Learning Disability Quarterly最新文献_第10页

Implicit Theories, Social Support, and Hope as Serial Mediators for Predicting Academic Self-Efficacy Among Higher Education Students 内隐理论、社会支持和希望对大学生学业自我效能感的影响

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-05-22 DOI: 10.1177/0731948720918821

Adi Mana, Noa Saka, Orit Dahan, Anat Ben-Simon, M. Margalit

{"title":"Implicit Theories, Social Support, and Hope as Serial Mediators for Predicting Academic Self-Efficacy Among Higher Education Students","authors":"Adi Mana, Noa Saka, Orit Dahan, Anat Ben-Simon, M. Margalit","doi":"10.1177/0731948720918821","DOIUrl":"https://doi.org/10.1177/0731948720918821","url":null,"abstract":"This study examined the predictive role of learning difficulties in the academic self-efficacy of students enrolled in higher education institutions and the serial multiple mediation of inner and external resources. The sample consisted of 2,113 students (age range = 18–35 years) at 25 higher education institutions in Israel. Participants were divided into four groups: (a) 668 typical students (without learning difficulties or attention-deficit-hyperactivity disorder [ADHD]), (b) 370 students with self-reported but undiagnosed academic difficulties, (c) 372 students diagnosed with specific learning disabilities (SLDs), and (d) 703 students diagnosed with attention-deficit disorders (ADHD). Implicit theories on accommodations, perceptions of social support, hope, and academic self-efficacy were examined. Results demonstrated that students with SLD and ADHD had higher beliefs in the value of expectations, yet they experienced lower levels of academic self-efficacy than their typical peers. These implicit theories did not predict directly the academic self-efficacy, but external resources (perceptions of support) and internal resources (hope) mediated these relationships. The results focused on the accommodations and beliefs in their value for predicting academic self-efficacy, and the importance of social support and hope.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"85 - 95"},"PeriodicalIF":1.8,"publicationDate":"2020-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720918821","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42054221","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: 15

The Word-Problem Solving and Explanations of Students Experiencing Mathematics Difficulty: A Comparison Based on Dual-Language Status 数学困难学生的单词问题解决与解释——基于双重语言状态的比较

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-05-21 DOI: 10.1177/0731948720922198

S. R. Powell, V. Y. Urrutia, Katherine A. Berry, M. Barnes

{"title":"The Word-Problem Solving and Explanations of Students Experiencing Mathematics Difficulty: A Comparison Based on Dual-Language Status","authors":"S. R. Powell, V. Y. Urrutia, Katherine A. Berry, M. Barnes","doi":"10.1177/0731948720922198","DOIUrl":"https://doi.org/10.1177/0731948720922198","url":null,"abstract":"In mathematics, the expectation to set up and solve word problems emerges as early as kindergarten; however, many students who experience mathematics difficulty (MD) and dual-language learners often present with specific challenges in this area. To investigate why these populations experience word-problem difficulty, we examined the word, problem solving and oral explanations of third-grade dual-language learners (DLLs; n = 40) and non-DLLs (n = 40), all of whom were identified as experiencing MD. Students solved five additive word problems and provided oral explanations of their work, which were transcribed and coded for the number of words in each explanation, type of mathematics vocabulary terms used, inclusion of correct numbers in explanations, and descriptions of addition or subtraction. We identified no significant differences in word-problem scores between DLLs and non-DLLs with MD. For both DLLs and non-DLLs, students who answered problems correctly used more words in each explanation and used more mathematics vocabulary terms within their explanations. For incorrectly answered problems, the most common mistake for both DLLs and non-DLLs involved using the incorrect operation to solve the problem.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"6 - 18"},"PeriodicalIF":1.8,"publicationDate":"2020-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720922198","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42898651","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: 5

A College Entrance Essay Exam Intervention for Students With High-Incidence Disabilities and Struggling Writers 残疾高发学生和奋斗作家的高考作文干预

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-05-18 DOI: 10.1177/0731948720917761

Amber B. Ray, S. Graham

引用次数: 4

Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities 基于图式的数学应用题教学:对学习障碍学生的循证评价

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-05-01 DOI: 10.1177/0731948718823080

S. Cook, Lauren W. Collins, Lisa L. Morin, P. Riccomini

引用次数: 34

Arab-Israeli Mothers’ Attribution, Affective, and Behavioral Responses Toward Their Child With a Learning Disability: Examining an Attribution Model of Reactions to Stigma 阿拉伯-以色列母亲对学习障碍儿童的归因、情感和行为反应：对污名反应的归因模型的检验

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-05-01 DOI: 10.1177/0731948719892013

Abeer Lucia, M. Soffer

{"title":"Arab-Israeli Mothers’ Attribution, Affective, and Behavioral Responses Toward Their Child With a Learning Disability: Examining an Attribution Model of Reactions to Stigma","authors":"Abeer Lucia, M. Soffer","doi":"10.1177/0731948719892013","DOIUrl":"https://doi.org/10.1177/0731948719892013","url":null,"abstract":"Studies show that people with a learning disability (LD) are stigmatized. The study adopts the major tenets of the “Attribution Model of Reactions to Stigmas” (AMRS), which postulates that causal attributions to disability (“stigmas”) are associated with affective responses that lead to behavioral outcomes. Adopting a multidimensional approach to attributions, we examined the applicability of the AMRS among Arab-Israeli mothers. A convenience sample of 122 mothers of elementary school children, who were diagnosed with LD, completed self-reported, closed-ended questionnaires. The AMRS was only partially supported by our findings. However, we found that four of the five types of reported causal attributions were significantly and negatively associated with maternal rejection. We also found high levels of maternal rejection, in addition to high levels of positive affective reactions. Attributing the child’s LD to a medical condition at the time of the mother’s pregnancy or the child’s birth was associated with lower positive affect.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"43 1","pages":"115 - 123"},"PeriodicalIF":1.8,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948719892013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45810977","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

Prevalence Rates of Students Identified for Special Education and Their Interstate Variability: A Longitudinal Approach 接受特殊教育的学生患病率及其州际差异:一项纵向研究

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-05-01 DOI: 10.1177/0731948719837912

Paige C. Pullen, Kristen E. Ashworth, J. Ryoo

{"title":"Prevalence Rates of Students Identified for Special Education and Their Interstate Variability: A Longitudinal Approach","authors":"Paige C. Pullen, Kristen E. Ashworth, J. Ryoo","doi":"10.1177/0731948719837912","DOIUrl":"https://doi.org/10.1177/0731948719837912","url":null,"abstract":"We investigated the variability across states in the prevalence of learning disabilities (LD) as reported by the U. S. Department of Education’s Office of Special Education Programs (OSEP). This expanded upon the work of Hallahan and colleagues on interstate prevalence rate variability of special education disability categories by focusing on a longitudinal analysis. Furthermore, we examined the effect of response to intervention (RTI) on the change in identification of LD more than 12 years from Fall 2000 through Fall 2011 for ages 6 to 17 years. We used the coefficient of variation (CV) to compare variability of prevalence rates and applied a piecewise regression to examine the effect of RTI. The results are consistent with Hallahan and colleagues’ previous findings—LD continues to demonstrate the least prevalence rate variability across states of all disability categories. LD prevalence variability is almost as minimal as that of some naturally occurring and medically diagnosed conditions (e.g., diabetes, asthma). We discuss these results within the context of changing LD identification methods, such as RTI, and decreasing prevalence of LD, suggesting possible reasons for potential changes in both prevalence and its interstate variability in the future.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"43 1","pages":"100 - 88"},"PeriodicalIF":1.8,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948719837912","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47823930","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: 3

Specific Learning Disabilities Identification: Do the Identification Methods and Data Matter? 特定学习障碍识别：识别方法和数据重要吗？

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-05-01 DOI: 10.1177/0731948719826296

Kathrin E. Maki, Sarah R. Adams

引用次数: 18

Culturally and Linguistically Responsive Mathematics Instruction for English Learners in Multitiered Support Systems: PLUSS Enhancements 多层次支持系统中英语学习者的文化和语言反应性数学教学:plus的增强

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-05-01 DOI: 10.1177/0731948719836173

Amanda K. Sanford, C. Pinkney, Julie Brown, Cameron G. Elliott, Emily N. Rotert, Samuel C. Sennott

引用次数: 6

Evaluating Spatial Thinking Ability Using Item Response Theory: Differential Item Functioning Across Math Learning Disabilities and Geometry Instructions 用项目反应理论评价空间思维能力:数学学习障碍和几何指令的差异项目功能

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-04-03 DOI: 10.1177/0731948720912417

Sam Choo, Sunhi Park, Nancy Nelson

{"title":"Evaluating Spatial Thinking Ability Using Item Response Theory: Differential Item Functioning Across Math Learning Disabilities and Geometry Instructions","authors":"Sam Choo, Sunhi Park, Nancy Nelson","doi":"10.1177/0731948720912417","DOIUrl":"https://doi.org/10.1177/0731948720912417","url":null,"abstract":"Science, Technology, Engineering, and Mathematics (STEM) education initiatives have placed pressure on teachers to bring technology tools into classroom, including three-dimensional (3D) printing. Yet, little research has examined what specific math skills are required for 3D printing technology. This article describes a follow-up analysis of findings from a quasi-experimental study that tested feasibility of 3D geometry instruction, Anchored Instruction with Technology Applications (AITA), designed to help students visualize and construct 3D models based on Enhanced Anchored Instruction. Although we found that AITA improved math outcomes of students with math learning disabilities (MLD) in the previous analysis, we only used composite scores encompassing a variety of math and spatial tasks. In this study, we employed item response theory and differential item functioning to examine the impacts of MLD on students’ spatial thinking skills, understand the types of items to assess the intended skills in a valid way, and provide a detailed information of whether student ability and MLD status have caused different results to assess students’ spatial thinking skills. Results showed that students with MLD struggle to learn spatial thinking skills, and AITA was a significant positive indicator to improve spatial thinking skills for both students with and without MLD.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"44 1","pages":"68 - 81"},"PeriodicalIF":1.8,"publicationDate":"2020-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720912417","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43918116","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: 6

The Effect of a Morphological Awareness Intervention on Early Writing Outcomes 形态学意识干预对早期写作结果的影响

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-03-20 DOI: 10.1177/0731948720912414

Abigail A. Allen, E. Lembke

引用次数: 2