Learning Disabilities Research & Practice最新文献_第2页

Adapting the Self-Determined Learning Model of Instruction for Elementary Reading: Design-Based Development and Feasibility 适应小学阅读教学自主学习模式：基于设计的发展与可行性

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2026-08-12 DOI: 10.1177/09388982261476725

Jessica R. Toste,Karrie A. Shogren,Mona Maclay,Elizabeth J. Hart,Sheida K. Raley,Abdulaziz H. Alsaeed

{"title":"Adapting the Self-Determined Learning Model of Instruction for Elementary Reading: Design-Based Development and Feasibility","authors":"Jessica R. Toste,Karrie A. Shogren,Mona Maclay,Elizabeth J. Hart,Sheida K. Raley,Abdulaziz H. Alsaeed","doi":"10.1177/09388982261476725","DOIUrl":"https://doi.org/10.1177/09388982261476725","url":null,"abstract":"Enhancing self-determination can improve learning outcomes for students with disabilities, yet there is limited guidance on how to integrate self-determination skills into academic interventions while preserving theoretical integrity and contextual fit. This study reports on the first two years of a multiyear project to adapt the Self-Determined Learning Model of Instruction (SDLMI) for upper-elementary students with or at risk for reading disability (RD). Through iterative cycles of design and refinement, we developed the Self-Determined Learning Model of Instruction for Reading (SDLMI-R) while maintaining the original model's core components. We examined feasibility, acceptability, and promise using data from students, interventionists, and an expert teacher panel. Findings indicate that SDLMI-R lessons can be feasibly implemented, with evidence of students’ participation in goal-directed processes and early indicators of self-determination. This work highlights the potential of integrating self-determination within reading intervention and offers a model for adapting theoretically grounded interventions for new populations and contexts.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"59 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899661","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

Calibrating Mathematics Vocabulary Self-Efficacy: Domain-Specific Accuracy by Mathematics-Difficulty Risk Status 数学词汇自我效能感的校准：数学难度风险状态对特定领域准确度的影响

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2026-08-11 DOI: 10.1177/09388982261476730

Yijie Li,Xin Lin

引用次数: 0

Mathematics Writing: Connections to General Writing, Mathematics Vocabulary, Computation, and Word-Problem Solving 数学写作：与一般写作的联系，数学词汇，计算和解决单词问题

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2026-08-10 DOI: 10.1177/09388982261476733

Tessa L. Arsenault,Sarah R. Powell,Asuman Sağlam Ak

{"title":"Mathematics Writing: Connections to General Writing, Mathematics Vocabulary, Computation, and Word-Problem Solving","authors":"Tessa L. Arsenault,Sarah R. Powell,Asuman Sağlam Ak","doi":"10.1177/09388982261476733","DOIUrl":"https://doi.org/10.1177/09388982261476733","url":null,"abstract":"Mathematics writing can be challenging for students experiencing mathematics difficulty (MD). Research has connected general writing, mathematics vocabulary, computation, and word-problem solving as potential factors influencing the mathematics-writing performance of students with MD, but limited research has examined the exact relation between these factors and mathematics writing. In this study, we examined (a) the correlation between mathematics writing and general writing, mathematics vocabulary, computation, and word-problem solving; and (b) the predictive power of general writing, mathematics vocabulary, computation, and word-problem solving on mathematics writing. Mathematics writing correlated with each factor with moderate correlations for computation and word-problem solving. Each factor also explained unique and significant variance in mathematics writing, with computation and word-problem solving accounting for the largest percentage of the variance. The results demonstrate a strong influence of computation and word-problem solving on mathematics writing. Therefore, it may be beneficial to consider emphasizing mathematics content with mathematics-writing instruction.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"203 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148899662","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

Mathematics Policy Across the United States: A Landscape Analysis 横跨美国的数学政策：景观分析

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2026-07-31 DOI: 10.1177/09388982261465446

Grace P. Douglas,Sarah R. Powell,Sarah A. Benz

引用次数: 0

Purposeful Practice Opportunities: How Guided and Independent Practice Informs Number Sense Development 有目的的实践机会：指导和独立的实践如何促进数感的发展

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2026-05-28 DOI: 10.1177/09388982261448180

Tasia Brafford,Christian T. Doabler,Jenna A. Gersib,Cayla Lussier,Ben Clarke,Jessica Turtura,Bailee N. Sutton,Derek Kosty

{"title":"Purposeful Practice Opportunities: How Guided and Independent Practice Informs Number Sense Development","authors":"Tasia Brafford,Christian T. Doabler,Jenna A. Gersib,Cayla Lussier,Ben Clarke,Jessica Turtura,Bailee N. Sutton,Derek Kosty","doi":"10.1177/09388982261448180","DOIUrl":"https://doi.org/10.1177/09388982261448180","url":null,"abstract":"Although practice is essential for academic development, questions remain regarding how much and what kinds of practice best support early learners. To examine the role of practice in developing mathematical proficiency, we analyzed rates of guided and independent practice opportunities provided in a kindergarten mathematics intervention for 880 students with mathematics difficulties (MD) across 255 groups. Results indicate that (a) students’ initial skills levels did not predict rates of practice opportunities provided, (b) rates of practice were not associated with student performance changes, (c) effects were not moderated by initial skills, and (d) no optimal ratio of guided to independent practice, or guided practice to academic feedback, emerged. Findings suggest that while providing deliberate, purposeful practice is crucial, effectiveness does not depend on fixed thresholds. Instead, teachers should scaffold practice opportunities based on student need, adjusting supported and independent practice within high-quality instruction. Implications for research and practice are discussed.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"150 1","pages":"265-278"},"PeriodicalIF":1.8,"publicationDate":"2026-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148934046","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

Social, Emotional, and Behavioral Skills of Students With Specific Learning Disabilities: A Replication, Extension, and Synthesis of Existing Research 特殊学习障碍学生的社会、情感和行为技能：现有研究的复制、扩展和综合

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2026-05-14 DOI: 10.1177/09388982261452122

Tommaso Feraco,Gerardo Pellegrino,Roberta Bonelli,Lorenza Da Re,Barbara Carretti,Chiara Meneghetti

{"title":"Social, Emotional, and Behavioral Skills of Students With Specific Learning Disabilities: A Replication, Extension, and Synthesis of Existing Research","authors":"Tommaso Feraco,Gerardo Pellegrino,Roberta Bonelli,Lorenza Da Re,Barbara Carretti,Chiara Meneghetti","doi":"10.1177/09388982261452122","DOIUrl":"https://doi.org/10.1177/09388982261452122","url":null,"abstract":"Social, emotional, and behavioral (SEB) skills have been found to predict academic and non-academic outcomes; however, students with specific learning disabilities (SLDs) may show weaker SEB profiles and SEB may not translate into better grades for this population of students. In 5,075 high school students, including 243 reporting an SLD diagnosis, we compared social engagement, self-management, innovation, emotional resilience, and cooperation skills, examined multiple self-regulated learning factors, and tested SEB-by-group interactions for grades, life satisfaction, and self-regulated learning. Students with SLD scored lower in self-management (β = −0.32), innovation (β = −0.39), social engagement (β = −0.27), and cooperation (β = −0.32). Furthermore, we meta-analyzed these findings with previous data to update the literature. Finally, descriptive analyses suggested that higher SEB skills, especially self-management, may translate less strongly into higher grades in the SLD group compared to students without SLD. Overall, students with SLDs showed a poorer profile of SEB skills.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"4 1","pages":"237-248"},"PeriodicalIF":1.8,"publicationDate":"2026-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148934047","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

Utilizing Technology-Based Self-Regulated Strategy Instruction to Bolster Narratives of Secondary Students With Disabilities 运用科技自主策略教学促进中学残障学生叙事

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2026-04-15 DOI: 10.1177/09388982261440560

Lauren L. Foxworth,Andrew I. Hashey,Melissa LaPointe

{"title":"Utilizing Technology-Based Self-Regulated Strategy Instruction to Bolster Narratives of Secondary Students With Disabilities","authors":"Lauren L. Foxworth,Andrew I. Hashey,Melissa LaPointe","doi":"10.1177/09388982261440560","DOIUrl":"https://doi.org/10.1177/09388982261440560","url":null,"abstract":"Strong fictional and personal narrative storytelling skills enable individuals to express their imaginative ideas, intelligence, and personal experience. However, most secondary students with disabilities experience significant difficulty writing narratives. The effects of a technology-integrated version of Self-Regulated Strategy Development (SRSD) for the POW (Pick my genre then idea, Organize my notes, Write and say more) + STACS (Setting, Tension, rising Action, Climax, and Solution) secondary-level narrative writing strategy were evaluated for 16 eighth-grade students with disabilities and significant writing difficulties. The investigation was broken into two studies: Study 1 was a treatment-control group design and Study 2 was a pre-/post design for students who were part of the Study 1 control group. Both studies documented statistically significant, large effects for between- and within-group comparisons for story grammar element, strategy-specific element, essay length, and narrative-genre identification measures following technology-based SRSD for POW + STACS strategy lessons. Implications for practice are discussed.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"29 1","pages":"249-264"},"PeriodicalIF":1.8,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149151601","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 : 2023-11-12 DOI: 10.1111/ldrp.12284

引用次数: 0

Considering Social Validity in Special Education Research 特殊教育研究中的社会有效性思考

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2023-10-23 DOI: 10.1111/ldrp.12326

Melinda R. Snodgrass, Bryan G. Cook, Lysandra Cook

引用次数: 0

The Impact of Gender, Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD 性别、适应和残疾对加拿大LD和/或ADHD大学生学习成绩的影响

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2023-10-08 DOI: 10.1111/ldrp.12324

Janalee Morris, Tom Buchanan, Janet Arnold, Tracie Czerkawski, Brad Congram

{"title":"The Impact of Gender, Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD","authors":"Janalee Morris, Tom Buchanan, Janet Arnold, Tracie Czerkawski, Brad Congram","doi":"10.1111/ldrp.12324","DOIUrl":"10.1111/ldrp.12324","url":null,"abstract":"<p>Academic accommodations for students experiencing disabilities are increasingly available at postsecondary institutions. More studies of the efficacy of accommodations for student success are warranted, however. Given the increased gender gap in university participation, more focus on the unique impact of gender is also needed. Using a sample of students registered with Access and Inclusion Services with learning disabilities (LD), attention-deficit/hyperactivity disorder (ADHD), and combined LD/ADHD at a Canadian undergraduate university (<i>N</i> = 661), we explored the impact of gender on academic performance and accommodation usage. Next, we examined how gender intersected with the impact of academic accommodations on academic performance. Women, on average, demonstrated better academic performance. Academic strategies and assistive technologies were not associated with higher academic performance. However, testing accommodations (extended time and environmental accommodations) were positively associated with academic performance for men with LD or ADHD, but not for the combined group LD/ADHD. For the former two, the more tests accommodated, the higher the academic performance. Furthermore, this gender association was most prominent for students experiencing ADHD. Interpretations and policy recommendations related to these findings are presented.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"38 4","pages":"296-310"},"PeriodicalIF":1.8,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71507308","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