Learning Disability Quarterly最新文献_第3页

Self-Talk Monitoring and Goal-Oriented Thinking: Effects on Middle Schoolers’ Behavior During Academics 自我话语监控与目标导向思维对中学生学习行为的影响

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2023-01-05 DOI: 10.1177/07319487221145189

Danielle M. Feeney, J. Morgan, Wendy J. Rodgers, M. R. Brown, Stefani R. Relles

{"title":"Self-Talk Monitoring and Goal-Oriented Thinking: Effects on Middle Schoolers’ Behavior During Academics","authors":"Danielle M. Feeney, J. Morgan, Wendy J. Rodgers, M. R. Brown, Stefani R. Relles","doi":"10.1177/07319487221145189","DOIUrl":"https://doi.org/10.1177/07319487221145189","url":null,"abstract":"A self-talk monitoring and goal-oriented thinking (STM+GOT) intervention package was used to teach four U.S. middle school students with high-incidence disabilities to develop and track progress toward self-determined behavioral goals. A multiple baseline across participants design was used to determine the effects of STM+GOT on both behavior and academics during independent academic work. The intervention consisted of four phases including baseline, student training of STM+GOT, intervention in a self-contained classroom, and generalization in an inclusive classroom. Data on students’ target behavior were collected using momentary time sampling with 1-min intervals over a period of 15 consecutive minutes. Permanent product recording was used to collect data on the work tasks of each student. Results indicated that all four students decreased their occurrences of their target behavior across both intervention and generalization; three of the four students increased work completion rates but with less consistency than the change in target behaviors. Implications for practice and future research are discussed.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"46 1","pages":"261 - 275"},"PeriodicalIF":1.8,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47389143","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 Expository Text Management and Proficiency Skills for Comprehension for Students With Language/Learning Disabilities 为有语言/学习障碍的学生教授说明文管理和熟练理解技巧

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2023-01-03 DOI: 10.1177/07319487221145689

Shannon S. Hall-Mills, Leesa Marante

{"title":"Teaching Expository Text Management and Proficiency Skills for Comprehension for Students With Language/Learning Disabilities","authors":"Shannon S. Hall-Mills, Leesa Marante","doi":"10.1177/07319487221145689","DOIUrl":"https://doi.org/10.1177/07319487221145689","url":null,"abstract":"The purpose of this registered report study was to determine the effects of explicit text structure instruction on the expository text comprehension of students with language and learning disabilities (LLD) using a multiple baseline design across conditions (e.g., compare–contrast and cause–effect) and participants. Participants included four children enrolled in the fifth grade with previous diagnoses of language impairment and reading comprehension deficits. Text structure instruction was provided during the intervention phases using a researcher-designed intervention program called TEXT-MAPS. The dependent variables included text structure and signal word identification and percentage of idea units recalled from expository text. All participants showed improved recall of idea units for compare–contrast and cause–effect texts with maintained performance 1-month post-intervention. The program also had notable effects on participants’ identification of signal words and text structures in compare–contrast and cause–effect texts. The magnitude of the Tau- U effect sizes was in the large, medium, and small range, and varied across participants. The results indicate that short-term, explicit text structure instruction can be effective for children with LLD with deficits in expository reading comprehension. Considerations for further research and practical implications are presented.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44841323","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

Assessed Numeracy Skills and Skill Use of Adults With Learning Disabilities in PIAAC 评估在PIAAC中有学习障碍的成人的计算技能和技能使用

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2022-12-27 DOI: 10.1177/07319487221145610

M. Patterson

引用次数: 1

Transition Perspectives of High School Students With Learning Disabilities: A Qualitative Metasynthesis 高中学习障碍学生的过渡视角:一个质的元合成

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2022-12-10 DOI: 10.1177/07319487221140100

K. H. Yeager, J. Morgan

引用次数: 0

Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting 显性解码加频率建构干预对城市小学残疾学生单词阅读流畅性的影响

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2022-12-02 DOI: 10.1177/07319487221136279

James D. Stocker, R. Kubina, Emily R. Crumpler, M. Kozloff, Erica Swanton-Derushia

引用次数: 1

Effects of a Cognitive Apprenticeship on Transfer of Argumentative Writing in Middle School Science 认知学徒制对中学理科议论文写作迁移的影响

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2022-08-24 DOI: 10.1177/07319487221119365

Susan De La Paz, Cameron M. Butler, D. Levin, Mark Felton

{"title":"Effects of a Cognitive Apprenticeship on Transfer of Argumentative Writing in Middle School Science","authors":"Susan De La Paz, Cameron M. Butler, D. Levin, Mark Felton","doi":"10.1177/07319487221119365","DOIUrl":"https://doi.org/10.1177/07319487221119365","url":null,"abstract":"Writing in science can be challenging for all learners, and it is especially so for students with cognitive or language-based learning difficulties. We examined the effects of a cognitive apprenticeship on student disciplinary writing skills as well as near and far transfer of learning outcomes. This instructional approach included a gradual release of responsibility for learning through four, 3-day investigations that included authentic scientific experiments, small- and whole-group discussions, and the construction and revision of scientific arguments. Intervention students showed significant gains for both near (effect size = 1.08) and far (effect size = 0.76) transfer disciplinary writing outcomes. These results held true even when compared with a nonequivalent control group (effect size = 1.95). Students with disabilities demonstrated similar rates of growth as peers without disabilities, especially with respect to the quality of their claims and ability to provide scientific evidence. This study provides additional data on the value of cognitive apprenticeships in middle school science classrooms, and the results indicate the importance of discussion in helping students to think and write more like scientists.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44765251","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: 2

Examining the Impact of Federal Specific Learning Disability Inclusionary Criteria on Multidisciplinary Team Decision Making When Using Response to Intervention 在使用干预反应时，考察联邦特定学习障碍包容性标准对多学科团队决策的影响

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2022-08-11 DOI: 10.1177/07319487221115172

D. Hunter, Michael J. Boneshefski, Joseph F. Kovaleski, Timothy J. Runge

引用次数: 0

Considerations for Transition From High School to Postsecondary Education 关于高中教育向中学后教育过渡的思考

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2022-07-22 DOI: 10.1177/07319487221111099

Debi Gartland, Roberta Strosnider

引用次数: 0

Predicting Intervention Effects With Preintervention Measures of Decoding: Evidence for a Skill-by-Treatment Interaction With Kindergarten and First-Grade Students 用解码的干预前措施预测干预效果:幼稚园和一年级学生的技能-治疗互动的证据

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2022-07-22 DOI: 10.1177/07319487221113026

M. Burns, Helen L. Young, Elizabeth M. McCollom, Mallory A Stevens, Jared T Izumi

引用次数: 2

Parental Influences on Student Self-Determination: Perspectives of College Students With Learning Disabilities 父母对学生自主性的影响：学习障碍大学生的视角

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2022-07-07 DOI: 10.1177/07319487221107890

Wen Zeng, Song Ju, Casey Hord

{"title":"Parental Influences on Student Self-Determination: Perspectives of College Students With Learning Disabilities","authors":"Wen Zeng, Song Ju, Casey Hord","doi":"10.1177/07319487221107890","DOIUrl":"https://doi.org/10.1177/07319487221107890","url":null,"abstract":"This qualitative study explored perspectives of college students with learning disabilities (LD) regarding their self-determination and parental influences on student self-determination during students’ transition from high school to postsecondary education. Data were collected from in-depth interviews with 12 college students with LD. Qualitative analyses were conducted to examine students’ participation in secondary transition, self-determination behaviors, and parental influences on students’ self-determination. The findings identified five important self-determination behaviors (i.e., postsecondary education goal setting and attainment, self-advocacy, being autonomous, self-awareness, and decision-making) students demonstrated in secondary transition. Four themes pertain to parental influences on student self-determination, including encouraging students to be advocates, fostering students’ academic competency, showing moral support and high expectations, and providing opportunities for students to make decisions. Recommendations for engaging parents to promote student self-determination are provided.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"46 1","pages":"180 - 190"},"PeriodicalIF":1.8,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42846916","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