Learning Disability Quarterly最新文献

Examining the Word Level Skill and Reading Comprehension Profiles of Adolescents with and without Specific Learning Disabilities. 有和没有特殊学习障碍的青少年词汇水平技能和阅读理解概况的研究

IF 1.6 4区教育学

Learning Disability Quarterly Pub Date : 2024-08-01 Epub Date: 2023-06-30 DOI: 10.1177/07319487231182133

Cassidi L Richmond, Mia C Daucourt, Sara A Hart, Emily J Solari

{"title":"Examining the Word Level Skill and Reading Comprehension Profiles of Adolescents with and without Specific Learning Disabilities.","authors":"Cassidi L Richmond, Mia C Daucourt, Sara A Hart, Emily J Solari","doi":"10.1177/07319487231182133","DOIUrl":"10.1177/07319487231182133","url":null,"abstract":"This study examined the heterogeneity of literacy profiles for adolescents with and without Specific Learning Disability (SLD). Student subgroups displaying common patterns of performance in word level skills and reading comprehension were identified through latent profile analysis. Results indicate most of the total sample demonstrated below average performance in one or both areas with word level skill difficulties being more common than difficulties in reading comprehension alone. Changes in reading performance by profile over time (Grade 6 to 8) were examined through a latent transition analysis revealing consistent patterns in the SLD sample and variable patterns in the typically developing sample. Resulting profiles were utilized to predict performance on an end-of-year broad reading comprehension measure indicating very little change in performance over time. Findings suggest large numbers of adolescents with concurrent word level and reading comprehension difficulties likely need sustained intervention in word level skills to support their reading comprehension.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11507242/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43258288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Role of Phonological Decoding on the Reading Skills of Beginning Readers With Reading Disabilities in a Highly Transparent Orthography 高透明度正字法中的语音解码对阅读障碍初学者阅读能力的影响

IF 1.6 4区教育学

Learning Disability Quarterly Pub Date : 2024-07-27 DOI: 10.1177/07319487241264551

Birkan Guldenoglu, T. Kargın, Reşat Alatlı, Bilge Nur Dogan Guldenoglu

{"title":"The Role of Phonological Decoding on the Reading Skills of Beginning Readers With Reading Disabilities in a Highly Transparent Orthography","authors":"Birkan Guldenoglu, T. Kargın, Reşat Alatlı, Bilge Nur Dogan Guldenoglu","doi":"10.1177/07319487241264551","DOIUrl":"https://doi.org/10.1177/07319487241264551","url":null,"abstract":"This study aimed to examine the role of phonological decoding on the reading skills of Turkish beginning readers with reading disabilities. Participants were 80 second graders with and without reading disabilities educated in general education classes at public elementary schools in Ankara, Turkey. In the assessment process, to test the participants’ phonological decoding skills, we used a pseudoword decoding paradigm, and to determine reading fluency and comprehension skills reading texts were used. Data were collected in individual sessions and analyzed by running a series of GLM analyses of variance and Pearson correlation analyses. Findings showed the reading fluency and comprehension performances of participants varied depending on their phonological decoding processing level and thus suggested phonological decoding is one of the most important indicators of reading fluency and comprehension in a highly transparent language, Turkish. The acquisition of adequate reading comprehension seems to be modified by particularities of phonological decoding.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797664","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

The Effects of a Morphological Awareness Intervention on Reading and Spelling Ability of Children With Dyslexia 语法意识干预对阅读障碍儿童阅读和拼写能力的影响

IF 1.6 4区教育学

Learning Disability Quarterly Pub Date : 2024-07-27 DOI: 10.1177/07319487241259775

Barbara Bivar Mendes, John Robert Kirby

引用次数: 0

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

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":null,"pages":null},"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

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":null,"pages":null},"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

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

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":null,"pages":null},"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

Online Learning is a Rollercoaster: Postsecondary Students With Learning Disabilities Navigate the COVID-19 Pandemic. 在线学习就像过山车：有学习障碍的中学后学生如何应对 COVID-19 大流行。

IF 1.6 4区教育学

Learning Disability Quarterly Pub Date : 2023-08-01 Epub Date: 2022-05-04 DOI: 10.1177/07319487221090912

Lauren D Goegan, Lily Le, Lia M Daniels

{"title":"Online Learning is a Rollercoaster: Postsecondary Students With Learning Disabilities Navigate the COVID-19 Pandemic.","authors":"Lauren D Goegan, Lily Le, Lia M Daniels","doi":"10.1177/07319487221090912","DOIUrl":"10.1177/07319487221090912","url":null,"abstract":"Most of what researchers know about the challenges students with learning disabilities (LDs) experience during postsecondary education is based on experiences during face-to-face learning on campus. Less is known about challenges students with LD face during learning online-the mode of instruction students had to navigate during the COVID-19 pandemic. Therefore, the purpose of our research was to examine the lived experience of undergraduate students with LD during their first full semester of online instruction as a result of the pandemic. We interviewed six students in Western Canada and used a phenomenological approach to analyze their experiences. Overall, we extracted six main themes from their interviews. Two of these themes, (a) the broad impact of having LD and (b) accommodations during COVID-19, were specific to being a student with LD. The remaining four themes were more generally related to their overall student experience: (c) online learning is different, (d) the role of others, (e) emotional impact, and (f) resilience and perseverance. We discuss these results in terms of recommendations for future research and teaching in online learning environments.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10354527/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10202733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0