Learning Disability Quarterly最新文献_第9页

Socioemotional Characteristics of Children With and Without Learning Disabilities 有和没有学习障碍儿童的社会情绪特征

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-07-16 DOI: 10.1177/0731948720938661

Orly Yazdi-Ugav, S. Zach, A. Zeev

引用次数: 2

The Effect of Facilitative Versus Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children With Dyslexia 促抑词训练对阅读障碍儿童单词阅读准确性增长的影响

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-07-10 DOI: 10.1177/0731948720938684

Laura M. Steacy, Y. Petscher, James D. Elliott, Kathryn Smith, V. M. Rigobon, Daniel R. Abes, Ashley A. Edwards, Alexandra C Himelhoch, J. Rueckl, D. Compton

{"title":"The Effect of Facilitative Versus Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children With Dyslexia","authors":"Laura M. Steacy, Y. Petscher, James D. Elliott, Kathryn Smith, V. M. Rigobon, Daniel R. Abes, Ashley A. Edwards, Alexandra C Himelhoch, J. Rueckl, D. Compton","doi":"10.1177/0731948720938684","DOIUrl":"https://doi.org/10.1177/0731948720938684","url":null,"abstract":"We modeled word reading growth in typically developing (n = 118) and children with dyslexia (n = 20), Grades 2–5, across multiple exposures to 30 words. We explored the facilitative versus inhibitory effects of exposures to differential mixes of words that support high- versus low-frequency vowel pronunciations. One training corpus contained a ratio of 80%–20% high- to low-frequency pronunciations (e.g., for ea; 80% ea pronounced as /i/ as in bead and 20% ea pronounced /ε/ as in dead), whereas the other consisted of a ratio of 20%–80%. We also modeled accuracy at the final exposure for a subset of 12 shared words across conditions using item-level crossed-random effects models with reading skill (i.e., typically developing vs. dyslexic), condition, word frequency, and vowel pronunciation (i.e., high- vs. low-frequency vowel pronunciation) as predictors in the model. We were particularly interested in the interaction between condition and vowel pronunciation across reading groups. Results suggest typically developing children were influenced by the interaction between condition and vowel pronunciation, suggesting both facilitation and inhibition, whereas children with dyslexia were influenced by condition and vowel pronunciation without an interaction. Results are interpreted within the overfitting model of dyslexia.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"44 1","pages":"158 - 169"},"PeriodicalIF":1.8,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720938684","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47418545","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

Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties 当前的知识和未来的方向:比例推理干预学习障碍和数学困难的学生

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-06-26 DOI: 10.1177/0731948720932850

Gena Nelson, J. Hunt, Kristi Martin, B. Patterson, Andy Khounmeuang

{"title":"Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties","authors":"Gena Nelson, J. Hunt, Kristi Martin, B. Patterson, Andy Khounmeuang","doi":"10.1177/0731948720932850","DOIUrl":"https://doi.org/10.1177/0731948720932850","url":null,"abstract":"The purpose of this systematic review was to examine the effectiveness of proportional reasoning interventions for students with learning disabilities (LD) or mathematics difficulty (MD). We evaluated fifth to ninth grade interventions on proportional reasoning content, instructional features, and disability and difficulty identification. The nine studies that met inclusion criteria yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. Two of the nine studies were deemed high quality and very few studies included participants with LD. Although most studies identified the concepts addressed in the interventions, authors rarely provided in-depth descriptions of how the concept was taught. The results suggest that proportional reasoning interventions for students with LD and MD is underinvestigated. We posit that intervention research in proportional reasoning can and should be expanded upon and offer suggestions in terms of how researchers can continue to develop the knowledge base.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"159 - 171"},"PeriodicalIF":1.8,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720932850","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44491384","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

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":"45 1","pages":"134 - 143"},"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":"45 1","pages":"96 - 107"},"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":"45 1","pages":"108 - 120"},"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