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Learning Disabilities Research & Practice最新文献

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Language Proficiency and the Relation to Word-Problem Performance in Emergent Bilingual Students with Mathematics Difficulties 新兴双语数学困难学生的语言能力及其与单词问题表现的关系
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-10-05 DOI: 10.1111/ldrp.12325
Sarah G. King, Sarah R. Powell
{"title":"Language Proficiency and the Relation to Word-Problem Performance in Emergent Bilingual Students with Mathematics Difficulties","authors":"Sarah G. King,&nbsp;Sarah R. Powell","doi":"10.1111/ldrp.12325","DOIUrl":"10.1111/ldrp.12325","url":null,"abstract":"<p>As students enter the upper elementary grades, word problems become a main component of mathematics instruction, increasing in complexity as students advance through the curriculum. For students identified as emergent bilinguals with mathematics difficulty (MD), the linguistic complexity inherent in word problems may serve as a barrier to word-problem proficiency. The current study investigated the potential relation between academic English proficiency and word-problem outcomes for emergent bilinguals with MD. After analyzing data from 241 third-grade students, results indicated students who participated in an evidence-based word-problem intervention outperformed students who did not receive the intervention. Moreover, students’ academic English-language proficiency scores in the domains of reading and writing positively correlated with higher scores on a measure of word-problem solving.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"38 4","pages":"263-273"},"PeriodicalIF":1.8,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71507306","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
Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction 为有特殊学习障碍的大学生提供普遍而具体的服务：与学习方法、学业成绩和满意度的关系
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-09-16 DOI: 10.1111/ldrp.12323
Gerardo Pellegrino, Nicole Casali, Chiara Meneghetti, Carla Tinti, Anna Maria Re, Barbara Sini, Maria Chiara Passolunghi, Antonella Valenti, Lorena Montesano, Barbara Carretti
{"title":"Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction","authors":"Gerardo Pellegrino,&nbsp;Nicole Casali,&nbsp;Chiara Meneghetti,&nbsp;Carla Tinti,&nbsp;Anna Maria Re,&nbsp;Barbara Sini,&nbsp;Maria Chiara Passolunghi,&nbsp;Antonella Valenti,&nbsp;Lorena Montesano,&nbsp;Barbara Carretti","doi":"10.1111/ldrp.12323","DOIUrl":"10.1111/ldrp.12323","url":null,"abstract":"<p>In recent years, an increasing number of students with specific learning disabilities (SLDs) have enrolled in universities. The present exploratory study examined the frequency of use and appreciation of universal (open to every student) and specific services (offered to students with SLDs) and their relation to age, academic achievement, satisfaction, self-efficacy, and use of self-regulated learning (SRL) strategies. Participants were 147 Italian university students with SLD diagnoses (42 males; mean age: 22.49, <i>SD</i> = 3.29). Results showed that, overall, the frequency of use and appreciation of specific services were positively related to academic satisfaction, self-efficacy, and SRL strategies. Furthermore, frequency of use of compensatory tools and dispensatory measures was positively associated with academic achievement. These findings suggest that universities play an important role in supporting students with SLDs during their academic years by providing them with useful services and accommodations.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"38 4","pages":"274-284"},"PeriodicalIF":1.8,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ldrp.12323","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71507305","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
Building Conceptual Understanding of Multiplicative Reasoning Content in Third Graders Struggling to Learn Mathematics: A Feasibility Study 努力学习数学的三年级学生对乘法推理内容概念理解的可行性研究
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-08-21 DOI: 10.1111/ldrp.12322
Asha K. Jitendra, Barbara Dougherty, Victoria Sanchez, Michael R. Harwell, Sydney Harbour
{"title":"Building Conceptual Understanding of Multiplicative Reasoning Content in Third Graders Struggling to Learn Mathematics: A Feasibility Study","authors":"Asha K. Jitendra,&nbsp;Barbara Dougherty,&nbsp;Victoria Sanchez,&nbsp;Michael R. Harwell,&nbsp;Sydney Harbour","doi":"10.1111/ldrp.12322","DOIUrl":"10.1111/ldrp.12322","url":null,"abstract":"<p>This formative study of a multiplicative reasoning (MR) intervention explored the intervention's potential for improving the ability of third-grade struggling students’ ability to reason with multiplicative concepts and procedures. The feasibility of the study was examined in a school setting before a randomized control trial was conducted. Students who scored between the 10th and 35th percentile on a district-administered math screening test received the MR intervention from their teachers. We developed intervention units to build a conceptual foundation in a student-centered approach to Tier 2 instruction that included opportunities for students to engage in critical thinking as they generalized big ideas, participated in classroom discourse, and modeled multiplicative relationships with multiple representations. Preliminary data demonstrate the potential of the intervention to promote students’ MR skills. Instructional implications are discussed in terms of opportunities for these students to engage in grade-level mathematics content.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"38 4","pages":"285-295"},"PeriodicalIF":1.8,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ldrp.12322","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71507304","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
Initial Efficacy of a Fraction-Vocabulary Intervention for Students Experiencing Mathematics Difficulty in Grade 4 分数词汇干预对四年级数学困难学生的初步效果
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2023-08-07 DOI: 10.1111/ldrp.12321
Xin Lin, Sarah R. Powell
{"title":"Initial Efficacy of a Fraction-Vocabulary Intervention for Students Experiencing Mathematics Difficulty in Grade 4","authors":"Xin Lin,&nbsp;Sarah R. Powell","doi":"10.1111/ldrp.12321","DOIUrl":"10.1111/ldrp.12321","url":null,"abstract":"<p>This quasi-experimental study was designed to investigate the initial efficacy of a fraction-vocabulary intervention for Grade 4 students with mathematics difficulty (MD) and to explore its impact on relevant fraction competencies. Thirty-three students were assigned to either the intervention condition (<i>n</i> = 16) or a business-as-usual comparison condition (<i>n</i> = 17). The intervention occurred 3 sessions per week for 4 weeks, for a total of 11 sessions. Results indicated the main effect of the fraction-vocabulary intervention was significant for fraction-vocabulary posttest and one fraction competency—fraction arithmetic. That is, students with MD can successfully learn fraction vocabulary via a brief intervention, and improved fraction-vocabulary knowledge may positively affect their fraction competencies.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"38 4","pages":"253-262"},"PeriodicalIF":1.8,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71507303","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
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 : 2023-01-02 DOI: 10.1111/ldrp.12252
{"title":"Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)","authors":"","doi":"10.1111/ldrp.12252","DOIUrl":"https://doi.org/10.1111/ldrp.12252","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 4","pages":"237-240"},"PeriodicalIF":1.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ldrp.12252","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72300837","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
Mixed-Methods Approaches in Special Education Research 特殊教育研究中的混合方法
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-12-28 DOI: 10.1111/ldrp.12295
Hailey R. Love, Bryan G. Cook, Lysandra Cook
{"title":"Mixed-Methods Approaches in Special Education Research","authors":"Hailey R. Love,&nbsp;Bryan G. Cook,&nbsp;Lysandra Cook","doi":"10.1111/ldrp.12295","DOIUrl":"https://doi.org/10.1111/ldrp.12295","url":null,"abstract":"<p>Mixed-methods research can uniquely inform special education practice by combining qualitative and quantitative research approaches. However, its distinct features can also make mixed-methods research difficult to understand and apply. In this article, we provide an introduction to mixed-methods research purposes, designs, and quality considerations to help practitioners critically consume and apply this type of research when working with students with learning disabilities and their families. We describe three sample research studies to illustrate mixed-methods designs and contributions. Our take-home message is that mixed-methods research (a) requires unique research practices to meaningfully combine qualitative and quantitative research approaches in a single study and (b) can be particularly useful for informing special education practice in real-world contexts.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 4","pages":"314-323"},"PeriodicalIF":1.8,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ldrp.12295","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72330999","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
Capturing Multiple Sources of Change on Triannual Math Screeners in Elementary School 小学数学三年一度筛查中变化的多重来源
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-11-14 DOI: 10.1111/ldrp.12296
Garret J. Hall, David Kaplan, Craig A. Albers
{"title":"Capturing Multiple Sources of Change on Triannual Math Screeners in Elementary School","authors":"Garret J. Hall,&nbsp;David Kaplan,&nbsp;Craig A. Albers","doi":"10.1111/ldrp.12296","DOIUrl":"https://doi.org/10.1111/ldrp.12296","url":null,"abstract":"<p>Bayesian latent change score modeling (LCSM) was used to compare models of triannual (fall, winter, spring) change on elementary math computation and concepts/applications curriculum-based measures. Data were collected from elementary students in Grades 2–5, approximately 700 to 850 students in each grade (47%–54% female; 78%–79% White, 10%–11% Black, 2%–4% Hispanic/Latino, 2%–4% Asian, 2–4% Native American or Pacific Islander; 13%–14% English learner; 10%–14% had special education individualized education plans). Results converged with common nonlinear growth patterns from the assessment norms and prior independent findings. However, Bayesian LCSMs captured practically relevant sources of change not observed in prior studies. Practical and methodological implications for screening and data-based decision-making in multitiered systems of support, limitations, and future directions are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 4","pages":"262-279"},"PeriodicalIF":1.8,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72316890","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
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
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