Learning Disability Quarterly最新文献_第9页

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":null,"pages":null},"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":null,"pages":null},"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

Attitudes Toward Math Are Differentially Related to the Neural Basis of Multiplication Depending on Math Skill. 数学态度与乘法神经基础的关系因数学能力的不同而有差异。

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-08-01 Epub Date: 2019-06-03 DOI: 10.1177/0731948719846608

Ö Ece Demir-Lira, Macarena Suárez-Pellicioni, John V Binzak, James R Booth

{"title":"Attitudes Toward Math Are Differentially Related to the Neural Basis of Multiplication Depending on Math Skill.","authors":"Ö Ece Demir-Lira, Macarena Suárez-Pellicioni, John V Binzak, James R Booth","doi":"10.1177/0731948719846608","DOIUrl":"https://doi.org/10.1177/0731948719846608","url":null,"abstract":"<p><p>Attitudes towards math (ATM) predict math achievement. Negative ATM are associated with avoidance of math content, while positive ATM are associated with exerting more effort on math tasks. Recent literature highlights the importance of considering interactions between ATM and math skill in examining relations to achievement. This study investigated, for the first time, the effects of the interaction between math skill and ATM on the neurocognitive basis of arithmetic processing. We examined the effect of this interaction using a single-digit multiplication task in 9- to 12-year-old children. Results showed that higher math skill was correlated with less activation in the left inferior frontal gyrus (IFG), and positive ATM were correlated with less activation in the left IFG. The relation between ATM and the neural basis of multiplication varied depending on math skill. Only among children with lower math skill, positive ATM were associated with greater activation of the left IFG. The results suggest that positive ATM in low skill children might encourage them to more fully engage the neurocognitive systems underlying controlled effort and retrieval of multiplication facts. Our results highlight the importance of examining the role of both attitudinal and cognitive factors on the neural basis of arithmetic development.</p>","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948719846608","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33490105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

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

IF 1.8 4区教育学

Learning Disability Quarterly Pub Date : 2020-07-25 DOI: 10.1177/0731948720931538

P. Zirkel

引用次数: 5

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":null,"pages":null},"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":null,"pages":null},"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