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Learning Disabilities Research & Practice最新文献

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Implementing MTSS in Beginning Reading: Tools and Systems to Support Schools and Teachers 在初级阅读中实施MTSS:支持学校和教师的工具和系统
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-01-23 DOI: 10.1111/ldrp.12192
Kaitlin M. Leonard, Michael D. Coyne, Ashley C. Oldham, Darci Burns, Margie B. Gillis
{"title":"Implementing MTSS in Beginning Reading: Tools and Systems to Support Schools and Teachers","authors":"Kaitlin M. Leonard,&nbsp;Michael D. Coyne,&nbsp;Ashley C. Oldham,&nbsp;Darci Burns,&nbsp;Margie B. Gillis","doi":"10.1111/ldrp.12192","DOIUrl":"10.1111/ldrp.12192","url":null,"abstract":"<p>Multi-tiered Systems of Support (MTSS) frameworks are designed to directly support students with, and at risk for, disabilities by providing timely, aligned, and coordinated supports, with the goal of preventing or ameliorating the effects of early risk. Yet developing and implementing MTSS in beginning reading is a complex process. Many schools encounter common barriers to achieving full and sustained implementation of MTSS systems and practices. The purpose of this article is to describe a state K-3 reading initiative that resulted in improved reading outcomes for K-3 students, including students at risk for reading disabilities. Specifically, this article describes a series of tools (i.e., activity timeline, whole group and small group templates, data grouping workbook) that helped teachers in the initiative to overcome barriers in order to ensure that tiered instruction met the needs of all students, including students with, and at risk for, reading disabilities.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 2","pages":"110-117"},"PeriodicalIF":1.8,"publicationDate":"2019-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12192","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46262222","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
Educator-Reported Instructional Characteristics of Grade 1 Reading Interventions within a CBM Assessment System 基于CBM评估系统的一年级阅读干预的教学特征
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-01-21 DOI: 10.1111/ldrp.12191
Joseph F. T. Nese, Dan Farley, Daniel Anderson
{"title":"Educator-Reported Instructional Characteristics of Grade 1 Reading Interventions within a CBM Assessment System","authors":"Joseph F. T. Nese,&nbsp;Dan Farley,&nbsp;Daniel Anderson","doi":"10.1111/ldrp.12191","DOIUrl":"10.1111/ldrp.12191","url":null,"abstract":"<p>We used data from the 2014–2015 easyCBM assessment system to explore the applied reading intervention characteristics in a sample of 3,074 Grade 1 students (and 5,145 interventions) in school districts applying a multitiered systems of support (MTSS) framework. We describe the number of interventions, number of assessments, the intervention start dates, curricula, instructional strategies, tier, group size, frequency, dosage, total time, and quantitative intensity. We found variance across all instructional variables, with 156 curricula and 59 instructional strategies applied. Based on our data, a “typical” intervention was a Tier 2 intervention that began before October, was delivered for 30 minutes/day for 5 days/week in a group with three to five students, was changed once if at all, and student progress was most likely monitored with word reading fluency measures.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 2","pages":"97-109"},"PeriodicalIF":1.8,"publicationDate":"2019-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12191","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45487953","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
Video Modeling and Explicit Instruction: A Comparison of Strategies for Teaching Mathematics to Students with Learning Disabilities 视频建模与显性教学:学习障碍学生数学教学策略的比较
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2018-11-25 DOI: 10.1111/ldrp.12189
Rajiv Satsangi, Rachel Hammer, Christina D. Hogan
{"title":"Video Modeling and Explicit Instruction: A Comparison of Strategies for Teaching Mathematics to Students with Learning Disabilities","authors":"Rajiv Satsangi,&nbsp;Rachel Hammer,&nbsp;Christina D. Hogan","doi":"10.1111/ldrp.12189","DOIUrl":"10.1111/ldrp.12189","url":null,"abstract":"<p>As classrooms begin to adopt a greater number of digital technologies such as computers and tablets, it is important for educators to understand how effective such tools can be in aiding in the delivery of instruction to students who struggle in mathematics, such as those identified with a learning disability in mathematics. One digital-based instructional strategy with a limited research base for students with a learning disability is video modeling. Through a single subject alternating treatments design, this study compared the use of video modeling to face-to-face explicit instruction for teaching geometry word problems to three secondary students with a learning disability in mathematics. Across 10 sessions of intervention, all three students demonstrated improved performance on all dependent variables with both interventions, while the explicit instruction condition produced slightly greater accuracy scores for two of the three students. The results and their implications for the field of mathematics are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 1","pages":"35-46"},"PeriodicalIF":1.8,"publicationDate":"2018-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12189","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47075156","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: 18
The Erosion of FAPE for Students with LD 学习障碍学生FAPE的侵蚀
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2018-11-23 DOI: 10.1111/ldrp.12188
Mary Beth Calhoon, Sheri Berkeley, David Scanlon
{"title":"The Erosion of FAPE for Students with LD","authors":"Mary Beth Calhoon,&nbsp;Sheri Berkeley,&nbsp;David Scanlon","doi":"10.1111/ldrp.12188","DOIUrl":"10.1111/ldrp.12188","url":null,"abstract":"<p>How schoolsfulfill Free and Appropriate Public Education (FAPE) requirements has evolved. Decades of general and special education reforms have led to dramatic increases in expectations for students in special education to be included in the general education classroom and curriculum and to achieve to the same high standards as their general education peers. Students with learning disabilities (LD) in particular are impacted by these reforms. The notion of their individually-appropriate education has been slowly eroded as limitations in special education practices and the goals of education reform have been responded to. As special education intentions and practices advance, stakeholders have a responsibility to protect the FAPE of students with LD, to ensure meeting these students’ individualized learning needs.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 1","pages":"6-13"},"PeriodicalIF":1.8,"publicationDate":"2018-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12188","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43788466","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
A Systematic Analysis of Experimental Studies Targeting Fractions for Students with Mathematics Difficulties 针对数学困难学生的分数实验研究的系统分析
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2018-11-19 DOI: 10.1111/ldrp.12187
Jiwon Hwang, Paul J. Riccomini, Seok Yoon Hwang, Stephanie Morano
{"title":"A Systematic Analysis of Experimental Studies Targeting Fractions for Students with Mathematics Difficulties","authors":"Jiwon Hwang,&nbsp;Paul J. Riccomini,&nbsp;Seok Yoon Hwang,&nbsp;Stephanie Morano","doi":"10.1111/ldrp.12187","DOIUrl":"10.1111/ldrp.12187","url":null,"abstract":"<p>Developing an understanding of fractions is critical and is an educational focus, as reflected in national standards and principles. This study conducted a quantitative synthesis of 22 experimental studies to investigate the overall efficacy of previously conducted fraction interventions compared to standard instruction. Instruction type and achievement level were used to examine variations of the effect sizes. The results indicated that intervention was more effective than standard instruction only in problem-solving domains, and the effects were differentiated by instruction type and achievement level. This study provides a diagnostic view of the current state of U.S. mathematics education on fractions, along with insights for future directions in fraction instruction, particularly focusing on students with mathematics difficulties. Educational implications and limitations are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 1","pages":"47-61"},"PeriodicalIF":1.8,"publicationDate":"2018-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12187","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44101190","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: 23
Letter from Editor 编辑来信
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2018-11-08 DOI: 10.1111/ldrp.12186
Linda H. Mason
{"title":"Letter from Editor","authors":"Linda H. Mason","doi":"10.1111/ldrp.12186","DOIUrl":"https://doi.org/10.1111/ldrp.12186","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"33 4","pages":"181"},"PeriodicalIF":1.8,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12186","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72310351","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
Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board) 发行信息（目的和范围、订阅和版权信息、目录和编辑委员会）
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2018-11-08 DOI: 10.1111/ldrp.12153
{"title":"Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)","authors":"","doi":"10.1111/ldrp.12153","DOIUrl":"10.1111/ldrp.12153","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"33 4","pages":"177-180"},"PeriodicalIF":1.8,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12153","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41349488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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: 0
Using Single-Case Research Designs to Examine the Effects of Interventions in Special Education 运用个案研究设计检验特殊教育干预措施的效果
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2018-10-04 DOI: 10.1111/ldrp.12184
Daniel M. Maggin, Bryan G. Cook, Lysandra Cook
{"title":"Using Single-Case Research Designs to Examine the Effects of Interventions in Special Education","authors":"Daniel M. Maggin,&nbsp;Bryan G. Cook,&nbsp;Lysandra Cook","doi":"10.1111/ldrp.12184","DOIUrl":"10.1111/ldrp.12184","url":null,"abstract":"<p>Single-case research methods provide the basis for evaluating effective instructional approaches in special education. The purpose of this article is to provide special educators an overview of single-case research methods, with an emphasis on how these designs are used to establish whether an instructional practice relates to improved learner outcomes. Specifically, we describe (1) core principles of single-case design (SCD) research, (2) two frequently used SCDs—withdrawal and multiple-baseline designs, (3) how visual analysis of graphed data is used to examine functional relations in SCDs, (4) limitations to the generalizability of findings from individual SCD studies, and (5) two studies in the special education literature that use SCDs. Our take-home message is that SCDs can be used to determine whether an instructional intervention causes improved outcomes for students, but caution is warranted when generalizing results from individual SCD studies.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"33 4","pages":"182-191"},"PeriodicalIF":1.8,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12184","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44793947","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: 36
Text Writing within Simple Sentences: A Writing Fluency Intervention for Students with High-Incidence Disabilities 单句文本写作:对高发残疾学生写作流畅性的干预
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2018-10-04 DOI: 10.1111/ldrp.12185
Shawn M. Datchuk, Derek B. Rodgers
{"title":"Text Writing within Simple Sentences: A Writing Fluency Intervention for Students with High-Incidence Disabilities","authors":"Shawn M. Datchuk,&nbsp;Derek B. Rodgers","doi":"10.1111/ldrp.12185","DOIUrl":"10.1111/ldrp.12185","url":null,"abstract":"<p>Good sentence construction, the act of writing multiple words into sentence types that make semantic and syntactic sense, is needed for clear and meaningful written expression. The present study investigated the effects of a multi-component writing intervention, sentence instruction and frequency building to a performance criterion, on the simple sentence construction of intermediate-grade level students with high-incidence disabilities. Four special education teachers delivered intervention to small groups of two students, a total of eight students, and assessed for retention. Overall results were positive but inconsistent across the small groups. Three of the four small groups improved their text writing within simple sentences during and following intervention, and moderate to large Tau-<i>U</i> values for correct word sequences and for incorrect word sequences, respectively, were found. Results suggest that postinstruction writing fluency practice can be an effective part of writing intervention for intermediate-grade level students with high-incidence disabilities.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 1","pages":"23-34"},"PeriodicalIF":1.8,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12185","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46495553","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: 16
Historical Literacy Research for Students with and at Risk for Learning Disabilities: A Systematic Review 学习障碍学生和有学习障碍风险学生的历史识字研究：系统综述
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2018-08-21 DOI: 10.1111/ldrp.12182
Daniel R. Wissinger, Stephen Ciullo
{"title":"Historical Literacy Research for Students with and at Risk for Learning Disabilities: A Systematic Review","authors":"Daniel R. Wissinger,&nbsp;Stephen Ciullo","doi":"10.1111/ldrp.12182","DOIUrl":"10.1111/ldrp.12182","url":null,"abstract":"A systematic review of Historical Literacy (HL) interventions conducted during the past 17 years (2000–2017) with students with and at risk for LD is presented in this article. HL is defined as the skills required to reason, read, write, and learn with historical evidence from the past. The review begins with a description of reforms in history education and summarizes more recent changes in legislation. Next, HL standards that pose challenges for struggling learners are discussed, and findings from HL interventions are presented. Results are synthesized and reported according to three themes that align with the CCSS for literacy in history/social studies: (1) disciplinary reading, (2) historical writing, and (3) classroom research projects. Instructional suggestions and directions for future research are discussed.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"33 4","pages":"237-249"},"PeriodicalIF":1.8,"publicationDate":"2018-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12182","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48560213","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: 6
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