发布求助
文献互助 智能选刊 最新文献

Learning Disabilities-A Multidisciplinary Journal最新文献

筛选
英文 中文
Introduction of This Special Issue on Mathematics and Learning Disabilities 《数学与学习障碍》特刊简介
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2013-01-01 DOI: 10.18666/LDMJ-2013-V19-I2-4793
S. C. Russell, P. Maccini, Joseph Calvin Gagnon
{"title":"Introduction of This Special Issue on Mathematics and Learning Disabilities","authors":"S. C. Russell, P. Maccini, Joseph Calvin Gagnon","doi":"10.18666/LDMJ-2013-V19-I2-4793","DOIUrl":"https://doi.org/10.18666/LDMJ-2013-V19-I2-4793","url":null,"abstract":"","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"467 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78914100","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
Including Assistive Technology in Teacher Preparation: Exploring One Approach 将辅助技术纳入教师准备:探索一种方法
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2013-01-01 DOI: 10.18666/LDMJ-2013-V19-I1-4791
Elissa Wolfe Poel, J. Wood, N. Schmidt
{"title":"Including Assistive Technology in Teacher Preparation: Exploring One Approach","authors":"Elissa Wolfe Poel, J. Wood, N. Schmidt","doi":"10.18666/LDMJ-2013-V19-I1-4791","DOIUrl":"https://doi.org/10.18666/LDMJ-2013-V19-I1-4791","url":null,"abstract":"Assistive Technology (AT) is specifically addressed in the most recent reauthorization of IDEA, the Individuals with Disabilities Education Improvement Act (2004). The law insures that assistive devices and services are available for students with disabilities to help them access their environment at home, school, and in the work place. Therefore, it is important that teacher preparation programs in higher education establish required components for including AT in their programs of study. To explore one approach to meeting this need, an AT module was developed and implemented with pre-service teachers at a southwestern university during their student teaching semester. The goals of the study were to determine (a) prior knowledge of pre-service teachers in the area of assistive technology, (b) the effectiveness of an AT Module presented during one student teaching seminar session, and (c) the impact of the AT module on classroom practice after the seminar. Based on survey responses and in-class discussions, the impact of the information provided in the module was found to be positive. Pre-service teachers felt that they were better prepared and more confident as a result of knowledge gained about AT concepts, resources, and applications.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"86 1","pages":"29-37"},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79712463","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
Effects of Enhanced Anchored Instruction on Skills Aligned to Common Core Math Standards. 强化锚定教学对符合共同核心数学标准的技能的影响。
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2013-01-01 DOI: 10.18666/LDMJ-2013-V19-I2-4796
B. Bottge, Sun-Joo Cho
{"title":"Effects of Enhanced Anchored Instruction on Skills Aligned to Common Core Math Standards.","authors":"B. Bottge, Sun-Joo Cho","doi":"10.18666/LDMJ-2013-V19-I2-4796","DOIUrl":"https://doi.org/10.18666/LDMJ-2013-V19-I2-4796","url":null,"abstract":"This study compared how students with learning difficulties in math (MLD) who were randomly assigned to two instructional conditions answered items on problem solving tests aligned to the Common Core State Standards Initiative for Mathematics. Posttest scores showed improvement in the math performance of students receiving Enhanced Anchored Instruction (EAI) and typical instruction but the improvement of students in the EAI condition was greater. Much of the total variance in latent ability scores was explained at the teacher level. As we have observed in previous studies, teachers use of interactive technology tools combined with engaging hands-on applications can make important differences in what students with MLD achieve in mathematics, particularly in problem solving.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"334 1","pages":"73-83"},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76393722","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
Learning disability and depression in young adulthood 成年早期的学习障碍和抑郁症
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2013-01-01 DOI: 10.18666/LDMJ-2013-V19-I1-4792
Maryhelen D Macinnes, C. Broman
{"title":"Learning disability and depression in young adulthood","authors":"Maryhelen D Macinnes, C. Broman","doi":"10.18666/LDMJ-2013-V19-I1-4792","DOIUrl":"https://doi.org/10.18666/LDMJ-2013-V19-I1-4792","url":null,"abstract":"It is well established that children and adolescents with learning disabilities are more likely to experience depressed mood than are their peers. Many scholars explain this relationship as resulting from low self-esteem, stress, or social isolation. However, little work has explored whether this relationship continues to exist into young adulthood. Using longitudinal data from national data, this study finds that young adults with physical and learning disabilities have higher levels of depression than do young adults who are not disabled. In almost every case, this relationship persists no matter the levels of self-esteem, self-perception and stress experienced by young adults with disabilities. Language: en","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"418 1","pages":"38-46"},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84906309","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
Exploration of Quadratic Expressions through Multiple Representations for Students with Mathematics Difficulties 用多重表示探索数学困难学生的二次表达式
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2013-01-01 DOI: 10.18666/LDMJ-2013-V19-I2-4795
Tricia K. Strickland, P. Maccini
{"title":"Exploration of Quadratic Expressions through Multiple Representations for Students with Mathematics Difficulties","authors":"Tricia K. Strickland, P. Maccini","doi":"10.18666/LDMJ-2013-V19-I2-4795","DOIUrl":"https://doi.org/10.18666/LDMJ-2013-V19-I2-4795","url":null,"abstract":"The current study focuses on the effects of incorporating multiple visual representations on students conceptual understanding of quadratic expressions embedded within area word problems and students procedural fluency of transforming quadratic expressions in standard form to factored-form and vice versa. The intervention included the concrete-representation-abstract integration (CRA I) strategy and the use of a graphic organizer called the Box Method to support student performance when transitioning to using abstract notation only. A multiple-probe design across two groups that included five participants was utilized. The participants were five high school students identified as having mathematics difficulties, including three students with an identified learning disability. Results indicated that participants significantly improved their algebraic accuracy and maintained their skills over time. Further, participants reported the intervention was worth their time and they would recommend it to others.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"19 1","pages":"61-71"},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74515592","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: 8
One More Time: The Need for More Mathematical Problem Solving and What the Research Says About It 再来一次:需要更多的数学问题解决和研究对此的看法
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2013-01-01 DOI: 10.18666/LDMJ-2013-V19-I2-4797
J. Woodward
{"title":"One More Time: The Need for More Mathematical Problem Solving and What the Research Says About It","authors":"J. Woodward","doi":"10.18666/LDMJ-2013-V19-I2-4797","DOIUrl":"https://doi.org/10.18666/LDMJ-2013-V19-I2-4797","url":null,"abstract":"This article reviews recent research in math problem solving for students with learning disabilities. Two recently published syntheses of research on mathematics by the Institute of Education Sciences (IES) are used as frameworks for interpreting this body of work. A significant amount of the work in special education over the last decade is consonant with the IES syntheses. At the same time, there are concerns regarding the role of explicitness in teaching problem solving as well as the relative lack of attention to discourse that should be considered as the field moves forward in this area of mathematics.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"9 1","pages":"85-93"},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77501729","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: 1
Intervention Research for Helping Elementary School Students with Math Learning Difficulties Understand and Solve Word Problems: 1996-2010. 帮助小学数学学习困难学生理解和解决文字问题的干预研究:1996-2010。
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2013-01-01 DOI: 10.18666/LDMJ-2013-V19-I1-4789
Casey Hord, Y. Xin
{"title":"Intervention Research for Helping Elementary School Students with Math Learning Difficulties Understand and Solve Word Problems: 1996-2010.","authors":"Casey Hord, Y. Xin","doi":"10.18666/LDMJ-2013-V19-I1-4789","DOIUrl":"https://doi.org/10.18666/LDMJ-2013-V19-I1-4789","url":null,"abstract":"The authors completed a narrative review of studies of mathematics interventions from 1996 to 2010 for helping elementary school students with difficulties in mathematics solve word problems. Key instructional components supported by research are teaching cognitive and metacognitive skills; schema-based instruction focusing on semantic analysis, transfer, or algebra readiness; and conceptual model based instruction. Interventions designed to help students store, organize, and think critically about mathematical information may address the needs of many struggling students while working with word problems.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"22 1","pages":"3-17"},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78127270","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
Success Factors 40 Years Later: The Pioneer Postsecondary Program for Students with Learning Disabilities, Attention Deficit Hyperactivity Disorder, and Executive Function 40年后的成功因素:有学习障碍、注意缺陷多动障碍和执行功能的学生的先锋高等教育计划
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2013-01-01 DOI: 10.18666/LDMJ-2013-V19-I1-4790
L. Fox
{"title":"Success Factors 40 Years Later: The Pioneer Postsecondary Program for Students with Learning Disabilities, Attention Deficit Hyperactivity Disorder, and Executive Function","authors":"L. Fox","doi":"10.18666/LDMJ-2013-V19-I1-4790","DOIUrl":"https://doi.org/10.18666/LDMJ-2013-V19-I1-4790","url":null,"abstract":"In 1970, this first program supporting college students with language-based learning disabilities was a radical pioneer. While an exemplar for 40 years, there are fresh challenges today in the form of competition for diminished numbers of 18 year olds. To better understand what helps and what matters to students, research needs to go beyond most researchers ways of knowing, listening to their voices and direct livedexperience. It is the first formal analysis of students natural narrative responses to the question of this leading programs success factors. Context is provided via program history and discussion of trends in academic success prediction research for the population. This longitudinal mixed methods study analyzes 11 years of feedback. Results yield six success themes that can help families choose a support program and be applied broadly to improve educational practice for individuals with learning disabilities, ADHD, and executive function weakness.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"44 1","pages":"18-28"},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88232742","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
Editor's Note and Introduction to This Issue 编者注及本期简介
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2013-01-01 DOI: 10.18666/ldmj-2013-v19-i1-4788
S. C. Russell
{"title":"Editor's Note and Introduction to This Issue","authors":"S. C. Russell","doi":"10.18666/ldmj-2013-v19-i1-4788","DOIUrl":"https://doi.org/10.18666/ldmj-2013-v19-i1-4788","url":null,"abstract":"","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"418 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77776452","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
Time-Based Versus Task-Based Contingencies: Which is More Effective for Independent Academic Assignments for Students With Learning Disabilities? 基于时间和基于任务的附带条件:哪一个对学习障碍学生的独立学习作业更有效?
IF 1.6
Learning Disabilities-A Multidisciplinary Journal Pub Date : 2008-05-05 DOI: 10.18666/LDMJ-2014-V20-I2-5280
Youjia Hua, David L. Lee, Sam Stansbery, J. Mcafee
{"title":"Time-Based Versus Task-Based Contingencies: Which is More Effective for Independent Academic Assignments for Students With Learning Disabilities?","authors":"Youjia Hua, David L. Lee, Sam Stansbery, J. Mcafee","doi":"10.18666/LDMJ-2014-V20-I2-5280","DOIUrl":"https://doi.org/10.18666/LDMJ-2014-V20-I2-5280","url":null,"abstract":"Task interspersal is an academic material modification procedure implemented by adding a sequence of brief tasks prior to more difficult academic tasks. The purpose of this study was to investigate the effects of the interspersal procedure under both time-based (i.e., time allotted to complete task held constant) and task-based (i.e., number of task items held constant) contingencies on choice of academic materials for three students with learning disabilities. Overall, the results showed that during the task-based condition all three students preferred traditional worksheets. Their preferences of task material during the time-based condition were individualized. In addition, two students had higher rate of completion during the task-based condition, and one student had higher rate of completion during the time-based condition.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"7 1","pages":"107-117"},"PeriodicalIF":1.6,"publicationDate":"2008-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81778641","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
首页 上一页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信