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Learning Disabilities Research & Practice最新文献

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Saudi Teachers’ Perceptions of In-Service Education and Training Addressing Attention-Deficit/Hyperactivity Disorder 沙特教师对解决注意力缺陷/多动障碍的在职教育和培训的看法
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2020-04-20 DOI: 10.1111/ldrp.12219
Mohaned G. Abed, Todd K. Shackelford
{"title":"Saudi Teachers’ Perceptions of In-Service Education and Training Addressing Attention-Deficit/Hyperactivity Disorder","authors":"Mohaned G. Abed,&nbsp;Todd K. Shackelford","doi":"10.1111/ldrp.12219","DOIUrl":"10.1111/ldrp.12219","url":null,"abstract":"<p>Worldwide, 3.0–7.0 percent of school-aged children meet criteria for a diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD). In Saudi Arabia, ADHD appears to be more prevalent than the worldwide average, with estimates of 12.6–16.7 percent. Unfortunately, there is a relative dearth of research addressing ADHD and related training programs in Saudi Arabia. We investigated perceptions of teachers in Saudi elementary schools regarding current In-Service Education and Training (INSET) programs addressing students diagnosed with ADHD. We interviewed 40 teachers (15 women and 25 men) from public elementary schools in Jeddah, Saudi Arabia. The findings highlight the need to develop INSET programs specifically addressing best practices for managing and educating students diagnosed with ADHD.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12219","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125625479","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: 2
A Systematic Review of Interventions for Algebraic Concepts and Skills of Secondary Students with Learning Disabilities 中学学习障碍学生代数概念和技能干预措施的系统回顾
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2020-04-08 DOI: 10.1111/ldrp.12217
Jihyun Lee, Diane Pedrotty Bryant, Min Wook Ok, Mikyung Shin
{"title":"A Systematic Review of Interventions for Algebraic Concepts and Skills of Secondary Students with Learning Disabilities","authors":"Jihyun Lee,&nbsp;Diane Pedrotty Bryant,&nbsp;Min Wook Ok,&nbsp;Mikyung Shin","doi":"10.1111/ldrp.12217","DOIUrl":"10.1111/ldrp.12217","url":null,"abstract":"<p>Improving the algebraic concepts and skills of secondary school students with learning disabilities is critical for their success in college and in the job market. This research reviewed 12 studies to examine interventions for students with learning disabilities in relation to algebraic notions and competencies. The results indicate that in regard to the <i>Common Core State Standards for Mathematics</i> (CCSSM) <i>Content Standards</i>, the majority of the studies address linear equations and expressions, linear inequalities, and quadratic expressions; they show that following interventions, students’ performance improved with respect to algebraic concepts and skills. The Tau-U and Hedges’ <i>g</i> of the intervention effects computed were typically large or very large. The most commonly used instructional components in the interventions were multiple representations, a sequence and/or range of examples, and explicit instruction. Limitations and suggestions for future research are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12217","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132494514","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
Internalizing and Externalizing Behaviors of Children with Writing Disabilities 写作障碍儿童的内化与外化行为
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2020-02-24 DOI: 10.1111/ldrp.12216
Rebecca L. P. Jordan, Edmund P. Fernandez, Lara-Jeane C. Costa, Stephen R. Hooper
{"title":"Internalizing and Externalizing Behaviors of Children with Writing Disabilities","authors":"Rebecca L. P. Jordan,&nbsp;Edmund P. Fernandez,&nbsp;Lara-Jeane C. Costa,&nbsp;Stephen R. Hooper","doi":"10.1111/ldrp.12216","DOIUrl":"10.1111/ldrp.12216","url":null,"abstract":"<p>Students with specific learning disabilities (SLDs) are more likely to exhibit internalizing and externalizing behaviors than typically developing peers. Virtually none of the literature, however, reports on the behaviors of students at-risk for writing disabilities (AR-WD). We compared the behaviors of writers who are AR-WD and typically developing writers (TDW) from first through fourth grade (<i>N</i> = 138). We found that students who are AR-WD were only significantly different from TDW on Externalizing and Total Behaviors at Grade 2. These findings illustrate the benefits of studying behavior across different forms of SLD, as it appears that students ARWD do not consistently manifest significant behaviors, although interventions that simultaneously target writing and behavior may be warranted and mutually beneficial.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12216","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124239052","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
Examining the Alignment of Mathematics Instructional Practices and Mathematics Vocabulary between Core and Intervention Materials 核心教材与干预教材之间数学教学实践与数学词汇的一致性研究
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2020-02-01 DOI: 10.1111/ldrp.12210
Gena Nelson, Kathleen Hughes Pfannenstiel, Rebecca Zumeta Edmonds
{"title":"Examining the Alignment of Mathematics Instructional Practices and Mathematics Vocabulary between Core and Intervention Materials","authors":"Gena Nelson, Kathleen Hughes Pfannenstiel, Rebecca Zumeta Edmonds","doi":"10.1111/ldrp.12210","DOIUrl":"https://doi.org/10.1111/ldrp.12210","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12210","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48206537","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
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 : 2020-02-01 DOI: 10.1111/ldrp.12198
{"title":"Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)","authors":"","doi":"10.1111/ldrp.12198","DOIUrl":"https://doi.org/10.1111/ldrp.12198","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12198","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43819959","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
Educational Support for Saudi Students with Learning Disabilities in Higher Education 沙特阿拉伯高等教育学习障碍学生的教育支持
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2020-01-08 DOI: 10.1111/ldrp.12214
M. Abed, T. Shackelford
{"title":"Educational Support for Saudi Students with Learning Disabilities in Higher Education","authors":"M. Abed, T. Shackelford","doi":"10.1111/ldrp.12214","DOIUrl":"https://doi.org/10.1111/ldrp.12214","url":null,"abstract":"Disability laws in Saudi Arabia mandate that higher education institutions provide support for special needs learners in order to ensure educational opportunities equivalent to opportunities for their nondisabled peers. These institutions experience challenges, however, in providing the necessary support to undergraduate and postgraduate students with learning disabilities (LDs). We conducted an exploratory study to assess educational support requirements and affordances for undergraduate and postgraduate students with LDs attending institutions of higher education in Saudi Arabia. We completed semistructured interviews with 22 special needs learners diagnosed with a LD (16 undergraduate and six postgraduate). The findings suggest that additional support services are needed for undergraduate and postgraduate students with LDs attending Saudi institutions of higher education.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12214","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43019150","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: 28
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
{"title":"Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)","authors":"","doi":"10.1111/ldrp.12178","DOIUrl":"https://doi.org/10.1111/ldrp.12178","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2019-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12178","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137971291","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
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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
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