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Learning Disabilities Research & Practice最新文献

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Lessons Learned during the Development and Validation of an Intensive Evidence-Based Reading Intervention for Secondary Students 中学生强化循证阅读干预开发和验证过程中的经验教训
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-11-10 DOI: 10.1111/ldrp.12293
Jean B. Schumaker
{"title":"Lessons Learned during the Development and Validation of an Intensive Evidence-Based Reading Intervention for Secondary Students","authors":"Jean B. Schumaker","doi":"10.1111/ldrp.12293","DOIUrl":"https://doi.org/10.1111/ldrp.12293","url":null,"abstract":"<p>The purpose of this article is to describe a 40+ year journey during which researchers have endeavored to design and evaluate an integrated, empirically based reading intervention for secondary students and to chronicle the lessons learned as well as suggest future directions for this type of work. Initial development of the intervention began in the 1980s with individual studies, each focused on one part of the reading process (e.g., decoding, vocabulary, comprehension). The quantitative results of these studies showed significant differences between the experimental and the control group or between baseline and after-instruction conditions. In 2004, an opportunity arose to integrate the empirically validated components within a whole reading program and to have that program independently evaluated. Several scaling-up efforts have resulted. The lessons learned and the challenges inherent in scaling up an intervention are shared. Recommendations for future efforts related to putting research into practice are made.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 4","pages":"294-313"},"PeriodicalIF":1.8,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72312356","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
Homework Stress and Learning Disability: The Role of Parental Shame, Guilt, and Need Frustration 家庭作业压力与学习障碍：父母羞耻、内疚和需要挫折的作用
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-10-28 DOI: 10.1111/ldrp.12294
Idit Katz, Marianna Alesi, Angelica Moè
{"title":"Homework Stress and Learning Disability: The Role of Parental Shame, Guilt, and Need Frustration","authors":"Idit Katz,&nbsp;Marianna Alesi,&nbsp;Angelica Moè","doi":"10.1111/ldrp.12294","DOIUrl":"https://doi.org/10.1111/ldrp.12294","url":null,"abstract":"<p>Using a cross-sectional design, this study examined the relationships between parental guilt, shame, need frustration, and homework stress in students with learning disabilities (LD) and typically developing students (TD) and their parents. One hundred and eight parent-child dyads (54 LD, 54 TD) completed questionnaires to assess homework stress, parental need frustration, guilt, and shame. Parents of students with LD reported more stress, need frustration, shame, and guilt than parents of TD students. For the LD group, shame mediated the association between parental need frustration and parental and child stress whereas guilt mediated the association between parental need frustration and parental stress. The theoretical and practical implications for lessening homework stress for students with LD and their parents are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 4","pages":"231-241"},"PeriodicalIF":1.8,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ldrp.12294","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72332023","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: 2
CEC division for learning disabilities 2021 award winners CEC学习障碍部门2021获奖者
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-10-12 DOI: 10.1111/ldrp.12291
{"title":"CEC division for learning disabilities 2021 award winners","authors":"","doi":"10.1111/ldrp.12291","DOIUrl":"https://doi.org/10.1111/ldrp.12291","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 3","pages":"155"},"PeriodicalIF":1.8,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72315167","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 : 2022-10-12 DOI: 10.1111/ldrp.12251
{"title":"Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)","authors":"","doi":"10.1111/ldrp.12251","DOIUrl":"https://doi.org/10.1111/ldrp.12251","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 3","pages":"151-154"},"PeriodicalIF":1.8,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ldrp.12251","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72315168","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
Specific Learning Disability Identification in an RtI Method: Do Measures of Cognitive Ability Matter? RtI方法中的特定学习障碍识别：认知能力的测量重要吗？
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-09-16 DOI: 10.1111/ldrp.12292
Daniel B. Hajovsky, Kathrin E. Maki, Steven R. Chesnut, Courtenay A. Barrett, Matthew K. Burns
{"title":"Specific Learning Disability Identification in an RtI Method: Do Measures of Cognitive Ability Matter?","authors":"Daniel B. Hajovsky,&nbsp;Kathrin E. Maki,&nbsp;Steven R. Chesnut,&nbsp;Courtenay A. Barrett,&nbsp;Matthew K. Burns","doi":"10.1111/ldrp.12292","DOIUrl":"https://doi.org/10.1111/ldrp.12292","url":null,"abstract":"<p>This study examined the extent to which cognitive ability index scores predicted multidisciplinary teams’ (MDT) SLD identification within a response-to-intervention (RtI) method after accounting for RtI slope and norm-referenced achievement scores. Results showed that four achievement composite scores (i.e., basic reading, reading comprehension, math computation, and math problem solving) and two cognitive ability index scores (i.e., crystallized ability, working memory) predicted MDT-determined SLD, explaining 81% of the variance. The inclusion of academic achievement and cognitive ability index scores predicted MDT-determined SLD with 90% accuracy; cognitive ability index scores only increased specificity (sensitivity = 95%; specificity = 79%). RtI slope did not predict MDT-determined SLD, which was a required component of the evaluation.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 4","pages":"280-293"},"PeriodicalIF":1.8,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72319402","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: 1
Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis 英语阅读困难学生干预效果的研究综述
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-08-24 DOI: 10.1111/ldrp.12286
Emily J. Solari, Karen F. Kehoe, Eunsoo Cho, Colby Hall, Isabel Vargas, Katlynn Dahl-Leonard, Cassidi L. Richmond, Alyssa R. Henry, Lysandra Cook, Latisha Hayes, Carlin Conner
{"title":"Effectiveness of Interventions for English Learners with Word Reading Difficulties: A Research Synthesis","authors":"Emily J. Solari,&nbsp;Karen F. Kehoe,&nbsp;Eunsoo Cho,&nbsp;Colby Hall,&nbsp;Isabel Vargas,&nbsp;Katlynn Dahl-Leonard,&nbsp;Cassidi L. Richmond,&nbsp;Alyssa R. Henry,&nbsp;Lysandra Cook,&nbsp;Latisha Hayes,&nbsp;Carlin Conner","doi":"10.1111/ldrp.12286","DOIUrl":"https://doi.org/10.1111/ldrp.12286","url":null,"abstract":"<p>This study meta-analyzed the last four decades (1980–2020) of reading intervention research focused on improving reading outcomes for English language (EL) students in Grades K–5 with or at risk for word reading difficulties. Experimental and quasi-experimental group design and single-case experimental design (SCED) studies were included; 10 group design and 7 SCED studies met inclusion criteria (<i>m</i> = 61; total student <i>N</i> = 2,270). Visual inspection of the effect size distribution revealed that the assumption of between-study heterogeneity was not supported; therefore, the findings were synthesized for SCED studies separately from those reported in group design studies. Implications for practice, policy, and future research are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 3","pages":"158-174"},"PeriodicalIF":1.8,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ldrp.12286","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72325936","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: 3
Spanish and English Oral Language Growth Rates of Bilingual Preschoolers: The Effect of Language of Instruction 双语学前儿童西班牙语和英语口语增长率：教学语言的影响
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-08-22 DOI: 10.1111/ldrp.12287
Lillian Durán, Alisha Wackerle-Hollman, Alejandra Miranda, Carlos Chávez, Jill Pentimonti, Karen Zyskind, Michael C. Rodriguez
{"title":"Spanish and English Oral Language Growth Rates of Bilingual Preschoolers: The Effect of Language of Instruction","authors":"Lillian Durán,&nbsp;Alisha Wackerle-Hollman,&nbsp;Alejandra Miranda,&nbsp;Carlos Chávez,&nbsp;Jill Pentimonti,&nbsp;Karen Zyskind,&nbsp;Michael C. Rodriguez","doi":"10.1111/ldrp.12287","DOIUrl":"https://doi.org/10.1111/ldrp.12287","url":null,"abstract":"<p>Studying the oral language growth of Spanish-speaking preschoolers in the United States is increasingly important given the critical role early language development plays in reading outcomes. In this article, we report on the Spanish and English growth trajectories observed in 124 bilingual preschoolers collected over 2 years in 36 classrooms across 5 states and the associations of growth in each language to language of instruction and home language exposure. Patterns indicate the need for Spanish instruction to maintain robust rates of Spanish growth and English growth rates in Spanish, bilingual, and English-only instruction. Significant differences in English and Spanish oral language abilities were also noted at the intercept between children who were Spanish dominant versus balanced bilinguals. Implications for research and practice are provided.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 3","pages":"175-188"},"PeriodicalIF":1.8,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72324069","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
Meeting the Language Needs of Emergent Multilingual Students at Risk for Learning Disabilities through Multitiered Systems of Support 通过多层支持系统满足面临学习障碍风险的新兴多语言学生的语言需求
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-08-14 DOI: 10.1111/ldrp.12288
Lauren Artzi, Lisa B. Hsin, Amanda K. Sanford, Julie Esparza Brown, Swati Guin
{"title":"Meeting the Language Needs of Emergent Multilingual Students at Risk for Learning Disabilities through Multitiered Systems of Support","authors":"Lauren Artzi,&nbsp;Lisa B. Hsin,&nbsp;Amanda K. Sanford,&nbsp;Julie Esparza Brown,&nbsp;Swati Guin","doi":"10.1111/ldrp.12288","DOIUrl":"https://doi.org/10.1111/ldrp.12288","url":null,"abstract":"<p>This review and case example describes the key components of elementary reading instruction and intervention within multitiered systems of supports (MTSS) and ways to enhance and scaffold reading instruction and intervention for language as a means of supporting the learning of students who are emergent multilingual (EM) learners. First, we provide an overview of elementary reading comprehension skills and describe culturally, linguistically, and ecologically situated learning principles and overview the essential elements of MTSS rooted in these principles. Next, we present research-based practices that enhance reading instruction and intervention among elementary EM students. We then illustrate the PLUSS framework to highlight how educators can implement these practices across MTSS. Finally, we present considerations for reading instruction and intervention and provide resources that may be useful to educators and policymakers with respect to MTSS.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 3","pages":"189-203"},"PeriodicalIF":1.8,"publicationDate":"2022-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72316199","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
Twice Exceptional: English Learners with Learning Disorders 两次例外：有学习障碍的英语学习者
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-07-28 DOI: 10.1111/ldrp.12289
Sharon Vaughn, Rebecca Zumeta Edmonds
{"title":"Twice Exceptional: English Learners with Learning Disorders","authors":"Sharon Vaughn,&nbsp;Rebecca Zumeta Edmonds","doi":"10.1111/ldrp.12289","DOIUrl":"https://doi.org/10.1111/ldrp.12289","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 3","pages":"156-157"},"PeriodicalIF":1.8,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72331631","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
Progress Monitoring of Language Acquisition and Academic Content for English Learners 英语学习者语言习得和学术内容的进度监控
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-07-28 DOI: 10.1111/ldrp.12290
Mabel O. Rivera, Glennda K. McKeithan
{"title":"Progress Monitoring of Language Acquisition and Academic Content for English Learners","authors":"Mabel O. Rivera,&nbsp;Glennda K. McKeithan","doi":"10.1111/ldrp.12290","DOIUrl":"https://doi.org/10.1111/ldrp.12290","url":null,"abstract":"<p>Meeting the needs of English learners (ELs) effectively must be an individualized, purposeful, and data-driven process. Progress monitoring can help practitioners to target their EL students’ most significant academic and linguistic needs and, subsequently, develop and deliver instructional programming that may help students develop to their fullest potential with regards to language acquisition as well as content knowledge. This article offers considerations of best practices for educators in K–12 settings interested in learning more about progress monitoring of the academic and language proficiency of ELs receiving instruction in varied settings. Considerations regarding progress monitoring for ELs are reviewed, and tables of resources for instructional activities and supporting materials are provided.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 3","pages":"216-225"},"PeriodicalIF":1.8,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ldrp.12290","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72331116","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
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