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Learning Disabilities Research & Practice最新文献

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Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board) 发行信息(目标和范围，订阅和版权信息，TOC和编辑委员会)
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-10-23 DOI: 10.1111/ldrp.12178
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引用次数: 0
Self-Processes of Acceptance, Compassion, and Regulation of Learning in University Students with Learning Disabilities and/or ADHD 学习障碍和/或ADHD大学生的自我接受、同情和学习调节过程
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-09-12 DOI: 10.1111/ldrp.12209
David Willoughby, Mary Ann Evans
{"title":"Self-Processes of Acceptance, Compassion, and Regulation of Learning in University Students with Learning Disabilities and/or ADHD","authors":"David Willoughby,&nbsp;Mary Ann Evans","doi":"10.1111/ldrp.12209","DOIUrl":"10.1111/ldrp.12209","url":null,"abstract":"<p>University students with a learning disability (LD) represent a growing fraction of the student population within North America. Although past research has focused on cognitive aspects of living with an LD and/or attention-deficit/hyperactivity disorder (ADHD), social–emotional factors have received less attention. Such factors may play an important role in self-regulation of learning. This study investigated the relations among self-compassion, self-acceptance of an LD, and self-regulated learning in university students with an LD and/or ADHD. Participants were 78 university students who self-identified as possessing an LD and/or ADHD. Variables were measured using an online questionnaire. These students had lower self-compassion scores than found by researchers in other studies. Correlational analyses revealed significant associations among self-acceptance of an LD, self-compassion, and self-regulated learning.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 4","pages":"175-184"},"PeriodicalIF":1.8,"publicationDate":"2019-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12209","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45250955","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: 9
Factors that May Influence Treatment Effects: Helping Practitioners Select Early Numeracy Interventions 可能影响治疗效果的因素:帮助从业者选择早期算术干预
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-09-09 DOI: 10.1111/ldrp.12208
Gena Nelson, Kristen L. McMaster
{"title":"Factors that May Influence Treatment Effects: Helping Practitioners Select Early Numeracy Interventions","authors":"Gena Nelson,&nbsp;Kristen L. McMaster","doi":"10.1111/ldrp.12208","DOIUrl":"10.1111/ldrp.12208","url":null,"abstract":"<p>Despite encouraging findings that show that interventions can improve students’ math understanding, achievement gaps in math often persist or even widen for students who struggle. Practitioners play a significant role in closing these achievement gaps because they have the responsibility to select or design interventions. Practitioners may wish to consider factors that influence intervention effectiveness. This study evaluated numeracy interventions and explored how features of the studies and interventions may have influenced reported effects. Exploratory analyses revealed smaller effects when only distal measures were considered (<i>g</i> = 0.35; <i>SE</i> = 0.05), or when studies reported including more than 30 percent of participants as English learners (<i>g</i> = 0.44; <i>SE</i> = 0.12). Results also indicated variable effects across the same intervention programs. Implications for practitioners related to selecting interventions are discussed. </p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 4","pages":"194-206"},"PeriodicalIF":1.8,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12208","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42499405","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: 3
Assessing General Education and Special Education Majors’ Self-Efficacy for Teaching Reading 通识教育与特殊教育专业学生阅读教学自我效能感测评
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-09-09 DOI: 10.1111/ldrp.12207
Rebecca L. P. Jordan, Justin Garwood, Woodrow Trathen
{"title":"Assessing General Education and Special Education Majors’ Self-Efficacy for Teaching Reading","authors":"Rebecca L. P. Jordan,&nbsp;Justin Garwood,&nbsp;Woodrow Trathen","doi":"10.1111/ldrp.12207","DOIUrl":"10.1111/ldrp.12207","url":null,"abstract":"<p>In an era of teacher quality reforms, one overlooked area for assessing readiness for teaching is education majors’ self-efficacy for teaching reading. This gap is unfortunate, as teaching reading is a common responsibility among general and special education teachers. In the current push for RTI—one in which more general education teachers are increasingly called upon to provide reading support to students with learning disabilities, in addition to the support received from special educators—it is important to determine preservice teachers’ self-efficacy for teaching reading. Self-efficacy is an important construct to consider as it is related to eventual teacher attrition. The purpose of the current study was to develop a scale to measure elementary and special education majors’ self-efficacy for teaching reading. With a sample of 110 education majors, a three-factor scale was developed and demonstrated strong psychometric properties. Implications for the future of teacher education programs are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 4","pages":"185-193"},"PeriodicalIF":1.8,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12207","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47815127","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: 5
From Professional Development to Implementation: A District's Experience Implementing Mathematics Tiered Systems of Support 从专业发展到实施:一个地区实施数学分层支持系统的经验
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-09-03 DOI: 10.1111/ldrp.12206
Erica N. Mason, Sarah A. Benz, Erica S. Lembke, Matthew K. Burns, Sarah R. Powell
{"title":"From Professional Development to Implementation: A District's Experience Implementing Mathematics Tiered Systems of Support","authors":"Erica N. Mason,&nbsp;Sarah A. Benz,&nbsp;Erica S. Lembke,&nbsp;Matthew K. Burns,&nbsp;Sarah R. Powell","doi":"10.1111/ldrp.12206","DOIUrl":"10.1111/ldrp.12206","url":null,"abstract":"<p>This article is about a school-district-initiated partnership with university faculty and their effort to implement a mathematics multi-tiered system of support (MTSS). In addition to reporting research about MTSS implementation, we describe how this district translated research into practice. We also share the perceptions of key stakeholders about implementing mathematics MTSS in their district. We found that stakeholders identified time and human capacity as barriers to implementation, while the primary facilitator to implementation was identified as the acquisition of concrete strategies and tools supporting instruction. These stakeholder perceptions have implications for other districts with limited resources attempting to implement mathematics MTSS in their buildings through professional development and coaching.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 4","pages":"207-214"},"PeriodicalIF":1.8,"publicationDate":"2019-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12206","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45115492","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: 13
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board) 发行信息(目标和范围，订阅和版权信息，TOC和编辑委员会)
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-08-01 DOI: 10.1111/ldrp.12177
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引用次数: 0
Learning Disabilities Research and Practice Updates 学习障碍研究与实践更新
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-08-01 DOI: 10.1111/ldrp.12205
{"title":"Learning Disabilities Research and Practice Updates","authors":"","doi":"10.1111/ldrp.12205","DOIUrl":"10.1111/ldrp.12205","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 3","pages":"123"},"PeriodicalIF":1.8,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12205","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48229378","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
Effects of Computerized Instruction on the Use of Punctuation Strategies by Students with LD 计算机教学对LD学生标点策略使用的影响
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-07-03 DOI: 10.1111/ldrp.12203
Jean B. Schumaker, Joseph B. Fisher, Lisa D. Walsh
{"title":"Effects of Computerized Instruction on the Use of Punctuation Strategies by Students with LD","authors":"Jean B. Schumaker,&nbsp;Joseph B. Fisher,&nbsp;Lisa D. Walsh","doi":"10.1111/ldrp.12203","DOIUrl":"10.1111/ldrp.12203","url":null,"abstract":"<p>An interactive multimedia software program was developed for teaching punctuation strategies and then tested with middle-school and high-school students with learning disabilities. Students at each school level were randomly selected into an experimental or control group. Results showed that experimental students at both school levels performed similarly by earning significantly higher scores on a test of punctuation usage than the control students. Additionally, experimental students in both school cohorts inserted significantly fewer incorrect punctuation marks than the controls. Furthermore, the experimental students generalized their use of the strategies to a test where they wrote their own sentences. Thus, this study shows that students with LD can learn punctuation strategies at a high level of mastery and can generalize their skills to sentence editing and sentence construction tasks when taught through interactive multimedia.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 3","pages":"158-170"},"PeriodicalIF":1.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42281898","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: 3
Making Sense of Single-Case Design Effect Sizes 理解单一案例设计效应大小
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-07-01 DOI: 10.1111/ldrp.12204
Daniel M. Maggin, Bryan G. Cook, Lysandra Cook
{"title":"Making Sense of Single-Case Design Effect Sizes","authors":"Daniel M. Maggin,&nbsp;Bryan G. Cook,&nbsp;Lysandra Cook","doi":"10.1111/ldrp.12204","DOIUrl":"10.1111/ldrp.12204","url":null,"abstract":"<p>Single-case research methods provide a basis for demonstrating that an intervention produces a reliable change in a targeted outcome for individual cases. To supplement visual analysis of data in single-case studies, researchers frequently report statistics—often referred to as effect sizes—to summarize study findings. The recent proliferation of effect sizes used in single-case research can be confusing. In this article, after reviewing single-case research, we provide an overview of common types of effect sizes used in single-case research, including overlap metrics and within- and between-participant effect sizes, and conclude with examples of these effect sizes in the single-case literature. Our take-home message is that effect sizes are useful complements to visual analysis when interpreting results of single-case design research studies.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 3","pages":"124-132"},"PeriodicalIF":1.8,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12204","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43316310","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: 24
Piloting a Mathematics-Writing Intervention with Late Elementary Students At-Risk for Learning Difficulties 对有学习困难风险的小学晚期学生进行数学-写作干预
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-06-10 DOI: 10.1111/ldrp.12202
Michael A. Hebert, Sarah R. Powell, Janet Bohaty, Julia Roehling
{"title":"Piloting a Mathematics-Writing Intervention with Late Elementary Students At-Risk for Learning Difficulties","authors":"Michael A. Hebert,&nbsp;Sarah R. Powell,&nbsp;Janet Bohaty,&nbsp;Julia Roehling","doi":"10.1111/ldrp.12202","DOIUrl":"10.1111/ldrp.12202","url":null,"abstract":"<p>High-stakes mathematics assessments require students to write about mathematics, although research suggests students exhibit limited proficiency on such assessments. Students with LD may have difficulties with writing, mathematics, or both. Researchers employed an intervention for teaching students how to organize mathematics writing (MW). Researchers randomly assigned participants (<i>n</i> = 61) in grades 3–5 to receive instruction in MW or information writing. Students receiving MW outperformed control students on a researcher-developed measure of MW (<i>d</i> = 1.05). Component assessment revealed MW students improved in writing organization (<i>d</i> = 1.49) but not in mathematics content (<i>d</i> = 0.11 <i>ns</i>). Results also indicated MW students outperformed control on percentage of correct MW sequences (<i>d</i> = 0.82). Future directions for MW intervention development are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 3","pages":"144-157"},"PeriodicalIF":1.8,"publicationDate":"2019-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12202","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47241409","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: 4
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