Learning Disability Quarterly最新文献_第2页

Improving Expository Text Comprehension in Adolescent Spanish–English Bilingual Learners With Learning Disabilities Using a Graphic Organizer 运用图形整理工具提高青少年西语-英语双语学习者的说明文理解能力

4区教育学

Learning Disability Quarterly Pub Date : 2023-06-05 DOI: 10.1177/07319487231176780

Kristie L. Calvin, Shelley Gray

引用次数: 0

Rapid Automatized Naming and Visual Searching in Arabic-Speaking Children With and Without Dyslexia: The Potential Effect of Color 有和没有阅读障碍的阿拉伯语儿童的快速自动命名和视觉搜索:颜色的潜在影响

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2023-06-03 DOI: 10.1177/07319487231176544

S. Layes, S. Tibi, Marjolaine Cohen, L. Lombardino

{"title":"Rapid Automatized Naming and Visual Searching in Arabic-Speaking Children With and Without Dyslexia: The Potential Effect of Color","authors":"S. Layes, S. Tibi, Marjolaine Cohen, L. Lombardino","doi":"10.1177/07319487231176544","DOIUrl":"https://doi.org/10.1177/07319487231176544","url":null,"abstract":"This study examined the relationships between word reading and rapid automatized naming (RAN) for objects and letters in Arabic-speaking children with and without dyslexia to determine potential modulating effects of color on naming by comparing children’s performance on color and black–white RAN plates. Participants were 114 Arabic-speaking third graders who were tested for word and pseudoword reading accuracy, word reading fluency, rapid automatic naming, and letter scanning and searching abilities. Comparative analyses showed that while children with dyslexia did not differ from controls on the RAN object color task, they did show slower average naming speeds than the controls on the black–white version of the objects task. Similarly, the children with dyslexia showed slower average naming speeds than controls on both the color and black–white versions of the RAN letters task. In addition, hierarchical regression analyses showed that word reading accuracy, word reading fluency and pseudoword reading were significantly predicted by RAN black-white objects and RAN letters both versions after controlling for Age, IQ and visual search. Furthermore, group predicted the interference in letter RAN but not in object RAN. Findings of the current study have implications for the positive impact of color on object-naming tasks.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42168687","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

Fraction Knowledge in Adults With Persistent Mathematics Difficulties 成人数学持续困难的分数知识

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2023-05-27 DOI: 10.1177/07319487231171380

Parnika Bhatia, Jessica Léone, Marie-Line Gardes, J. Prado

{"title":"Fraction Knowledge in Adults With Persistent Mathematics Difficulties","authors":"Parnika Bhatia, Jessica Léone, Marie-Line Gardes, J. Prado","doi":"10.1177/07319487231171380","DOIUrl":"https://doi.org/10.1177/07319487231171380","url":null,"abstract":"Fractions are challenging for both typically achieving children and adults. Although some prior research has focused on fraction difficulties of children with mathematics difficulties (MD), persistent difficulties encountered by adults with MD remain unknown. It is possible that these adults may be able to compensate for some deficits. Here, we administered an un-timed, paper-based fraction achievement test to adults with and without MD to compare their knowledge of fractions. Compared with controls, adults with MD performed worse in fraction number lines, fraction concepts, fraction arithmetic, and word problems. However, no difference in performance between the two groups was observed on symbolic representations. This suggests that adults with MD might be able to perform rote procedures such as transcoding from a verbal to a symbolic representation but are severely impaired for fraction number line, fraction concept, and fraction arithmetic. Exploratory error pattern analyses for fraction number line and fraction arithmetic further revealed mistakes similar to those observed in prior studies on children with MD, indicating core deficits in fraction understanding in individuals with MD.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47091148","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

Using CRA-I to Teach Fraction and Decimal Concepts to Students With Learning Disabilities 用CRA-I向学习困难学生讲授分数和小数概念

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2023-05-25 DOI: 10.1177/07319487231176545

Margaret M. Flores, Vanessa M. Hinton, Kelly B. Schweck

引用次数: 1

A Literature Review of Morphological Awareness Interventions and the Effects on Literacy Outcomes 形态学意识干预及其对识字结果影响的文献综述

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2023-05-08 DOI: 10.1177/07319487231171388

Stacie Brady, L. Mason

引用次数: 0

Exploring the Relationship Between Initial Mathematics Skill and a Sixth-Grade Fractions Intervention 初步数学技能与六年级分数干预的关系探讨

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2023-05-05 DOI: 10.1177/07319487231168385

Taylor Lesner, Ben Clarke, Derek B. Kosty, Nancy Nelson, L. Ketterlin-Geller, K. Smolkowski

引用次数: 0

Effects of Having an IEP on the Reading Achievement of Students With Learning Disabilities and Speech or Language Impairments IEP对有学习障碍和言语障碍学生阅读成绩的影响

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2023-03-01 DOI: 10.1177/07319487231154235

A. D. Woods, P. Morgan, Yangyang Wang, G. Farkas, M. Hillemeier

{"title":"Effects of Having an IEP on the Reading Achievement of Students With Learning Disabilities and Speech or Language Impairments","authors":"A. D. Woods, P. Morgan, Yangyang Wang, G. Farkas, M. Hillemeier","doi":"10.1177/07319487231154235","DOIUrl":"https://doi.org/10.1177/07319487231154235","url":null,"abstract":"The extent to which reading achievement is causally impacted by eligibility for special education services due to a learning disability (LD) or speech or language impairment (SLI) is currently unclear. In this registered report, we analyzed national data from the Early Childhood Longitudinal Study—Kindergarten Cohort of 2010–2011 (ECLS-K: 2011) using student-fixed effects with a lagged dependent variable estimated by maximum likelihood to assess (a) whether being assigned an Individualized Education Program (IEP) and so receiving special education services affects individually measured reading achievement for students with LD or SLI ( N = 2,400) and (b) heterogeneity in the effect of having an IEP for different demographic groups. We observed small, negative effects in early grades ( d = −0.09) but larger, positive effects in later grades ( ds = 0.29–0.67). These more negative early effects primarily occurred among students identified with SLI, male students, and students who faced socioeconomic barriers. Effects were more positive for students who are Black, Hispanic, or who exited special education.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42766963","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

Single-Case Research Design: Introduction to the Special Series 单案例研究设计:专题系列导论

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2023-02-01 DOI: 10.1177/07319487211040493

Brittany L. Hott, Margaret M. Flores

引用次数: 1

Relationships Between State Anxiety and Reading Comprehension of Chinese Students With and Without Dyslexia: A Cross-Sectional Design 状态焦虑与阅读理解的关系:一个横断面设计

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2023-01-13 DOI: 10.1177/07319487221149413

Li-Chih Wang, Ji‐Kang Chen, Kean Poon

{"title":"Relationships Between State Anxiety and Reading Comprehension of Chinese Students With and Without Dyslexia: A Cross-Sectional Design","authors":"Li-Chih Wang, Ji‐Kang Chen, Kean Poon","doi":"10.1177/07319487221149413","DOIUrl":"https://doi.org/10.1177/07319487221149413","url":null,"abstract":"This cross-sectional study aims to examine the age differences in state anxiety (i.e., anxiety triggered toward specific situations) as well as its relationship to the reading comprehension of Chinese students with and without dyslexia across school ages. In total, 131 typically developing students and 81 students with dyslexia in primary and secondary schools were recruited in Taiwan. Our results indicate that students with versus those without dyslexia have different patterns of state anxiety across the three age levels. In addition, we found similar patterns between students with dyslexia and those without across the three age levels in the effects of state anxiety on reading comprehension. However, the contributions of state anxiety to reading comprehension tended to decline as typically developing students matured, while they remained relatively constant for students with dyslexia across the three age levels. These results may have implications for teaching activities or examinations for students whose state anxiety has a significant impact on their reading comprehension skills.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"46 1","pages":"247 - 260"},"PeriodicalIF":1.8,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47750251","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 Impact of a Tier 1 Intervention on Fifth and Sixth Graders’ Reading Comprehension, Reading Strategy Use, and Reading Motivation 一级干预对五、六年级学生阅读理解、阅读策略使用和阅读动机的影响

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2023-01-10 DOI: 10.1177/07319487221145691

Rielke Bogaert, Emmelien Merchie, Kim Van Ammel, H. Van Keer

引用次数: 1