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Learning Disabilities Research & Practice最新文献

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Parent Involvement with Their Children's Schools: Perceptions of Saudi Parents of Elementary School Students with Learning Disabilities 家长对子女学校的参与：沙特学习障碍小学生家长的看法
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-03-29 DOI: 10.1111/ldrp.12304
Mohaned G. Abed, Todd K. Shackelford
{"title":"Parent Involvement with Their Children's Schools: Perceptions of Saudi Parents of Elementary School Students with Learning Disabilities","authors":"Mohaned G. Abed,&nbsp;Todd K. Shackelford","doi":"10.1111/ldrp.12304","DOIUrl":"https://doi.org/10.1111/ldrp.12304","url":null,"abstract":"<p>This exploratory, qualitative study investigated the perceptions of Saudi Arabian parents of elementary school-aged children with learning disabilities with regard to their involvement in their children's education. Guided by results of previous research conducted primarily with Western samples, and using a semistructured interview methodology followed by thematic phenomenological analyses, specific interview topics included parental perceptions of (a) the importance of parent–school partnerships, (b) the means of encouraging a parent–school relationship, and (c) how school practices may affect parental participation. The study involved 13 parents of children in elementary education (ages 7–12 years) diagnosed with learning disabilities. The results suggest several ways to overcome the involvement barriers reported by parents.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50147391","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
Typing Performance and Technique of Higher Education Students with Specific Learning Disorders 高等教育特殊学习障碍学生的打字表现与技巧
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-03-29 DOI: 10.1111/ldrp.12305
Sharon Abecassis, Hagit Magen, Naomi Weintraub
{"title":"Typing Performance and Technique of Higher Education Students with Specific Learning Disorders","authors":"Sharon Abecassis,&nbsp;Hagit Magen,&nbsp;Naomi Weintraub","doi":"10.1111/ldrp.12305","DOIUrl":"https://doi.org/10.1111/ldrp.12305","url":null,"abstract":"<p>Higher education students with specific learning disorders (SLD) often experience difficulties in basic learning skills, including typing on computers, which has become the most common writing mode for academic purposes. This may affect their academic performance. We compared the typing performance, product, and technique (screen gaze, finger use) of 35 SLD and 30 typically developing (TD) students using keylogging software. Compared to TD peers, students with SLD typed more slowly and less accurately, and gazed less at the screen, suggesting a less effective typing technique. They typed slower even after controlling for screen gaze, implying that additional factors may account for their lower typing speed such as language processing. Hence, students with SLD may benefit from typing instruction alongside test accommodations during computer-based exams.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ldrp.12305","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50147390","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
Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms 数学不是一门通用语言：在数学课堂上用显性词汇教学支持有学习障碍的中学生
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-03-29 DOI: 10.1111/ldrp.12303
Katherine N. Peeples, Allison M. Kroesch, Victoria J. VanUitert
{"title":"Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms","authors":"Katherine N. Peeples,&nbsp;Allison M. Kroesch,&nbsp;Victoria J. VanUitert","doi":"10.1111/ldrp.12303","DOIUrl":"https://doi.org/10.1111/ldrp.12303","url":null,"abstract":"<p>Middle school students with learning disabilities often struggle with reading and literacy skills, including vocabulary, and require support in content-area classes such as mathematics where weak vocabulary knowledge can negatively affect learning, achievement, and deep understanding. However, in general, middle school mathematics teachers do not receive training in literacy instruction, much less in explicit vocabulary instruction. Additionally, relatively few studies have examined content-area vocabulary instruction at the middle or secondary school level. This study addressed these gaps in the research by examining the effect of a performance feedback and coaching intervention on middle school mathematics teachers’ use of explicit mathematics vocabulary instruction. Results of the study indicate that performance feedback and coaching had moderately positive effects on teachers’ use and quality of explicit mathematics vocabulary instruction.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50155579","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 : 2023-02-15 DOI: 10.1111/ldrp.12281
{"title":"Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)","authors":"","doi":"10.1111/ldrp.12281","DOIUrl":"https://doi.org/10.1111/ldrp.12281","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ldrp.12281","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50133358","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
Universal Design for Learning within an Integrated Multitiered System of Support 综合多层支持系统中的通用学习设计
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-01-30 DOI: 10.1111/ldrp.12302
Elizabeth R. Thomas, Erica S. Lembke, Allison Gruner Gandhi
{"title":"Universal Design for Learning within an Integrated Multitiered System of Support","authors":"Elizabeth R. Thomas,&nbsp;Erica S. Lembke,&nbsp;Allison Gruner Gandhi","doi":"10.1111/ldrp.12302","DOIUrl":"https://doi.org/10.1111/ldrp.12302","url":null,"abstract":"Comprehensive schoolwide initiatives like integrated multitiered systems of support (I–MTSS) and universal design for learning (UDL) present opportunities for large–scale impact on improving teacher instructional practices and, therefore, student outcomes. Specifically, implementing I–MTSS and UDL concurrently presents an opportunity to enhance and improve universal instruction for all students. This mixed–methods study explored current Tier 1 practices in elementary schools across the United States. Findings revealed that I–MTSS and UDL are perceived as being implemented concurrently. In addition, school personnel identified specific barriers to implementation.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ldrp.12302","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50147875","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: 1
The Feasibility of Using Virtual Professional Development to Support Teachers in Making Data-Based Decisions to Improve Students’ Writing 利用虚拟专业发展支持教师做出基于数据的决策以提高学生写作能力的可行性
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-01-29 DOI: 10.1111/ldrp.12301
Kelley Regan, Anya S. Evmenova, Reagan L. Mergen, Courtney Verbiest, Amy Hutchison, Reagan Murnan, Sara Field, Boris Gafurov
{"title":"The Feasibility of Using Virtual Professional Development to Support Teachers in Making Data-Based Decisions to Improve Students’ Writing","authors":"Kelley Regan,&nbsp;Anya S. Evmenova,&nbsp;Reagan L. Mergen,&nbsp;Courtney Verbiest,&nbsp;Amy Hutchison,&nbsp;Reagan Murnan,&nbsp;Sara Field,&nbsp;Boris Gafurov","doi":"10.1111/ldrp.12301","DOIUrl":"https://doi.org/10.1111/ldrp.12301","url":null,"abstract":"<p>Rubrics can be used to give students targeted feedback on their writing and, therefore, teachers should be able to use them as a type of formative assessment to guide writing instruction. This article describes an exploratory study of how three teachers provided instruction for fourth, fifth, and seventh graders with learning disabilities and attention-deficit hyperactivity disorder in using a technology-based graphic organizer (TBGO) to compose persuasive essays. Given professional development inclusive of online modules, long-range plans, and virtually facilitated professional learning communities, the teachers used a digital dashboard to (a) monitor students’ writing progress with a genre-specific analytic rubric, (b) target a specific instructional skill, and (c) document their instructional decision(s). The article illustrates how educators can effectively use genre-specific writing rubrics in practice to make data-driven decisions about student writing.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50147783","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
High-Quality Formative Writing Assessment for Middle School Students in Tier 2 Literacy Interventions 二级识字干预中学生高质量形成性写作评估
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-01-19 DOI: 10.1111/ldrp.12300
Deborah K Reed, Kelly Binning, Emily A. Jemison, Nicole DeSalle
{"title":"High-Quality Formative Writing Assessment for Middle School Students in Tier 2 Literacy Interventions","authors":"Deborah K Reed,&nbsp;Kelly Binning,&nbsp;Emily A. Jemison,&nbsp;Nicole DeSalle","doi":"10.1111/ldrp.12300","DOIUrl":"https://doi.org/10.1111/ldrp.12300","url":null,"abstract":"<p>Increased expectations for writing performance have created a need for formative writing assessments that will help middle school teachers better understand adolescents’ grade-appropriate writing skills and monitor the progress of students with or at risk for writing disabilities. In this practice piece, we first explain research-based recommendations for high-quality writing prompts that are interesting to students, provide clear directions, and ensure accessibility and fairness. Then, we use lessons learned from working with adolescents in Tier 2 literacy intervention classes to demonstrate how teachers can apply the recommendations to identify or develop prompts that will encourage students to write responses. In addition, we explain how analytic rubrics may be used to evaluate responses as a means of informing instruction and further refining the prompts.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50137592","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
Implementation Factors and Their Influence on Student Mathematics Outcomes 实施因素及其对学生数学成绩的影响
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-01-07 DOI: 10.1111/ldrp.12298
Tasia Brafford, Beth Harn, Ben Clarke, Christian T. Doabler, Derek Kosty, Kathleen Scalise
{"title":"Implementation Factors and Their Influence on Student Mathematics Outcomes","authors":"Tasia Brafford,&nbsp;Beth Harn,&nbsp;Ben Clarke,&nbsp;Christian T. Doabler,&nbsp;Derek Kosty,&nbsp;Kathleen Scalise","doi":"10.1111/ldrp.12298","DOIUrl":"https://doi.org/10.1111/ldrp.12298","url":null,"abstract":"<p>Assessing implementation allows for a better understanding of an intervention's effects and the mechanisms that influence its impact. Two main areas of implementation are (a) the quality with which an intervention is delivered and (b) instructors’ adherence to the programmed intervention. The current study used data from a kindergarten mathematics intervention program to (a) examine if and how treatment adherence was associated with implementation quality and (b) explore implementation measures’ relation to student mathematics outcomes. Results indicated high implementation scores across time for both adherence and quality. Neither treatment adherence nor implementation quality was found to relate to a general outcome measure of student mathematics achievement; however, both were similarly related to the curricular-aligned measure.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50136846","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
Using the Concrete-Representational-Abstract Sequence to Teach Conceptual Understanding of Place Value, Rounding, and Expanded Notation 用具体的表示抽象序列教授对位置值、舍入和扩展符号的概念理解
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-01-07 DOI: 10.1111/ldrp.12299
Jessica H. Milton, Margaret M. Flores, Vanessa M. Hinton, Caroline Dunn, Craig B. Darch
{"title":"Using the Concrete-Representational-Abstract Sequence to Teach Conceptual Understanding of Place Value, Rounding, and Expanded Notation","authors":"Jessica H. Milton,&nbsp;Margaret M. Flores,&nbsp;Vanessa M. Hinton,&nbsp;Caroline Dunn,&nbsp;Craig B. Darch","doi":"10.1111/ldrp.12299","DOIUrl":"https://doi.org/10.1111/ldrp.12299","url":null,"abstract":"<p>This study investigated the effects of a place value intervention with third-grade students with learning disabilities. The intervention added content to a research-based intervention using the concrete-representational-abstract (CRA) sequence. The added content reflected current mathematics standards for third grade. Students’ place value understanding was measured using probes in which students had to identify the value of each digit within a three-digit number, round three-digit numbers to the nearest 10 or 100, and write three equations showing an expanded form of a three-digit number. A single-case, multiple-probe-across-students design showed a functional relation between CRA and completion of items requiring place value understanding. Students completed a generalization task by estimating the sum of a given equation.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50136845","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
A Two-Study Conceptual Replication Investigating the Role of Initial Word-Reading Skills with Response to Intervention for High School Students 两项研究的概念复制调查高中生初始单词阅读技能在干预反应中的作用
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-01-04 DOI: 10.1111/ldrp.12297
Michael Solis, Paulina Kulesz, Kelly Williams
{"title":"A Two-Study Conceptual Replication Investigating the Role of Initial Word-Reading Skills with Response to Intervention for High School Students","authors":"Michael Solis,&nbsp;Paulina Kulesz,&nbsp;Kelly Williams","doi":"10.1111/ldrp.12297","DOIUrl":"https://doi.org/10.1111/ldrp.12297","url":null,"abstract":"<p>This investigation examined the impact of preintervention word-reading ability on reading comprehension outcomes for ninth graders with learning disabilities, reading difficulties, and English learners in treatment and comparison conditions. Secondary data analyses were conducted for two separate but related experimental studies of intensive reading interventions. Both studies provided yearlong intensive reading interventions to ninth graders. The study included replication of a post hoc analysis employed in a previous study of ninth graders who also received 1 year of intervention. Results from both studies demonstrated that the effects of treatment were not moderated by decoding level for reading comprehension. Statistically significant effects of verbal ability were found. These findings suggest the effectiveness of intervention and that higher verbal skills improve students’ comprehension, though the effects were more pronounced for Study One than Study Two.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50120286","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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