Learning Disabilities Research & Practice最新文献

Cognitive Flexibility as a Mediator of Academic Behavior in Students With Specific Learning Disorders 认知灵活性在特殊学习障碍学生学习行为中的中介作用

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2026-10-09 DOI: 10.1177/09388982261483518

Shahrooz Nemati,Rahim Badri Gargari,Zahra Abolhasani,Ali Abolhasani Jooband

{"title":"Cognitive Flexibility as a Mediator of Academic Behavior in Students With Specific Learning Disorders","authors":"Shahrooz Nemati,Rahim Badri Gargari,Zahra Abolhasani,Ali Abolhasani Jooband","doi":"10.1177/09388982261483518","DOIUrl":"https://doi.org/10.1177/09388982261483518","url":null,"abstract":"The present study examined whether cognitive flexibility statistically mediated the associations of academic help-seeking and teacher–student interaction quality with academic behaviors among students with specific learning disorders (SLD). A cross-sectional correlational design was used to test the model. The population consisted of elementary school students with SLD in the 2024–2025 academic year in Tabriz, Iran. Using convenience sampling, 455 students were recruited from special psychological services centers and schools for SLD. Data were collected using the Cognitive Flexibility Inventory, the Academic Help-Seeking Questionnaire, the Inventory of Teacher–Student Relationship Quality, and the Academic Behaviors Scale. Partial least-squares structural equation modeling indicated that academic help-seeking and teacher–student interaction quality had significant direct effects on academic behaviors of students with SLD. In addition, cognitive flexibility partially mediated the effect of teacher–student relationship quality and help-seeking on academic behavior. These findings suggest that cognitive flexibility may function as an intervening variable linking social-academic processes with academic behavior. Although causal conclusions cannot be drawn, the results suggest that cognitive flexibility, adaptive help-seeking, and high-quality teacher–student relationships may be relevant for supporting more adaptive academic behaviors in students with SLD.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"12 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149151747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Interference Sensitivity in Multiplication Learning: Effects of a Digital Intervention for Children With Learning Disabilities 数字干预对学习障碍儿童乘法学习的影响

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2026-09-20 DOI: 10.1177/09388982261490608

Sonja Julkunen,Johan Korhonen,Pirjo Aunio

引用次数: 0

Language Comprehension Interventions for English Learners With or at Risk for Reading Difficulties: A Research Synthesis 有阅读困难或有阅读困难风险的英语学习者的语言理解干预：一项研究综述

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2026-09-03 DOI: 10.1177/09388982261483231

Isabel Vargas-Bell,Katlynn Dahl-Leonard,Cassidi Richmond,Brennan W. Chandler,Emily J. Solari

{"title":"Language Comprehension Interventions for English Learners With or at Risk for Reading Difficulties: A Research Synthesis","authors":"Isabel Vargas-Bell,Katlynn Dahl-Leonard,Cassidi Richmond,Brennan W. Chandler,Emily J. Solari","doi":"10.1177/09388982261483231","DOIUrl":"https://doi.org/10.1177/09388982261483231","url":null,"abstract":"This research synthesis examined the characteristics and outcome patterns of reading interventions that included language comprehension instruction for elementary-aged English learners (ELs) with or at risk for reading difficulties. Studies were included if they examined multisession, primarily English reading interventions in U.S. K–5 school settings for ELs with or at risk for reading difficulties, used experimental or quasi-experimental group designs (≥15 students per group), and reported language or reading comprehension outcomes. Nine studies met the inclusion criteria (total N = 2,008). Across studies, language comprehension instruction was most often embedded within multicomponent reading interventions rather than implemented as a standalone focus. Vocabulary instruction was the most prevalent language component, whereas morphology was less common and explicit syntax/semantic relations were rare. All interventions also included code-based instruction (e.g., decoding instruction), which complicated isolation of language-specific effects. Across outcomes, findings were mixed, with several studies reporting growth in both intervention and business-as-usual conditions. Implications are discussed for designing and studying developmentally responsive language comprehension instruction within reading intervention for ELs at risk.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"32 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Using Text Reading Fluency to Identify Students at Risk for Reading Comprehension Difficulties Across Grades 4, 7, and 9 使用文本阅读流畅性来识别四年级、七年级和九年级阅读理解困难的学生

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2026-09-01 DOI: 10.1177/09388982261483527

Auðun Valborgarson,Freyja Birgisdóttir,Fanney Thorsdottir,Örnólfur Thorlacius

{"title":"Using Text Reading Fluency to Identify Students at Risk for Reading Comprehension Difficulties Across Grades 4, 7, and 9","authors":"Auðun Valborgarson,Freyja Birgisdóttir,Fanney Thorsdottir,Örnólfur Thorlacius","doi":"10.1177/09388982261483527","DOIUrl":"https://doi.org/10.1177/09388982261483527","url":null,"abstract":"Text reading fluency (TRF) is widely used to identify students at risk for reading difficulties, yet evidence for its screening utility beyond the elementary grades remains limited. This study examined the accuracy of TRF for identifying students with reading comprehension difficulties at ages 9, 12, and 14. Three cutoff-selection approaches were compared: optimization-based methods, fixed sensitivity thresholds (SE ≥ .90), and norm-referenced percentiles. Receiver operating characteristic analyses evaluated the classification performance of each approach. Results showed that TRF significantly predicted reading comprehension difficulties across grades, but classification performance depended strongly on cutoff selection. These findings suggest that inconsistencies in prior research may partly reflect differences in cutoff-selection methods rather than differences in predictive validity. When high sensitivity is required, TRF should be used within a multistage screening framework with follow-up assessments. When used as a stand-alone screening measure, optimization-based cutoffs provide the most defensible thresholds.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"203 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Building Variable Understanding: A Pilot Study of a Supplemental Algebra Tutoring Intervention 建立变量理解：补充代数辅导干预的初步研究

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2026-09-01 DOI: 10.1177/09388982261483236

Amber Y. Wang,Sarah K. Krowka,Robin F. Schumacher,Barbara Dougherty

引用次数: 0

Can AI Generate Complex Passages for Reading Intervention? 人工智能可以生成复杂的阅读干预段落吗？

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2026-08-27 DOI: 10.1177/09388982261483233

Deborah K. Reed,Emily E. Beyer

引用次数: 0

Understanding Academic Adjustment in Undergraduates With SLD or ADHD: An Integrative Model of Social-Emotional-Behavioral Skills, Academic Self-Efficacy, and Self-Regulated Learning 理解特殊学习障碍或注意力缺陷多动障碍本科生的学业适应：社会情绪行为技能、学业自我效能和自我调节学习的综合模型

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2026-08-27 DOI: 10.1177/09388982261483237

Adi Sharabi

{"title":"Understanding Academic Adjustment in Undergraduates With SLD or ADHD: An Integrative Model of Social-Emotional-Behavioral Skills, Academic Self-Efficacy, and Self-Regulated Learning","authors":"Adi Sharabi","doi":"10.1177/09388982261483237","DOIUrl":"https://doi.org/10.1177/09388982261483237","url":null,"abstract":"Students with specific learning disorders (SLD) and/or attention-deficit/hyperactivity disorder (ADHD) often face challenges in higher education; however, the role of personal and study-related resources in their academic adjustment is not fully understood. This study examined the associations between an SLD/ADHD diagnosis and academic achievement and satisfaction, focusing on the mediating role of social, emotional, and behavioral (SEB) skills, academic self-efficacy (ASE), and self-regulated learning (SRL). Participants were 651 undergraduates, including 318 students with SLD/ADHD, who completed self-reports of SEB skills, ASE, SRL, academic satisfaction, and grade point average. Students with SLD/ADHD reported significantly lower levels across all study variables than peers without disabilities. Structural equation modeling indicated that SEB, ASE, and SRL operated as parallel mediators of the association of diagnosis with academic satisfaction, whereas ASE uniquely mediated the association with academic achievement. These findings clarify mechanisms underlying academic adjustment in higher education for individuals with SLD/ADHD and, therefore, have implications for delivery of support to this student population.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"39 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Applying Cognitive-Based Assessment to Determine the Area Measurement Understanding of Students With Mathematics Learning Disabilities 应用认知评估确定数学学习障碍学生的面积测量理解

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2026-08-17 DOI: 10.1177/09388982261477444

Esra Yılmaz Bilir,Danyal Soybaş

{"title":"Applying Cognitive-Based Assessment to Determine the Area Measurement Understanding of Students With Mathematics Learning Disabilities","authors":"Esra Yılmaz Bilir,Danyal Soybaş","doi":"10.1177/09388982261477444","DOIUrl":"https://doi.org/10.1177/09388982261477444","url":null,"abstract":"Cognition-based assessment (CBA) was used to investigate how students with mathematics learning disabilities (MLDs) understand the area measurement of a rectangle and how such an understanding relates to their concept definitions. The qualitative case study involved six sixth-grade students with MLD, who responded to interview questions varying according to the visibility of unit squares in a set of figures presented. The researchers employed the levels of sophistication (LoS) conceptual framework to discuss students’ mental processes in understanding area measurement. The findings indicated that students’ LoS in array structuring varied across problem types. Students using more elaborated conceptual definitions demonstrated higher understanding levels of rectangular area measurement. Additionally, Level 2 of the LoS framework (which starts at 0 and ends at 8) was refined by adding sublevels, offering a more nuanced understanding of students’ reasoning. These insights can inform more targeted instructional planning and support for learners with MLD in future research and practice.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"151 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Fidelity of Implementation and Instructional Alignment in Tier 2 Interventions: An Updated Review of Experimental Studies 二级干预措施实施的保真度和教学一致性：实验研究的最新综述

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2026-08-17 DOI: 10.1177/09388982261476719

Murphy K. Young,Seth King,Shawn Datchuk,Kimberly McFadden,Hyejeong Yoon

引用次数: 0

High School Teacher's Implementation of SRSD Informative Essay Writing Instruction in Inclusive ELA Classrooms 高中教师在全纳ELA课堂中实施SRSD信息性论文写作教学

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2026-08-13 DOI: 10.1177/09388982261476722

Amber B. Ray,Kate E. Connor,Zhuo Chen,Fatmanur Onder

{"title":"High School Teacher's Implementation of SRSD Informative Essay Writing Instruction in Inclusive ELA Classrooms","authors":"Amber B. Ray,Kate E. Connor,Zhuo Chen,Fatmanur Onder","doi":"10.1177/09388982261476722","DOIUrl":"https://doi.org/10.1177/09388982261476722","url":null,"abstract":"Achievement gaps in literacy persist between students with disabilities and general education peers. Self-Regulated Strategy Development (SRSD) is an evidence-based approach for teaching writing to high school students. This quasi-experimental study examined the effects of teacher-implemented SRSD instruction for source-based informative writing and its impact on student growth and existing achievement gaps across demographic groups. Participants included three teachers and 97 students from two high schools. Teachers received practice-based professional development and ongoing support while implementing SRSD in inclusive English Language Arts classrooms. Structural equation modeling examined whether improvements in writing performance were influenced by gender, disability, and English learner status. Results indicated stable or improved performance across writing measures. SRSD instruction resulted in equitable growth across demographic groups; notably, baseline differences for students with disabilities did not widen. Teacher interviews and student surveys indicated high social validity, supporting SRSD as an effective approach for teaching source-based informative writing.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"30 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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