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Learning Disabilities Research & Practice最新文献

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The Effect of Addition and Subtraction Practice within a Word-Problem Intervention on Addition and Subtraction Outcomes 单词问题干预中加减法练习对加减法结果的影响
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-07-18 DOI: 10.1111/ldrp.12319
Sarah R. Powell, Syeda Sharjina Akther, Na Young Yoon, Katherine A. Berry, Carmen Nemcek, Anna-Maria Fall, Greg Roberts
{"title":"The Effect of Addition and Subtraction Practice within a Word-Problem Intervention on Addition and Subtraction Outcomes","authors":"Sarah R. Powell,&nbsp;Syeda Sharjina Akther,&nbsp;Na Young Yoon,&nbsp;Katherine A. Berry,&nbsp;Carmen Nemcek,&nbsp;Anna-Maria Fall,&nbsp;Greg Roberts","doi":"10.1111/ldrp.12319","DOIUrl":"https://doi.org/10.1111/ldrp.12319","url":null,"abstract":"<p>This study examined the influence of addition and subtraction practice embedded within a word-problem intervention for Grade 3 students experiencing word-problem difficulty. Students (<i>N</i> = 448) were randomly assigned to one of two variants of a word-problem intervention or a business-as-usual comparison condition. Within the word-problem interventions, students participated in targeted addition and subtraction fact and computation practice for approximately 3 minutes of each 30-minute session across 47 intervention sessions, but also continually practiced addition and subtraction through word-problem solving. At posttest, students who participated in the intervention demonstrated improved single-digit addition and subtraction performance as well as improved double-digit addition and subtraction performance. At follow-up in Grade 4, persistence of effects was only identified for double-digit addition. Considering addition and subtraction are foundational to many other mathematics skills, addition and subtraction practice serves as an important component of mathematics intervention.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50136933","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
Reporting Quality of Single-Case Research Published in Learning Disabilities Journals 学习障碍期刊单例研究的报道质量
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-07-09 DOI: 10.1111/ldrp.12317
Brittany L. Hott, Sarah Heiniger, Jasmine Justus, Kathleen M. Randolph, Amal Al Shabibi, Brooki Beasley, Kerry Frank, Wendy Mitchell, Courtney Tennell, Fanee Wester
{"title":"Reporting Quality of Single-Case Research Published in Learning Disabilities Journals","authors":"Brittany L. Hott,&nbsp;Sarah Heiniger,&nbsp;Jasmine Justus,&nbsp;Kathleen M. Randolph,&nbsp;Amal Al Shabibi,&nbsp;Brooki Beasley,&nbsp;Kerry Frank,&nbsp;Wendy Mitchell,&nbsp;Courtney Tennell,&nbsp;Fanee Wester","doi":"10.1111/ldrp.12317","DOIUrl":"https://doi.org/10.1111/ldrp.12317","url":null,"abstract":"<p>Single-case research designs are useful for learning disability researchers interested in refining novel interventions (e.g., new mathematics intervention) before scaling, small n populations (e.g., students with comorbid learning and emotional and behavioral disabilities), and testing unique conditions (e.g., remote locales). Much attention has been devoted to developing research quality standards, which is essential for replication and implementation fidelity; however, little is known about the reporting quality of single-case design studies. To gain insight into the quality of learning disability single-case research design study reporting, we analyzed 72 articles published between 2010 and 2021 in six learning disability-focused journals using the Single-Case Reporting Guideline In BEhavioral interventions (SCRIBE) standards. Findings suggest that reporting quality has remained stagnant, and none of the studies reviewed met all of the reporting standards. Alignment with standards ranged from 33% to 77%. Implications for researchers and practitioners are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50126393","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
Special Education Teachers’ Self-Efficacy in Implementing Social–Emotional Learning to Support Students with Learning Disabilities 特殊教育教师实施社会情感学习支持学习障碍学生的自我效能感
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-07-08 DOI: 10.1111/ldrp.12318
Areej Ali Alsalamah
{"title":"Special Education Teachers’ Self-Efficacy in Implementing Social–Emotional Learning to Support Students with Learning Disabilities","authors":"Areej Ali Alsalamah","doi":"10.1111/ldrp.12318","DOIUrl":"https://doi.org/10.1111/ldrp.12318","url":null,"abstract":"<p>This study was designed to determine how special education teachers (SETs) in Saudi Arabia perceive their self-efficacy in implementing social–emotional learning (SEL) practices to support students with learning disabilities (LD). The data were collected by surveying 109 SETs of students with LD who teach at elementary and middle schools in Riyadh. The findings demonstrate that SETs had low to moderate self-efficacy in putting SEL into practice, and the participants highlighted the importance of receiving support that can enhance their self-efficacy in SEL. Moreover, the study's findings show some statistically significant variations in the responses of the teachers, as those who attended more professional development programs reported higher levels of self-efficacy. Additionally, middle school teachers and teachers with fewer years of experience showed a higher need for receiving support to enhance their implementation of SEL. Recommendations for future studies and practices are provided.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50139983","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 : 2023-05-31 DOI: 10.1111/ldrp.12282
{"title":"Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)","authors":"","doi":"10.1111/ldrp.12282","DOIUrl":"https://doi.org/10.1111/ldrp.12282","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ldrp.12282","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50149225","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
Corrigendum to Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools 农村早期小学奋斗和不奋斗读者的家庭识字环境和基本识字技能更正
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-05-29 DOI: 10.1111/ldrp.12310
{"title":"Corrigendum to Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools","authors":"","doi":"10.1111/ldrp.12310","DOIUrl":"https://doi.org/10.1111/ldrp.12310","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50147759","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
Corrigendum to Child Skills and Teacher Qualifications: Associations with Elementary Classroom Teachers’ Reading Instruction for Struggling Readers 儿童技能和教师资格勘误表：与小学教师为苦苦挣扎的读者提供的阅读指导的关联
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-05-26 DOI: 10.1111/ldrp.12309
{"title":"Corrigendum to Child Skills and Teacher Qualifications: Associations with Elementary Classroom Teachers’ Reading Instruction for Struggling Readers","authors":"","doi":"10.1111/ldrp.12309","DOIUrl":"https://doi.org/10.1111/ldrp.12309","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50144910","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
Postsecondary Students with LD/ADHD Facing a Sudden Shift to Online Learning during the COVID-19 Pandemic—Emotional Costs and Implications 新冠肺炎大流行期间，患有LD/DADHD的中学生面临突然转向在线学习——运动成本和影响
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-05-25 DOI: 10.1111/ldrp.12315
Maya Kalman-Halevi, Rony Tutian, Yehuda Peled
{"title":"Postsecondary Students with LD/ADHD Facing a Sudden Shift to Online Learning during the COVID-19 Pandemic—Emotional Costs and Implications","authors":"Maya Kalman-Halevi,&nbsp;Rony Tutian,&nbsp;Yehuda Peled","doi":"10.1111/ldrp.12315","DOIUrl":"https://doi.org/10.1111/ldrp.12315","url":null,"abstract":"<p>This study examined the emotional costs and well-being of postsecondary students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) who faced a sudden shift to emergency remote teaching (ERT) during the COVID-19 pandemic. The study was conducted with 237 postsecondary students in Israel from June to July 2020. With regard to online learning, the LD/ADHD subjects reported significantly higher levels of stress, anxiety, and depression and lower well-being than their neurotypical counterparts. However, no significant differences were found in emotional costs and well-being when the same students had experienced online learning prior to the pandemic. These findings have practical implications for policymakers in academia with regard to the emotional toll of online learning among students with LD/ADHD and their specific needs when facing ERT during the COVID-19 pandemic as well as the contribution of previous online learning when facing ERT.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50154294","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
A Meta-Analysis of Interventions to Improve Reading Comprehension Outcomes for Adolescents with Reading Difficulties 提高阅读困难青少年阅读理解效果的干预措施的Meta分析
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-04-25 DOI: 10.1111/ldrp.12307
Hyojong Sohn, Kelly Acosta, Mary T. Brownell, Nicholas A. Gage, Eilish Tompson, Carolyn Pudvah
{"title":"A Meta-Analysis of Interventions to Improve Reading Comprehension Outcomes for Adolescents with Reading Difficulties","authors":"Hyojong Sohn,&nbsp;Kelly Acosta,&nbsp;Mary T. Brownell,&nbsp;Nicholas A. Gage,&nbsp;Eilish Tompson,&nbsp;Carolyn Pudvah","doi":"10.1111/ldrp.12307","DOIUrl":"https://doi.org/10.1111/ldrp.12307","url":null,"abstract":"<p>This meta-analysis synthesized 97 effect sizes extracted from 37 intervention studies for students with reading difficulties (RDs) in Grades 6 to 12 published between 1982 and 2021 to identify the overall impact of reading interventions and the moderating effects of intervention characteristics and study design characteristics. Random-effects robust variance estimation (RVE) was used to account for dependencies within studies. Overall, interventions designed to improve reading comprehension outcomes for adolescents with RDs were effective (<i>g</i> = 0.63). Meta-regression analyses identified several significant moderators that were associated with intervention efficacy, such as text content, duration of intervention, agent of intervention, status of student, type of dependent measure, and study quality. We provide study limitations as well as implications for research and practice.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50143234","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
Monitoring Reading Component Skills during a Word-Level Intervention for Adolescents with Limited Reading Proficiency 在单词水平干预中监测阅读能力有限青少年的阅读成分技能
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-04-24 DOI: 10.1111/ldrp.12308
Jocelyn Washburn
{"title":"Monitoring Reading Component Skills during a Word-Level Intervention for Adolescents with Limited Reading Proficiency","authors":"Jocelyn Washburn","doi":"10.1111/ldrp.12308","DOIUrl":"https://doi.org/10.1111/ldrp.12308","url":null,"abstract":"<p>This study examined incremental change for several reading component skills while adolescents were actively learning a word-level intervention and measured pre-/postintervention change in skills. Six ninth graders in two different classes participated during the 2019–2020 academic year. Primary analysis was based on an A-B single-case design across behaviors and participants to observe change in skills proximal to the intervention. Visual analyses of baseline and intervention phase data indicated correlational relationships between the word-level intervention and word identification of multisyllabic words and oral reading fluency. Specifically, an aggregate Tau-U statistical calculation for prosody showed a moderate 0.70 effect size. Secondary analysis indicated a statistically significant group effect for improved strategy knowledge and skill with a 0.90 effect size but no statistically significant group effects for silent reading fluency or sentence comprehension. Discussion includes connections between progress monitoring and reading theory as well as limitations and implications for researchers and practitioners.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50142410","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
Modeling of Nonlinear Growth to Improve the Accuracy of Identification Decision Rules 建立非线性增长模型以提高识别决策规则的准确性
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-04-24 DOI: 10.1111/ldrp.12306
W. Holmes Finch, Maria E. Hernández Finch, Brooke Avery
{"title":"Modeling of Nonlinear Growth to Improve the Accuracy of Identification Decision Rules","authors":"W. Holmes Finch,&nbsp;Maria E. Hernández Finch,&nbsp;Brooke Avery","doi":"10.1111/ldrp.12306","DOIUrl":"https://doi.org/10.1111/ldrp.12306","url":null,"abstract":"<p>Progress monitoring using curriculum-based measures administered to a student at multiple points in time is common in educational settings. Recent research has demonstrated that common approaches to identifying individuals in need of special services, such as the trend line or median techniques, can be negatively impacted by the nonlinear change in scores over time. The purpose of this study was to test and demonstrate a nonlinear regression model for adjusting the linear trend line for the presence of such nonlinearities, thereby improving the accuracy of common methods for identifying students in need of special services. Results demonstrated that use of this nonlinear model improved the accuracy of common methods for identifying students in need of special services.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50142411","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
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