Learning Disability Quarterly最新文献_第8页

Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning 基于学生分数学习轨迹的资产干预的设计、开发和初步测试

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-10-08 DOI: 10.1177/0731948720963589

J. Hunt, Kristi Martin, Andy Khounmeuang, Juanita M. Silva, B. Patterson, Jasmine Welch-Ptak

{"title":"Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning","authors":"J. Hunt, Kristi Martin, Andy Khounmeuang, Juanita M. Silva, B. Patterson, Jasmine Welch-Ptak","doi":"10.1177/0731948720963589","DOIUrl":"https://doi.org/10.1177/0731948720963589","url":null,"abstract":"One of the most persistent areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. We report the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding. Our asset-based theory of change—a tested and confirmed learning trajectory of fraction concepts of students with LDs grounded in student-centered instruction—served as the basis for our multistage scientific design process. We report on foundational (i.e., a theory of change, establishment and refinement of learning trajectories, and core instructional components) and evaluative (pilot data on student outcomes) components of the intervention. The results of the study reveal positive effects of the program’s fidelity and potential to improve student outcomes in school settings. The positive outcomes support continued exploration and expansion of a new framework for supplemental intervention grounded in trajectories of student learning.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"46 1","pages":"63 - 76"},"PeriodicalIF":1.8,"publicationDate":"2020-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720963589","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45787086","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: 12

The Impact of a Cognitive and Motivational Reading Intervention on the Reading Achievement and Motivation of Students At-Risk for Reading Difficulties 认知和动机阅读干预对阅读困难风险学生阅读成绩和动机的影响

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-10-08 DOI: 10.1177/0731948720958128

Miriam McBreen, R. Savage

引用次数: 8

Hidden Reading Difficulties: Identifying Children Who Are Poor Comprehenders 隐藏的阅读困难:识别理解能力差的儿童

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-10-01 DOI: 10.1177/0731948720961766

K. Kelso, A. Whitworth, R. Parsons, S. Leitão

{"title":"Hidden Reading Difficulties: Identifying Children Who Are Poor Comprehenders","authors":"K. Kelso, A. Whitworth, R. Parsons, S. Leitão","doi":"10.1177/0731948720961766","DOIUrl":"https://doi.org/10.1177/0731948720961766","url":null,"abstract":"Poor comprehenders are a significant subgroup of poor readers who, due to their ability to read aloud accurately, are often difficult to identify. This study aimed to determine whether assessment using two oral language tasks, mapped onto the two components of the Simple View of Reading, would provide an efficient approach to identification. Children (N = 218) from School Years 3 to 6 (ages 7; 8–12; 1) attending two schools in Australia were assessed, and 45 identified as potential poor comprehenders, based on a profile of average phonological awareness but poor listening comprehension. Subsequent assessment of decoding and text reading comprehension confirmed 24 of these children to be poor comprehenders, consistent with reported prevalence rates. Five of these children were judged to be weak readers by their classroom teacher. The oral tasks alone overidentified this group; however, the findings suggest that using the tasks as an initial phase, followed up with a reading assessment, could be effective in identifying poor comprehenders, and reduce time spent in testing as this would only involve at-risk children.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"225 - 236"},"PeriodicalIF":1.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720961766","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43981168","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: 7

Subgrouping of Korean Readers Based on Reading Achievement and the Relation of Cognitive-Linguistic Variables to the Subgroups 基于阅读成绩的韩国读者分组及其认知语言变量的关系

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-09-18 DOI: 10.1177/0731948720958140

Ae-hwa Kim, U. Kim, Jae Chul Kim, S. Vaughn

{"title":"Subgrouping of Korean Readers Based on Reading Achievement and the Relation of Cognitive-Linguistic Variables to the Subgroups","authors":"Ae-hwa Kim, U. Kim, Jae Chul Kim, S. Vaughn","doi":"10.1177/0731948720958140","DOIUrl":"https://doi.org/10.1177/0731948720958140","url":null,"abstract":"The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by disaggregating into primary grade level (i.e., Grades 1–3) and intermediate grade level (i.e., Grades 4–6). The main results are summarized as follows. First, three subgroups of readers were found based on the reading achievement for the primary grade level: “very poor word readers and poor comprehenders,” “poor readers,” and “average readers.” Second, four subgroups of readers were found based on the reading achievement for the intermediate grade level: “very significantly poor readers,” “very poor readers,” “average word readers but poor comprehenders,” and “average readers.” Third, vocabulary, rapid naming, phonological memory, and phonological awareness were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the primary grade level. Fourth, phonological memory, rapid naming, sentence repetition, and listening comprehension were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the intermediate grade level. This article also discusses the limits of this research and the implications in practice. Finally, this article touches upon the direction of future studies.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"44 1","pages":"197 - 209"},"PeriodicalIF":1.8,"publicationDate":"2020-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720958140","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49665709","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

Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities 双气泡思维图及其对学习障碍中学生阅读理解的影响

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-09-17 DOI: 10.1177/0731948720958644

Kristie L. Calvin, S. Gray

{"title":"Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities","authors":"Kristie L. Calvin, S. Gray","doi":"10.1177/0731948720958644","DOIUrl":"https://doi.org/10.1177/0731948720958644","url":null,"abstract":"The purpose of this single case design study was to examine the efficacy of using double-bubble Thinking Maps to improve the reading comprehension of middle school Spanish-English bilingual middle school students with learning disabilities. Participants included three female Spanish-English bilingual middle school students with learning disabilities. In this multiple baseline across participants single case design study, we taught students to create a double-bubble map, a type of compare and contrast graphic organizer, for 12 expository compare and contrast text passages over 12 forty-five minute sessions. We assessed performance on creating the double-bubble map and on reading comprehension measures across baseline, intervention, and maintenance phases. Each participant learned to create an accurate double-bubble map for compare and contrast expository texts within two sessions. Reading comprehension scores began to increase within two intervention sessions for each participant. Results showed the positive effect of using the double-bubble Thinking Map to improve reading comprehension of compare and contrast texts. Individual (.895–.967) and overall (.94) TAU-U effect sizes showed the intervention to be highly effective. Based on the effect sizes, the double-bubble Thinking Map was effective for improving the reading comprehension of middle school Spanish-English bilingual students with learning disabilities.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"212 - 224"},"PeriodicalIF":1.8,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720958644","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44983372","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 Use of Response to Intervention to Inform Special Education Eligibility Decisions for Students With Specific Learning Disabilities 使用干预反应为特殊学习障碍学生的特殊教育资格决策提供信息

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-08-19 DOI: 10.1177/0731948720949964

Debi Gartland, Roberta Strosnider

引用次数: 6

The Social and Academic Effects of Cooperative LEARN Strategy Instruction in Inclusive Elementary Classes 包容性小学合作学习策略教学的社会和学术效应

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-08-06 DOI: 10.1177/0731948720944164

D. Vernon, J. Schumaker, D. Deshler

{"title":"The Social and Academic Effects of Cooperative LEARN Strategy Instruction in Inclusive Elementary Classes","authors":"D. Vernon, J. Schumaker, D. Deshler","doi":"10.1177/0731948720944164","DOIUrl":"https://doi.org/10.1177/0731948720944164","url":null,"abstract":"This study reports the effects of instruction of elementary students in a complex package of social and academic skills designed for use in cooperative groups while studying important information in inclusive general education classes. Twenty-five teachers and 519 fourth and fifth graders, including 45 students with learning disabilities (LD), participated. A pretest/posttest control-group design with random assignment was used to determine the effects of the instructional program. Data were analyzed for students with LD, all students with exceptionalities, and average-achieving (AA) students. Results indicated that experimental students’ scores on study-group performance, study-card creation, and tests of social and academic knowledge were significantly higher than control students’ scores. Furthermore, the number of prosocial behaviors and teamwork behaviors significantly increased for all subgroups of experimental students during study-group tasks, including students with LD and students with exceptionalities. Also, the number of antisocial behaviors significantly decreased for students with LD and students with exceptionalities.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"185 - 198"},"PeriodicalIF":1.8,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720944164","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47144818","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

The Relationships Among Temporal Processing, Rapid Naming, and Oral Reading Fluency in Chinese Children With and Without Dyslexia 中文阅读障碍儿童时间加工、快速命名与口语阅读流畅性的关系

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-08-01 DOI: 10.1177/0731948719892075

Li‐Chih Wang

引用次数: 3

Focusing Our View of Dyslexia Through a Multifactorial Lens: A Commentary 通过多因素镜头聚焦我们对阅读障碍的看法:评论

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-07-29 DOI: 10.1177/0731948720939009

D. Compton

引用次数: 9

Legal Developments for Students With Dyslexia 阅读障碍学生的法律发展