importance because of their relation to reading achievement and school engagement. Research on narrative performance of African American students with learning disabilities is scarce and possibly preventive of in depth understanding of these students’ unique, often culture-based, language and academic strengths and needs. This study compares personal narratives of African American and European American students with learning disabilities using two approaches: one traditionally favored in schools and one in accord with narrative styles of some African American communities. The participants were 41 school-identified students with learning disabilities in 4-7 grades from 15 urban and suburban schools. The results indicate that two groups are equally capable of producing personal narratives using the majority of narrative patterns of both narrative approaches. The minimal differences between the groups may be attributed to the culture-based preferences well documented in students without disabilities. Implications of recognizing the unique narrative profile of African American students with learning disabilities are discussed. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"28 1","pages":"24-34"},"PeriodicalIF":1.6,"publicationDate":"2018-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80809220","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: 0

The Reading Wars and Reading Recovery: What Educators, Families, and Taxpayers Should Know 阅读战争与阅读复苏:教育工作者、家庭和纳税人应该知道的

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2017-08-14 DOI: 10.18666/LDMJ-2017-V22-I2-8391

Pam Cook, Deborah R. Rodes, Kay L. Lipsitz

{"title":"The Reading Wars and Reading Recovery: What Educators, Families, and Taxpayers Should Know","authors":"Pam Cook, Deborah R. Rodes, Kay L. Lipsitz","doi":"10.18666/LDMJ-2017-V22-I2-8391","DOIUrl":"https://doi.org/10.18666/LDMJ-2017-V22-I2-8391","url":null,"abstract":"Reading Recovery, a meaning-based reading program designed for young children at risk of reading failure, is widely implemented across the United States. We discuss the recent Reading Recovery $45 million four-year i3-funded scaleup study that was designed to “cover the expansion of Reading Recovery around the U.S.” (May, Sirinides, Gray, & Goldsworthy, 2016, p. 1). While one of the two goals of the study was to determine the long-term impact of Reading Recovery, this study, described by its authors as “highly successful” (p. 4), found a “not significant” long-term effect on students’ reading skills. Subsequent Reading Recovery publications have failed to mention this “not significant” effect. With the exception of year one of the study, there are no publicly available test score data for the students when they were in Grades 2 or 3. Further, it appears that the actual lowest achieving students (special education students, students retained in first grade, and others) were systematically excluded from Reading Recovery instruction. Overall, there is very limited evidence of Reading Recovery’s efficacy as an effective long-term reading intervention. We discuss the limitations of the Reading Recovery approach, how Reading Recovery can be improved, and strongly recommend that schools do not adopt this program unless it incorporates all components of evidence-based reading instruction. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"3 1","pages":"12-23"},"PeriodicalIF":1.6,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87578148","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: 5

A Revised Embedded Planning Tool for Intensive Reading Instruction 精读教学中嵌入式规划工具的改进

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2017-08-14 DOI: 10.18666/LDMJ-2017-V22-I2-8274

Yan Wei, Allison R. Lombardi, Brandi Simonsen, Michael D. Coyne, Michael N. Faggella-Luby, Jennifer Freeman, Devin M. Kearns

引用次数: 0

Flashcards and Guided Visual Vocabulary Practice: Experiences of Students with Learning Disabilities When Introduced to Concrete Spanish Nouns. 抽认卡与视觉词汇练习:学习障碍学生学习具体西班牙语名词的经验。

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2017-08-14 DOI: 10.18666/LDMJ-2017-V22-I2-8111

Joshua B. L. Tolbert, B. D. Lazarus, Kim Killu

{"title":"Flashcards and Guided Visual Vocabulary Practice: Experiences of Students with Learning Disabilities When Introduced to Concrete Spanish Nouns.","authors":"Joshua B. L. Tolbert, B. D. Lazarus, Kim Killu","doi":"10.18666/LDMJ-2017-V22-I2-8111","DOIUrl":"https://doi.org/10.18666/LDMJ-2017-V22-I2-8111","url":null,"abstract":"Successful inclusion of students with learning disabilities in foreign language courses has been problematic, likely due to factors such as heightened anxiety and individualized learning challenges which are characteristic of those with learning disabilities. These learning characteristics often necessitate that multisensory strategies be employed to support students with learning disabilities in academic content areas; prior research has suggested that such strategies contribute to successful completion of foreign language coursework for struggling learners. Accordingly, an initial study investigated the impact of an explicit, multisensory strategy called Guided Visual Vocabulary Practice (GVVP) in recalling English translations of concrete Spanish nouns. Progress of participants (n = 8) with GVVP was compared to performance with traditional flashcards in a single-subject, reversal design spanning a 10-week period. Student performance was assessed by tabulating the number of thematically grouped Spanish nouns correctly translated when presented orally from randomized lists. The findings indicated a moderate effect size (0.54) overall, but the largest impact with GVVP occurred among the three middle school participants included in the sample. An analysis of different aspects of the Spanish vocabulary words (cognates, number of syllables, initial letters) may have correlated with student performance is included, as are implications for future research and instructional practice. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"89 1","pages":"24-37"},"PeriodicalIF":1.6,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75711243","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: 2

Early Literacy Teacher Preparation: One University's Perspective. 早期识字教师的培养:一所大学的视角。

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2017-08-14 DOI: 10.18666/LDMJ-2017-V22-I2-8062

Carolyn L. Berenato, Lori Severino

引用次数: 1

Laughter Filled the Classroom: Outcomes of Professional Development in Arts Integration for Elementary Teachers in Inclusion Settings 笑声充满教室:在共融环境下小学教师艺术融合专业发展的结果

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2017-08-14 DOI: 10.18666/LDMJ-2017-V22-I2-8373

K. Koch, J. C. Thompson

{"title":"Laughter Filled the Classroom: Outcomes of Professional Development in Arts Integration for Elementary Teachers in Inclusion Settings","authors":"K. Koch, J. C. Thompson","doi":"10.18666/LDMJ-2017-V22-I2-8373","DOIUrl":"https://doi.org/10.18666/LDMJ-2017-V22-I2-8373","url":null,"abstract":"This qualitative study examined teachers’ experiences with an arts integration curriculum. This study considered the teachers’ perceptions of arts integrations before and after being introduced to the concepts of arts integration. The teachers were provided with knowledge and tools to integrate the arts into general education curriculum and inclusion classrooms with children with learning disabilities. This study provided insight into the value of arts integration. It validated the advantages of arts integration professional development and noted that even on smaller scales it can be beneficial for students and teachers. Through examination of the literature, it was probable that arts integration curriculum could improve the academic achievement for diverse students. Not evident in literature was the direct perspectives of teachers involved in an arts integrated lesson. This study was an attempt to provide the teachers’ voices. The major means of collecting data were pre- and post-course survey. This study offers strategies to enhance educational practices for educators, arts advocates, and parents. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"37 1","pages":"1-11"},"PeriodicalIF":1.6,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90566547","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: 6