发布求助
文献互助 智能选刊 最新文献

Learning Disability Quarterly最新文献

筛选
英文 中文
Synthesis of Writing Intervention Studies for English Learners With Learning Disabilities 针对有学习障碍的英语学习者的写作干预研究综述
IF 1.8 4区 教育学
Learning Disability Quarterly Pub Date : 2024-05-08 DOI: 10.1177/07319487241250335
Yang Fu, Jason C. Chow, Ariel Chung
{"title":"Synthesis of Writing Intervention Studies for English Learners With Learning Disabilities","authors":"Yang Fu, Jason C. Chow, Ariel Chung","doi":"10.1177/07319487241250335","DOIUrl":"https://doi.org/10.1177/07319487241250335","url":null,"abstract":"Writing is an essential skill that people use throughout their lifetime. Although previous systematic reviews and meta-analyses had reviewed the effect of writing interventions on students with learning disabilities and English learners, we know little about the effective writing process-types interventions for English learners with or at risk for learning disabilities (ELs with LD). Therefore, this systematic review identified and synthesized seven writing intervention studies that include ELs with LD. We further analyzed participant characteristics, interventionist characteristics, instructional methods, and intervention outcomes across studies. The result showed the scarcity of quantitative intervention studies in the area. Some commonly implemented intervention elements are identified and discussed, as well as implications, limitations, and future directions.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"23 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140934981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Parental Allyship for Children With Dyslexia: A Conceptual Lens on Disability Experience 父母对阅读障碍儿童的关爱：残疾体验的概念视角
IF 1.8 4区 教育学
Learning Disability Quarterly Pub Date : 2024-05-06 DOI: 10.1177/07319487241251730
Rachel Leslie, Alice Brown, Ellen Larsen
{"title":"Parental Allyship for Children With Dyslexia: A Conceptual Lens on Disability Experience","authors":"Rachel Leslie, Alice Brown, Ellen Larsen","doi":"10.1177/07319487241251730","DOIUrl":"https://doi.org/10.1177/07319487241251730","url":null,"abstract":"Current understandings of disability experience are centered around individuals who hold the disability identity and membership in the marginalized group. This perspective does not include the experiences of disability allies, such as parents, who act alongside their children to support their access and engagement in the education setting. This partial perspective is of concern because it does not reflect the depth and complexity of disability experience for those in allyship roles. This paper builds on current understandings of disability experience by introducing an emerging conceptual lens that defines and describes the nature of disability experience for those acting in allyship roles. Attention is focused on children with dyslexia and their parents to illustrate this conceptual lens. Extending on ecological models of interactions and understandings of subjective experience, the authors highlight how the proximity of the parental experience to the child’s dyslexic identity shapes parental allyship and present a lens of disability experience that includes primary, vicarious, and primary adjacent experience. The proposed conceptual lens offers researchers and educators an opportunity to view disability experience and allyship from an alternative perspective, and in doing so, consider a broader understanding of disability experience and allyship that would potentially provide insights into parent–school partnerships.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"42 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140887170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Current Research Informing the Conceptualization of STEM Interventions for Students With LD: An Introduction to the Special Series 针对有学习障碍学生的 STEM 干预概念化的当前研究：特别丛书简介
IF 1.8 4区 教育学
Learning Disability Quarterly Pub Date : 2024-03-08 DOI: 10.1177/07319487241235144
Susan De La Paz, Delinda van Garderen
{"title":"Current Research Informing the Conceptualization of STEM Interventions for Students With LD: An Introduction to the Special Series","authors":"Susan De La Paz, Delinda van Garderen","doi":"10.1177/07319487241235144","DOIUrl":"https://doi.org/10.1177/07319487241235144","url":null,"abstract":"This article introduces and describes the studies that are part of the thematic special series aimed at exploring research questions for improving learning outcomes for students with learning disabilities (SLD) in science and mathematics. Special educators have the requisite knowledge and skills to meaningfully include these students in studies that focus on important disciplinary understandings; yet, to date, relatively few special educators develop and validate interventions for students with high incidence disabilities to learn about science or mathematical practices. Given the fact that most SLD receive instruction in the general education classroom, where there are reforms that call for increased rigor in instruction and meaningful problem-solving for all students, it is imperative that SLD receive effective supports for deep content learning. We hope the current articles spark readers’ interests in adding to this emerging body of research and invite others to build on the ideas shared in the special series.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"14 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140074799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teaching Fifth-Grade Students With Specific Learning Disabilities to Explain Their Mathematical Reasoning Through Written Expression 教有特殊学习障碍的五年级学生通过书面表达解释数学推理
IF 1.8 4区 教育学
Learning Disability Quarterly Pub Date : 2024-03-07 DOI: 10.1177/07319487241235148
Paul J. Riccomini, Elizabeth E. Hughes, Divya Deshpande, Joo Young Lee, Laura Fiveash, Tzu-Hsing Lin
{"title":"Teaching Fifth-Grade Students With Specific Learning Disabilities to Explain Their Mathematical Reasoning Through Written Expression","authors":"Paul J. Riccomini, Elizabeth E. Hughes, Divya Deshpande, Joo Young Lee, Laura Fiveash, Tzu-Hsing Lin","doi":"10.1177/07319487241235148","DOIUrl":"https://doi.org/10.1177/07319487241235148","url":null,"abstract":"The current study investigated the effectiveness of an intensive writing intervention focusing on mathematical reasoning through written expression. A group pretest–intervention–posttest comparison experimental design was used to implement a 12-lesson intervention, delivered through a combination of Google Classroom and in-person classroom teacher support, to fifth-grade students with specific learning disabilities ( n = 19). Although underpowered, our results indicated the intensive writing intervention led to all students in the intervention group ( n = 11) significantly outperforming the students in the control group ( n = 8) on subtraction and division word problems requiring an explanation of their solution in written form. Additionally, student treatment interviews revealed the strategy was both enjoyable and helpful in solving and explaining their word problem solutions and the teacher provided insight into potential additional scaffolds to support the most intensive students. Lessons learned and implications for research and practice are presented.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"20 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140074717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Science Literacy: Using Multimodal STEM Text Sets to Help Students With Disabilities Engage in Argumentation 科学素养:使用多模态STEM文本集帮助残疾学生进行论证
4区 教育学
Learning Disability Quarterly Pub Date : 2023-11-10 DOI: 10.1177/07319487231209505
W. Romine, D. van Garderen, W. Folk, A. Lannin, R. Juergensen, C. Smith, H. Abedelnaby, T. Milarsky
{"title":"Science Literacy: Using Multimodal STEM Text Sets to Help Students With Disabilities Engage in Argumentation","authors":"W. Romine, D. van Garderen, W. Folk, A. Lannin, R. Juergensen, C. Smith, H. Abedelnaby, T. Milarsky","doi":"10.1177/07319487231209505","DOIUrl":"https://doi.org/10.1177/07319487231209505","url":null,"abstract":"Today’s students live within a world filled with complexity, uncertainty, and misinformation; thus, educators need to help all learners, including students with learning disabilities, how to comprehend complex information about the natural world and make credible evidence-based claims. Our study is a first step in making this possible. In this investigation, our goal was for students to make a claim, use evidence and content-specific vocabulary, and then use reasoning to link claims with evidence in an argument. These outcomes were assessed using a pre–post design with a scenario-based assessment administered twice before and once after instruction, which used multimodal STEM text sets to fuse science and literacy learning. Data indicate that (a) both students with disabilities and those without disabilities made significant gains in argumentation and (b) the effects of instruction were similar for both groups of students. Gains for students with disabilities suggest the multimodal STEM text sets provided important scaffolding that enabled this group to learn important content in the general education classroom.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":" 682","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135186490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Bob’s Productive Task Engagement in Fractional Reasoning: A Case Study 鲍勃在分数推理中的生产性任务参与:一个案例研究
4区 教育学
Learning Disability Quarterly Pub Date : 2023-11-10 DOI: 10.1177/07319487231209507
Jessica H. Hunt, Kristi Martin
{"title":"Bob’s Productive Task Engagement in Fractional Reasoning: A Case Study","authors":"Jessica H. Hunt, Kristi Martin","doi":"10.1177/07319487231209507","DOIUrl":"https://doi.org/10.1177/07319487231209507","url":null,"abstract":"Productive engagement in fractional reasoning is essential for abstracting fundamental algebraic concepts vital to college and career success. Yet, data suggest students with learning disabilities (LDs), in particular, display pervasive shortfalls in learning and mastering fraction content. We argue that shortfalls in understanding are in fact issues of access in terms of opportunities that students have to productively engage with learning objects (i.e., tasks) that meaningfully bring forward and promote students’ fractions understanding. In this study, we define engagement as a state and take up a single case study methodology to illustrate behavioral, affective, and cognitive engagement of Bob, a student with a LD, as he works with a series of fraction tasks designed to support his engagement. Results reveal patterns of productive engagement as regards this student’s fractional reasoning as they relate to the tasks he was given over time. Contributions of this work include insights into Bob’s engagement within tasks and provide considerations for teaching practice seeking to promote productive engagement by design.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"119 22","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135137164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Scaffolding Learning Via Multimodal STEM Text Sets for Students With Learning Disabilities 通过多模态STEM文本集为有学习障碍的学生搭建学习
IF 1.8 4区 教育学
Learning Disability Quarterly Pub Date : 2023-07-25 DOI: 10.1177/07319487231187637
Amy A. Lannin, Delinda van Garderen, Heba Abdelnaby, Cassandra Smith, Rachel L. Juergensen, W. Folk, W. Romine
{"title":"Scaffolding Learning Via Multimodal STEM Text Sets for Students With Learning Disabilities","authors":"Amy A. Lannin, Delinda van Garderen, Heba Abdelnaby, Cassandra Smith, Rachel L. Juergensen, W. Folk, W. Romine","doi":"10.1177/07319487231187637","DOIUrl":"https://doi.org/10.1177/07319487231187637","url":null,"abstract":"The importance of text complexity has gained recognition since the Common Core State Standards (CCSS-ELA) were developed. The Linking Science and Literacy for All Learners (LS&L4AL) program uses multimodal STEM text sets to link reading grade-band complex texts with Next Generation Science Standards (NGSS) sense-making. We define a multimodal STEM text set as a coherent collection of resources pertaining to an anchor phenomenon and line of inquiry that support learners’ acquiring the disciplinary literacy skills and sense-making called for by the NGSS and CCSS-ELA shared practices. The anchor phenomenon and line of inquiry are determined by the anchor text—a rich, complex grade-band level text about natural phenomena with research-generated data from recent STEM primary literature. In this study, we report on a qualitative analysis of how English language arts, special education, and science middle school teachers ( N=11) scaffolded instruction to support students, including students with learning disabilities, in reading complex STEM texts to develop sense-making of scientific phenomena.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49204151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Four Best Practices for Meta-Analysis: A Systematic Review of Methodological Rigor in Mathematics Interventions for Students With or at Risk of Disabilities 元分析的四个最佳实践：对残疾学生或有残疾风险学生数学干预方法论严谨性的系统评价
IF 1.8 4区 教育学
Learning Disability Quarterly Pub Date : 2023-07-17 DOI: 10.1177/07319487231185133
Soyoung Park, Young Ri Lee, Gena Nelson, Elizabeth Tipton
{"title":"Four Best Practices for Meta-Analysis: A Systematic Review of Methodological Rigor in Mathematics Interventions for Students With or at Risk of Disabilities","authors":"Soyoung Park, Young Ri Lee, Gena Nelson, Elizabeth Tipton","doi":"10.1177/07319487231185133","DOIUrl":"https://doi.org/10.1177/07319487231185133","url":null,"abstract":"Meta-analysis methodology has evolved with the development of more robust statistical techniques; however, few reviews in special education have focused specifically on methodological rigor in meta-analyses. In this study, we examined 29 meta-analyses of mathematics interventions published from 2000 to 2022 to determine the extent to which researchers have applied four best practices in meta-analyses focused on mathematics interventions for students with disabilities. Our findings were (a) studies used three primary moderator techniques: meta-regression ( k = 10), subgroup analysis ( k = 8), analysis of variance ( k = 3), and both subgroup analysis and meta-regression ( k = 1); (b) only one study considered small sample corrections for hypothesis tests; (c) few researchers handled the dependence between multiple effect sizes ( k = 3); and (d) the funnel plot was commonly used to detect publication bias ( k = 8). Based on our findings, we make recommendations for methodological considerations for future meta-analyses.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46597987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Characteristics of Individualized Education Programs for Students With Learning Disabilities: A Systematic Review 学习障碍学生个性化教育方案的特点:系统综述
IF 1.8 4区 教育学
Learning Disability Quarterly Pub Date : 2023-06-29 DOI: 10.1177/07319487231182697
J. McKenna, Michael Solis, J. Garwood, Melissa Parenti
{"title":"Characteristics of Individualized Education Programs for Students With Learning Disabilities: A Systematic Review","authors":"J. McKenna, Michael Solis, J. Garwood, Melissa Parenti","doi":"10.1177/07319487231182697","DOIUrl":"https://doi.org/10.1177/07319487231182697","url":null,"abstract":"Students who receive special education services are entitled to receive an Individualized Education Program (IEP) that provides an appropriate level of benefit. Although IEP content is informed by policy mandates and practice recommendations, research has yet to investigate the degree to which school practice is in alignment. The purpose of this investigation was to perform a systematic review of peer-reviewed studies investigating the characteristics and/or quality of IEPs for students with learning disabilities (LDs). A multi-step article identification process revealed 13 studies meeting selection criteria, many of which did not report specific demographic characteristics and findings for students with LD. However, some concerns regarding IEP quality are documented within this pool of investigations. Study limitations and areas for future research are discussed.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"1 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41656113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Systematic Literature Review: The Self-Concept of Students With Learning Disabilities 学习障碍学生自我概念的系统文献综述
IF 1.8 4区 教育学
Learning Disability Quarterly Pub Date : 2023-06-23 DOI: 10.1177/07319487231182407
A. Yakut, Savas Akgul
{"title":"A Systematic Literature Review: The Self-Concept of Students With Learning Disabilities","authors":"A. Yakut, Savas Akgul","doi":"10.1177/07319487231182407","DOIUrl":"https://doi.org/10.1177/07319487231182407","url":null,"abstract":"Since the learning disability (LD) population comprises the largest group receiving special education services, there is a need for research to examine the self-concept of this population at a global level. This systematic literature review synthesized 20 years of quantitative research ( k = 16) about the self-concept of students with LD. The overarching theme was that the diagnosis of LD relies on divergent criteria among the studies reviewed. While the academic self-concept was the center of the research, regardless of its domains, results indicated that students with LD had a lower level of self-concept. To have a deeper understanding of the phenomenon, an instrument specifically designed for assessing self-concept of students with LD is needed. Limitations of the study and implications for research and practice are discussed.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42891866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
下一页 尾页
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