Learning Disabilities-A Multidisciplinary Journal最新文献_第6页

Read-Aloud Accommodations, Expository Text, and Adolescents With Learning Disabilities 朗读设施，说明性文本和有学习障碍的青少年

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2017-03-16 DOI: 10.18666/LDMJ-2017-V22-I1-7932

Nancy K. Meyer, Emily C. Bouck

引用次数: 9

Parent Perceptions of Parent Involvement With Elementary-Aged Students With Learning Disabilities 家长对有学习障碍的小学年龄学生家长参与的看法

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2017-03-16 DOI: 10.18666/LDMJ-2017-V22-I1-7973

H. Rice

{"title":"Parent Perceptions of Parent Involvement With Elementary-Aged Students With Learning Disabilities","authors":"H. Rice","doi":"10.18666/LDMJ-2017-V22-I1-7973","DOIUrl":"https://doi.org/10.18666/LDMJ-2017-V22-I1-7973","url":null,"abstract":"The purpose of this research was to explore parent perceptions concerning their involvement in their children’s special education. The goal of this study was to better understand why some parents become involved while others donot. Survey methodology was utilized to determine parent perceptions of (a) levels of parent and children’s participation in home literacy activities, (b) levels of parent efficacy, and (c) parent viewpoints of their responsibilities in the homeschool relationship. Participants in this study consisted of 49 parents of elementary-aged children diagnosed with specific learning disabilities, and included six elementary schools from two school districts, one rural and one urban district. Descriptive statistics and correlational analysis were utilized. Participants provided demographic/background information and completed a modified version of the Likert-type survey known as the “Parent Survey of Family and Community Involvement in the Elementary and Middle Grades.” Results indicate a strong positive correlation between parent literacy activities and at home child literacy activities and a correlation between parent efficacy and parent involvement at school. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"10 1","pages":"61-73"},"PeriodicalIF":1.6,"publicationDate":"2017-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89792482","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

The Perceived Impact of Unstable Gaps between Academic Ability and Performance on the Self-Image of Students With Learning Disabilities 不稳定学业成绩差距对学习障碍学生自我形象的感知影响

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2017-03-16 DOI: 10.18666/LDMJ-2017-V22-I1-7877

Amela Einat

{"title":"The Perceived Impact of Unstable Gaps between Academic Ability and Performance on the Self-Image of Students With Learning Disabilities","authors":"Amela Einat","doi":"10.18666/LDMJ-2017-V22-I1-7877","DOIUrl":"https://doi.org/10.18666/LDMJ-2017-V22-I1-7877","url":null,"abstract":"Disparities among the different abilities of students with learning disabilities have attracted extensive research. The attention has largely focused on how low abilities mask good or high potential intellectual level, and the resulting frustration. Correspondingly, the literature has also concentrated on the methods of detection required to reveal such potential and strategic, therapeutic, and pedagogical strategies for realizing it. However, despite the large volume of research, there has been no examination to date of the emotional impact of the continual fluctuations between success and failure created by such gaps, and its implications for the development of self among these individuals. The purpose of the present research, which was based on a qualitative approach and semi-structured interviews with 22 adult art students with learning disabilities and high intellectual ability, was to examine the perceived relationship between this dissonance and the self-perception. Major findings include extreme fluctuations in the learning experience of the participants play a major role, such fluctuations have significant effects on participants’ emotional and behavioral worlds, and fluctuations in the learning experience of students with learning disabilities and high intellectual ability have critical implications on their overall self-perceptions. The conclusions and implications are discussed extensively. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"83 1","pages":"48-60"},"PeriodicalIF":1.6,"publicationDate":"2017-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84029176","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

Using Performance Feedback of Reciprocal Teaching Strategies to Increase Reading Comprehension Strategy Use With Seventh Grade Students With Comprehension Difficulties 运用互惠教学策略的表现反馈提高七年级阅读理解困难学生阅读理解策略的使用

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2017-03-16 DOI: 10.18666/LDMJ-2016-V22-I1-7991

M. Burns, Kathrin E. Maki, Abbey C. Karich, Melissa Coolong-Chaffin

引用次数: 5

People-First Language, Equity, and Inclusion: How Do We Say It, and Why Does It Matter? 以人为本的语言、公平和包容:我们怎么说，为什么它很重要?

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2017-03-16 DOI: 10.18666/LDMJ-2017-V22-I1-7961

Laura S. Clarke, Dusty Columbia Embury, C. Knight, J. Christensen

引用次数: 3

Tableau's Influence on the Oral Language Skills of Students with Language-Based Learning Disabilities. 画面对语言学习障碍学生口语技能的影响。

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2017-03-16 DOI: 10.18666/LDMJ-2017-V22-I1-7668

A. Anderson, Katherine A. Berry

{"title":"Tableau's Influence on the Oral Language Skills of Students with Language-Based Learning Disabilities.","authors":"A. Anderson, Katherine A. Berry","doi":"10.18666/LDMJ-2017-V22-I1-7668","DOIUrl":"https://doi.org/10.18666/LDMJ-2017-V22-I1-7668","url":null,"abstract":"This study examined the influence of tableau on the expressive language skills of three students with language-based learning disabilities in inclusive urban fourth-grade English language arts (ELA) classroom settings. Data were collected on linguistic productivity, specificity, and narrative cohesion through analysis of students’ responses to oral story recall tasks following tableau lessons (n = 30), in comparison to conventional ELA lessons (n = 30). Measures of students’ linguistic productivity and specificity included mean rate of use for different words, total words, and literate language features per utterance. Narrative cohesion was measured by mean frequency of cohesive elements in students’ oral retellings. Findings showed increased linguistic productivity, specificity, and cohesion in students’ oral retellings following tableau, as compared to conventional ELA lessons. Individual student findings across tableau and conventional ELA lessons indicated that students’ unique language profiles influenced their gains in linguistic productivity, specificity, and cohesion. Implications for future research and practice are discussed. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"1 1","pages":"1-20"},"PeriodicalIF":1.6,"publicationDate":"2017-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84246140","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: 3

An Exploratory Analysis of a Middle School Science Curriculum: Implications for Students With Learning Disabilities 中学科学课程的探索性分析:对学习障碍学生的启示

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2016-11-11 DOI: 10.18666/LDMJ-2016-V21-I2-7582

Gregory Taylor, Casey Hord

引用次数: 2

Comparing Three Patterns of Strengths and Weaknesses Models for the Identification of Specific Learning Disabilities 三种识别特殊学习障碍的优势与劣势模型模式之比较

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2016-11-11 DOI: 10.18666/LDMJ-2016-V21-I2-7349

Daniel C. Miller, D. Maricle, Alicia M. Jones

{"title":"Comparing Three Patterns of Strengths and Weaknesses Models for the Identification of Specific Learning Disabilities","authors":"Daniel C. Miller, D. Maricle, Alicia M. Jones","doi":"10.18666/LDMJ-2016-V21-I2-7349","DOIUrl":"https://doi.org/10.18666/LDMJ-2016-V21-I2-7349","url":null,"abstract":"Processing Strengths and Weaknesses (PSW) models have been proposed as a method for identifying specific learning disabilities. Three PSW models were examined for their ability to predict expert identified specific learning disabilities cases. The Dual Discrepancy/Consistency Model (DD/C; Flanagan, Ortiz, & Alfonso, 2013) as operationalized by the Cross Battery Assessment Software (X-BASS; Ortiz, Flanagan & Alfonso, 2015), the Concordance-Discordance Model (C-DM; Hale & Fiorello, 2004), and the Psychological Processing Analyzer software (PPA v3.1; Dehn, 2015b) were evaluated. The DD/C approach as represented with the X-BASS system had a 100% agreement with the expert panel in the identification of specific learning disabilities and non-specific learning disabilities cases. The C-DM model was more conservative, identifying only 45% of the specific learning disabilities cases. The PPA software was too limited to be used in the study and is not recommended for use in identifying specific learning disabilities via a PSW approach. Although more research is needed, the results of this study would suggest that the DD/C and X-BASS provide the greatest utility for a PSW approach to identifying specific learning disabilities.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"4 1","pages":"31-45"},"PeriodicalIF":1.6,"publicationDate":"2016-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78431096","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

The Impact of RTI on Timely Identification of Students with Specific Learning Disabilities. RTI对特殊学习障碍学生及时识别的影响。

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2016-11-11 DOI: 10.18666/LDMJ-2016-V21-I2-7722

T. Hudson, R. G. McKenzie

{"title":"The Impact of RTI on Timely Identification of Students with Specific Learning Disabilities.","authors":"T. Hudson, R. G. McKenzie","doi":"10.18666/LDMJ-2016-V21-I2-7722","DOIUrl":"https://doi.org/10.18666/LDMJ-2016-V21-I2-7722","url":null,"abstract":"Response to Intervention (RTI) has become the gateway to identification for many students with specific learning disabilities. Those include students in the 17 states that require RTI as the source of eligibility data as well as many students in the 33 states that allow districts to choose RTI among other options (e.g., discrepancy). There is concern that the use of RTI may infringe on due-process protections and child-find responsibilities. Specifically, the number of days students must remain in RTI may delay their referral for comprehensive evaluation and, hence, potential eligibility for special education. In the present study, the authors surveyed District Directors of Special Education in selected states to determine whether guidelines or policies were present to govern referrals for a comprehensive evaluation and how long a student may remain in RTI tiers before referral or eligibility determination. The extent to which districts permit individual schools to enact their own policies was also investigated. Results indicate that (a) RTI is often used to identify specific learning disabilities without clear guidelines, (b) many aspects of RTI are implemented without being communicated within state and district administrative levels, and (c) RTI is the required specific learning disability assessment determinant in a significant percentage of districts in states that allow that choice. Implications for future research and practice are discussed.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"31 1","pages":"46-58"},"PeriodicalIF":1.6,"publicationDate":"2016-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74102616","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: 3

The Impact of Academic Self-Efficacy and Perceived Stigma on the Performance of Students with Learning Disabilities. 学业自我效能感与污名感对学习障碍学生学业表现的影响。

IF 1.6

Learning Disabilities-A Multidisciplinary Journal Pub Date : 2016-11-11 DOI: 10.18666/LDMJ-2016-V21-I2-7127

M. Fleming, Guillermo Wated

{"title":"The Impact of Academic Self-Efficacy and Perceived Stigma on the Performance of Students with Learning Disabilities.","authors":"M. Fleming, Guillermo Wated","doi":"10.18666/LDMJ-2016-V21-I2-7127","DOIUrl":"https://doi.org/10.18666/LDMJ-2016-V21-I2-7127","url":null,"abstract":"The purpose of the present study was to investigate the mediating role of perceived stigma in the relationship between academic self-efficacy and academic performance among college students with learning disabilities and/or ADHD. Seventy-four college-aged participants with diagnosed learning disability or ADHD completed a perceived stigma scale adapted for the current study from May and Stone’s (2010) perceived learning disabilities stigma scale followed by Zimmerman and Kitsantas’ (2007) Self-efficacy For Learning Abridged Form (SELF-A ). Results indicated that there was no relationship between perceived stigma and academic performance. However, self-efficacy was positively correlated with academic performance. Results also indicated that Caucasian, non-Hispanic students reported the highest levels of academic self-efficacy whereas Hispanic students reported the lowest levels. Furthermore, students with learning disability alone reported the highest cumulative GPAs, while those with learning disability and comorbid ADHD reported the lowest. Implications of this study point to the importance of understanding the role of perceived stigma and self-efficacy on the academic performance of students with learning disability and ADHD. This information can benefit researchers, educators, and counselors as they strive to understand possible limitations of students with learning disability/ADHD and devise strategies to support them both academically and psychologically.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"14 1","pages":"59-66"},"PeriodicalIF":1.6,"publicationDate":"2016-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84492787","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: 4