Learning Disability Quarterly最新文献_第7页

How Are Self-Determination Components Taught to Improve Reading Outcomes for Elementary Students With or At Risk for Learning Disabilities? 如何教会有学习障碍或有学习障碍风险的小学生提高阅读成绩的自决成分？

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2021-01-29 DOI: 10.1177/0731948721989328

L. Didion, Jessica R. Toste, Sarah A. Benz, K. Shogren

{"title":"How Are Self-Determination Components Taught to Improve Reading Outcomes for Elementary Students With or At Risk for Learning Disabilities?","authors":"L. Didion, Jessica R. Toste, Sarah A. Benz, K. Shogren","doi":"10.1177/0731948721989328","DOIUrl":"https://doi.org/10.1177/0731948721989328","url":null,"abstract":"Research findings illustrate the strong connection between self-determined learning and reading performance for students with or at risk for disabilities. Students with or at risk for learning disabilities (LDs), who are at increased risk for academic failure, may benefit from instruction to promote self-determination skills. Causal Agency Theory has driven research on interventions to support the development of self-determination in people with disabilities since the 1990s; however, this work has most often focused on adolescents and young adults. Self-determination skills develop over the lifespan—and targeting the building blocks for these skills in the elementary years can lay a foundation for the development of self-determined learners in reading and beyond. As such, this systematic review sought to investigate to what extent self-determination skills were taught to improve reading outcomes for students with or at risk for LD in kindergarten through fifth grade. Twelve studies met criteria for inclusion; two randomized controlled trials (RCTs) and 10 single-case design studies. Results indicate self-determination for students with LD at the elementary level is limited; all interventions used a subcomponent related to self-regulation. Goal setting and positive attributions were also investigated but within intervention packages alongside self-regulation. Future researchers should study the effects of interventions that use other self-determination components for this population of students.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"44 1","pages":"288 - 303"},"PeriodicalIF":1.8,"publicationDate":"2021-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948721989328","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43288999","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

Corrigendum to Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens 早期发现阅读障碍风险的勘误表:发展简短的，教师管理的筛选

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-12-28 DOI: 10.1177/0731948720983615

引用次数: 0

Investigating the Promise of a Tier 2 Sixth-Grade Fractions Intervention 调查二年级分数干预的前景

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-11-16 DOI: 10.1177/0731948720972411

Ben Clarke, Nancy Nelson, Leanne Ketterlin Geller, Derek B. Kosty, K. Smolkowski, Taylor Lesner, David Furjanic, Hank Fien

{"title":"Investigating the Promise of a Tier 2 Sixth-Grade Fractions Intervention","authors":"Ben Clarke, Nancy Nelson, Leanne Ketterlin Geller, Derek B. Kosty, K. Smolkowski, Taylor Lesner, David Furjanic, Hank Fien","doi":"10.1177/0731948720972411","DOIUrl":"https://doi.org/10.1177/0731948720972411","url":null,"abstract":"This pilot study examined the promise of a Tier 2 Grade 6 intervention program for students at risk for difficulties in mathematics. The study utilized a quasi-experimental design. The final sample included 112 students in treatment (Promoting Algebra Readiness) and 86 students in control (standard district practice) conditions. The Promoting Algebra Readiness program consisted of 93 lessons across four strands focused on key concepts and applications of fractions. Measures of mathematics achievement were collected at pretest and posttest. Feasibility and usability data indicated favorable impressions by users and strong levels of implementation fidelity. Gain scores of treatment students were significantly greater than those of control peers on two of four proximal measures of mathematics achievement. Positive nonsignificant effects were found on additional proximal and distal measures. Implications for educators delivering instruction for at-risk students in multitier service delivery models are discussed.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"252 - 266"},"PeriodicalIF":1.8,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720972411","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48064222","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

Expanding Task Instructions May Increase Fractions Problem Difficulty for Students With Mathematics Learning Disability 扩展任务指令可能会增加数学学习障碍学生的分数问题难度

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-11-01 DOI: 10.1177/0731948719865476

Katherine H. Herold, Allison M. Bock, M. Murphy, M. Mazzocco

{"title":"Expanding Task Instructions May Increase Fractions Problem Difficulty for Students With Mathematics Learning Disability","authors":"Katherine H. Herold, Allison M. Bock, M. Murphy, M. Mazzocco","doi":"10.1177/0731948719865476","DOIUrl":"https://doi.org/10.1177/0731948719865476","url":null,"abstract":"When a student struggles with a mathematics task, adults may rephrase or expand initial task instructions to clarify instructions or scaffold problem solving. Yet expanded instructions may not benefit all children, especially children with a mathematics learning disability (MLD). Here, we explore whether expanded instructions differentially affect fractions comparison performance for children with or without MLD. Fifth graders (N = 190) completed two consecutive sets of 24 fraction comparison items, each accompanied by initial or expanded instructions, respectively; and also completed vocabulary, spatial reasoning, verbal working memory, executive function, and number knowledge tasks. Results showed that fraction comparison performance was generally worse following expanded rather than initial instructions, particularly for difficult items or for children with MLD. Fixed ordered regressions showed that the strength of cognitive skills as predictors of performance varied depending on instructions format and MLD status, that the five cognitive predictors collectively accounted for more performance variation with initial compared to expanded instructions, and that vocabulary’s relative predictive strength as a single predictor increased when instructions were expanded, but only for children with mathematics difficulties. These findings support the notion that problem features differentially affect children with or without MLD and that not all children benefit from hearing expanded instructions for difficult mathematics tasks.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"43 1","pages":"201 - 213"},"PeriodicalIF":1.8,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948719865476","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46303188","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

The Roles of Various Forms of Attention in Temporal Processing Deficits in Chinese Children With and Without Dyslexia 不同形式的注意在有和无阅读障碍儿童时间加工缺陷中的作用

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-11-01 DOI: 10.1177/0731948719856300

Li‐Chih Wang, Hsien-Ming Yang

引用次数: 2

Differential Effects of the Targeted Reading Intervention for Students With Low Phonological Awareness and/or Vocabulary 针对性阅读干预对低语音意识和/或词汇学生的差异影响

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-11-01 DOI: 10.1177/0731948719858683

Mary E. Bratsch-Hines, Lynne Vernon-Feagans, Sarah Pedonti, Cheryl Varghese

引用次数: 5

Expert Secondary Content-Area Teachers’ Pedagogical Schemas for Teaching Literacy to Students With Learning Disabilities 专家二级内容区教师对学习障碍学生扫盲教学的教学图式

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-11-01 DOI: 10.1177/0731948719864417

Alexandra A. Lauterbach, Mary T. Brownell, Elizabeth F. Bettini

{"title":"Expert Secondary Content-Area Teachers’ Pedagogical Schemas for Teaching Literacy to Students With Learning Disabilities","authors":"Alexandra A. Lauterbach, Mary T. Brownell, Elizabeth F. Bettini","doi":"10.1177/0731948719864417","DOIUrl":"https://doi.org/10.1177/0731948719864417","url":null,"abstract":"Secondary content-area teachers seldom use research-based practices for students with learning disabilities (LD), and prior research indicates they often conceptualize instruction in ways that align poorly with research about effective instruction for students with LD. However, prior research has focused on typical secondary content-area teachers, and we know little about how expert secondary content-area teachers think about instruction for students with LD. We used hermeneutic phenomenological methods to explore expert content-area teachers’ pedagogical schemas for teaching literacy to secondary students with LD. We found teachers’ pedagogical schemas were shaped by their goals for students and the role they believed learning difficulties played in achieving those goals. This led them to integrate literacy and disciplinary instruction to support students’ learning. The findings extend and support existing research on teachers’ expertise, and have implications for future efforts to develop secondary content-area teachers’ expertise in teaching students with LD.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"43 1","pages":"227 - 240"},"PeriodicalIF":1.8,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948719864417","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43591625","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: 4

Group Stability and Reading Profiles of Students With Dyslexia: A Double-Deficit Perspective 阅读障碍学生的群体稳定性和阅读概况:双缺陷视角

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-10-17 DOI: 10.1177/0731948720963694

Rachel Younger, Elizabeth B. Meisinger

{"title":"Group Stability and Reading Profiles of Students With Dyslexia: A Double-Deficit Perspective","authors":"Rachel Younger, Elizabeth B. Meisinger","doi":"10.1177/0731948720963694","DOIUrl":"https://doi.org/10.1177/0731948720963694","url":null,"abstract":"This study examined the Double-Deficit Hypothesis (DDH) by classifying students with dyslexia into four distinct groups, comparing group differences on text-level reading tasks, and examining group stability across one school year (fall to spring). Elementary students (N = 109) were administered measures of reading fluency, reading comprehension, and phonological processing across the school year. DDH group membership was determined by the presence of phonological awareness deficits (PD), naming speed deficits (NSD), double-deficits (DD) in both skills, or no deficits for typically developing (TD) readers. The McNemar test was used to determine the stability of DDH group membership. Analysis of covariance was used to compare DDH groups on text-level reading tasks at each time point after controlling for gender. Overall, reading profiles across the fall DDH groups were congruent with DDH theory, but instability was found in the reading patterns and group membership across time. Nearly half (47.71%) of participants changed DDH groups across the school year, and reading skill differences between the single-deficit groups dissipated in the spring. Results provide partial support for the DDH subgroups. More research is needed to understand the utility of the DDH subtypes for future assessment and intervention practices.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"239 - 251"},"PeriodicalIF":1.8,"publicationDate":"2020-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720963694","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42401212","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

Individual Differences in Word-Level Skills and Paragraph Reading Comprehension in a (Semi-) Transparent Orthography （半）透明正字法中单词水平技能和段落阅读理解的个体差异

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-10-09 DOI: 10.1177/0731948720963664

T. Logvinenko, C. Cheek, S. Khalaf, N. A. Prikhoda, M. Zhukova, E. Grigorenko

{"title":"Individual Differences in Word-Level Skills and Paragraph Reading Comprehension in a (Semi-) Transparent Orthography","authors":"T. Logvinenko, C. Cheek, S. Khalaf, N. A. Prikhoda, M. Zhukova, E. Grigorenko","doi":"10.1177/0731948720963664","DOIUrl":"https://doi.org/10.1177/0731948720963664","url":null,"abstract":"Research into reading difficulties in Russian has been taking place for about a century, since the 1920s. Early research established a line of studies on reading acquisition difficulties in the context of highly structured practices of teaching reading. These practices were propagated in the mid-late 19th century by Konstantin Ushinskii, who designed a mass system for the directed teaching of reading in Russian based on the mastery of spoken Russian (namely its phonics, phonology, orthography, and morphology). During the Soviet period, this approach was packaged in a universal system that included programs for children and adults, and appears to have been responsible for the high literacy rates (i.e., near 100%) at the end of the last century. In the 1990s, an explosion of diverse reading programs surfaced, claiming to offer a contrast to the Ushinskii system’s universal but “boring” content. Nevertheless, the Ushinskii system regained popularity in the early years of the 21st century. Reincarnated and modernized, it once again constitutes the foundation of reading instruction in Russian schools. This article investigates the distribution of various reading-related skills among Russian primary-school students (Grades 2–4) in the context of this universally strong approach to teaching reading.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"44 1","pages":"210 - 224"},"PeriodicalIF":1.8,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720963664","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42836218","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

Teaching Geometry to Students With Learning Disabilities: Introduction to the Special Series 学习困难学生的几何教学：专题系列介绍

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-10-08 DOI: 10.1177/0731948720959769

Dake Zhang

引用次数: 2