Learning Disability Quarterly最新文献_第10页

Technical Adequacy of a Spelling Curriculum-Based Measure for English Language Learners in the First Through Third Grades 基于一至三年级英语学习者拼写课程的技术充分性评估

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-06-24 DOI: 10.1177/0731948720930423

R. A. Smith, E. Lembke

引用次数: 1

Culturally and Linguistically Diverse Students With Learning Disabilities: Building a Framework for Addressing Equity Through Empirical Research 文化和语言不同的学习障碍学生:通过实证研究构建解决公平问题的框架

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-06-24 DOI: 10.1177/0731948720929001

Audrey A. Trainor, Phyllis M. Robertson

引用次数: 6

Clues: Using Generative Strategies to Improve the Science Vocabulary of Secondary English Learners With Reading Disabilities 线索:运用生成策略提高阅读障碍中学英语学习者的科学词汇量

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-06-24 DOI: 10.1177/0731948720929005

Amanda L. Helman, Minyi Shih Dennis, L. Kern

引用次数: 2

Executive Function and Planning Features of Students With Different Types of Learning Difficulties in Chinese Junior Middle School 中国初中不同类型学习困难学生的执行功能与计划特征

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-06-19 DOI: 10.1177/0731948720929006

Meiqi Deng, D. Cai, Xuan Zhou, A. Leung

{"title":"Executive Function and Planning Features of Students With Different Types of Learning Difficulties in Chinese Junior Middle School","authors":"Meiqi Deng, D. Cai, Xuan Zhou, A. Leung","doi":"10.1177/0731948720929006","DOIUrl":"https://doi.org/10.1177/0731948720929006","url":null,"abstract":"The aim of the present study was to investigate the executive function and planning features of students with different types of learning difficulties. Students with mathematics difficulty (MD; n = 17), reading difficulty (RD; n = 12), and their commonalities (MDRD; n = 22), along with typically academically developing peers (TD; n = 22), were evaluated on an array of cognitive measures (working memory, inhibition, and planning) individually. Results revealed significant differences among groups on various cognitive measures. Students in the MD, RD, and MDRD groups showed poorer performance compared to the TD group on all of the working memory, inhibition, and planning tasks. The MDRD group showed an overall weakness when compared to other groups, indicating severe cognitive deficits in students with MDRD. The RD group showed deficits in inhibition and planning on tasks requiring verbal skills; MD students showed deficits in inhibition and planning on digit-related tasks. However, no salient difference was found among the MD, RD, and TD groups on working memory. Results have implications for understanding the cognitive features of MD, RD, and MDRD. Intervention programs targeting inhibition and planning may be beneficial for improving reading and mathematics achievement in students with learning difficulties.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720929006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41839314","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: 9

Prior Academic Achievement as a Predictor of Non-Cognitive Variables and Teacher and Parent Expectations in Students With Learning Disabilities 先前学业成绩对学习障碍学生非认知变量和教师及家长期望的预测

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-06-04 DOI: 10.1177/0731948720925402

J. C. Núñez, C. Rodríguez, E. Tuero, Estrella Fernández, Rebeca Cerezo

引用次数: 0

High School Co-Teaching Partners’ Self-Efficacy, Personal Compatibility, and Active Involvement in Instruction 高中共同教学伙伴的自我效能感、个人相容性与教学的积极参与

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-06-01 DOI: 10.1177/0731948720919811

Todd M. Johnson, Margaret E. King‐Sears, Angela D. Miller

{"title":"High School Co-Teaching Partners’ Self-Efficacy, Personal Compatibility, and Active Involvement in Instruction","authors":"Todd M. Johnson, Margaret E. King‐Sears, Angela D. Miller","doi":"10.1177/0731948720919811","DOIUrl":"https://doi.org/10.1177/0731948720919811","url":null,"abstract":"High school co-teachers prepare students with and without disabilities to earn content credits for graduation, with instructional effectiveness influenced by multiple factors. In this study, teacher self-efficacy and personal compatibility were examined as potential predictors of active involvement in instruction. The moderating effect of personal compatibility on the relationship between teacher self-efficacy and active involvement in instruction was also examined. One hundred twenty-seven co-teachers of students with learning disabilities and other high-incidence disabilities participated. Active involvement in instruction was significantly higher for general educators than for special educators. Results of Actor–Partner Interdependence Model (APIM) analyses revealed teacher self-efficacy was predictive of active involvement in instruction for general educators but not for special educators. Results of APIM with moderation found personal compatibility did not significantly moderate the relationship between teacher self-efficacy and active involvement in instruction for general or special education co-teachers. Implications for co-teaching practices are provided.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720919811","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46305247","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

Continuing CHAAOS: Vocabulary Intervention for Students With Disabilities in Eighth Grade Who Are Also English Learners 持续的混乱:英语学习者八年级残疾学生的词汇干预

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-06-01 DOI: 10.1177/0731948720922818

Rollanda E. O'Connor, V. Sanchez, Brian T. Jones, Luisana Suchilt, Valencia Youkhanna, Kristen D. Beach

{"title":"Continuing CHAAOS: Vocabulary Intervention for Students With Disabilities in Eighth Grade Who Are Also English Learners","authors":"Rollanda E. O'Connor, V. Sanchez, Brian T. Jones, Luisana Suchilt, Valencia Youkhanna, Kristen D. Beach","doi":"10.1177/0731948720922818","DOIUrl":"https://doi.org/10.1177/0731948720922818","url":null,"abstract":"Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English Language Arts instruction (ELA) in special education classes. Over 70% of student participants had LD and over half were EL. Special education teachers delivered 12 weeks of intervention spaced across 7 months to 36 students. Researchers compared outcomes on receptive and expressive measures with 17 students in business-as-usual (BAU) special education ELA. Students receiving the CHAAOS intervention learned the 48 taught words better than students in BAU conditions, retained their knowledge of words 4 weeks following the close of the intervention, and ended the year with higher vocabulary scores on a standardized measure than students in BAU classes. Students who were EL performed similarly on receptive knowledge of words to students who were native English speakers. This study documents the effectiveness of explicit vocabulary routines for students who have LD and are also EL.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720922818","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46241553","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

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