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Learning Disabilities Research & Practice最新文献

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Scaffolding Language for Learning in Mathematics for English Learners Receiving Intensive Intervention 强化干预下英语学习者数学学习的支架语言
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-07-23 DOI: 10.1111/ldrp.12285
Donna M. Sacco, Tracy Spies, Kathleen Pfannenstiel
{"title":"Scaffolding Language for Learning in Mathematics for English Learners Receiving Intensive Intervention","authors":"Donna M. Sacco,&nbsp;Tracy Spies,&nbsp;Kathleen Pfannenstiel","doi":"10.1111/ldrp.12285","DOIUrl":"https://doi.org/10.1111/ldrp.12285","url":null,"abstract":"<p>Eliciting student thinking during mathematics instruction allows teachers to choose tasks with high cognitive demand while also engaging students to use productive struggle to solve mathematical problems, thus increasing their conceptual understanding. Often, students who require intensive intervention in mathematics, in particular, students who are English learners, are not able to participate in discourse opportunities within core instruction in mathematics because they lack the confidence or the necessary skills. This includes students with mathematics difficulties as well as students with identified mathematics disabilities. Discourse provides multiple opportunities to practice using and listening to content-specific language, which is critical to developing academic language and accessing higher-level mathematics. This article summarizes the research supporting discourse in mathematics interventions as well as appropriate scaffolds to support discourse within intensive intervention for English learners, ultimately improving student understanding and performance.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 3","pages":"204-215"},"PeriodicalIF":1.8,"publicationDate":"2022-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72362876","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
The Relationship Between Early Classroom Activities and English Language Learners’ Later Math Problem-Solving Performance: An Exploratory Study 早期课堂活动与英语学习者后期数学问题解决能力的关系研究
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-06-09 DOI: 10.1111/ldrp.12280
H. Lee Swanson, Jennifer Kong, Jui-Teng Li, Stefania D. Petcu
{"title":"The Relationship Between Early Classroom Activities and English Language Learners’ Later Math Problem-Solving Performance: An Exploratory Study","authors":"H. Lee Swanson,&nbsp;Jennifer Kong,&nbsp;Jui-Teng Li,&nbsp;Stefania D. Petcu","doi":"10.1111/ldrp.12280","DOIUrl":"https://doi.org/10.1111/ldrp.12280","url":null,"abstract":"<p>This exploratory study determined the relationship between math instructional activities in Wave (year) 1 and English language learner (ELL) children's math problem-solving performance in Wave (year) 2. The math performance of ELL children (<i>N</i> = 291) in Grades 1, 2, and 3 was tested in two testing waves. Two major findings emerged. First, strategy instruction, peer interaction, and explicit instruction in Wave 1 uniquely predicted English problem-solving scores in Wave 2 independent of grade level, vocabulary, calculation, and problem-solving at Wave 1. Second, the frequency of explicit instruction and peer interactions was significantly related to the odds of predicting ELL children at risk for math disabilities. The results are discussed within the context-specific instructional activities that were positively related to later math outcomes.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 4","pages":"242-261"},"PeriodicalIF":1.8,"publicationDate":"2022-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72359590","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 : 2022-05-17 DOI: 10.1111/ldrp.12250
{"title":"Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)","authors":"","doi":"10.1111/ldrp.12250","DOIUrl":"https://doi.org/10.1111/ldrp.12250","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 2","pages":"81-84"},"PeriodicalIF":1.8,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ldrp.12250","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72361974","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
An Experimental Study to Strengthen Students’ Comprehension of Informational Texts: Is Teaching for Transfer Important? 加强学生对信息文本理解的实验研究：迁移教学重要吗？
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-05-10 DOI: 10.1111/ldrp.12276
Samuel Allen Patton, Douglas Fuchs, Emma L. Hendricks, Annie J. Pennell, Meagan E. Walsh, Lynn S. Fuchs, Wen Zhang Tracy, Loulee Yen Haga
{"title":"An Experimental Study to Strengthen Students’ Comprehension of Informational Texts: Is Teaching for Transfer Important?","authors":"Samuel Allen Patton,&nbsp;Douglas Fuchs,&nbsp;Emma L. Hendricks,&nbsp;Annie J. Pennell,&nbsp;Meagan E. Walsh,&nbsp;Lynn S. Fuchs,&nbsp;Wen Zhang Tracy,&nbsp;Loulee Yen Haga","doi":"10.1111/ldrp.12276","DOIUrl":"https://doi.org/10.1111/ldrp.12276","url":null,"abstract":"<p>Reading nonfiction texts with understanding is important to school success, yet many students struggle to do so. This randomized controlled trial extends previous research by contrasting an earlier iteration of a comprehension tutoring program (Comp) against a variant with strategies for transferring learning (Comp+Transfer). Participants were 189 fourth and fifth graders with weak reading comprehension. To evaluate their efficacy, we used commercially developed far-transfer measures and experimenter-made near- and mid-transfer measures of reading comprehension. In contrast to controls, students in both programs significantly improved their understanding of near-transfer passages. Additionally, students in Comp+Transfer improved performance on mid-transfer passages. These findings suggest the value of teaching for transfer and the importance of measuring program efficacy with researcher-made tests alongside commercial tests.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 2","pages":"124-139"},"PeriodicalIF":1.8,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72312765","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
Online Learning for Students with Learning Disabilities and Their Typical Peers: The Association between Basic Psychological Needs and Outcomes 学习障碍学生及其典型同龄人的在线学习：基本心理需求与结果的关系
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-05-10 DOI: 10.1111/ldrp.12277
Lauren D. Goegan, Lia M. Daniels
{"title":"Online Learning for Students with Learning Disabilities and Their Typical Peers: The Association between Basic Psychological Needs and Outcomes","authors":"Lauren D. Goegan,&nbsp;Lia M. Daniels","doi":"10.1111/ldrp.12277","DOIUrl":"https://doi.org/10.1111/ldrp.12277","url":null,"abstract":"<p>For some students, online learning, particularly as it relates to the COVID-19 pandemic, can have negative implications for self-efficacy, fatigue, and burnout. One way to combat these negative outcomes is for institutions to support students’ basic psychological needs (BPNs) of autonomy, relatedness, and competence. However, online learning may also frustrate students’ BPNs, particularly if they have a learning disability (LD). The purpose of the current study was to investigate the satisfaction and frustration of BPNs in relation to self-efficacy, fatigue, and burnout for students with and without LD. We surveyed postsecondary students about their courses online and examined differences between students with LD and their typical peers. We also examined BPN satisfaction and frustration as predictors of self-efficacy, fatigue, and burnout. Recommendations are provided from a universal design for learning perspective. Moreover, limitations and future research directions are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 2","pages":"140-150"},"PeriodicalIF":1.8,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ldrp.12277","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72312571","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
Anxiety and Reading Comprehension of Chinese Children with and without Reading Disabilities: The Role of Processing Speed 中国阅读障碍儿童和非阅读障碍儿童的焦虑与阅读理解：加工速度的作用
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-05-05 DOI: 10.1111/ldrp.12279
Li-Chih Wang, Ji-Kang Chen, Huang-Ju Tsai
{"title":"Anxiety and Reading Comprehension of Chinese Children with and without Reading Disabilities: The Role of Processing Speed","authors":"Li-Chih Wang,&nbsp;Ji-Kang Chen,&nbsp;Huang-Ju Tsai","doi":"10.1111/ldrp.12279","DOIUrl":"https://doi.org/10.1111/ldrp.12279","url":null,"abstract":"The present study examined the mediating effect of processing speed on the relationship between state anxiety and reading comprehension in Chinese children with and without reading disabilities (RD). A total of 53 Chinese children with RD and 66 typically developing children were administered cognitive and noncognitive measures. We found that the two groups had distinct patterns of state anxiety and processing speed. A significant indirect effect of state anxiety on reading comprehension through processing speed was found only in children with RD. Our findings contribute to filling a research gap and provide evidence to front–line practitioners for adapting the teaching and measures for Chinese children with RD.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 2","pages":"113-123"},"PeriodicalIF":1.8,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72306327","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
Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency-Based Screening Assessments 使用基于流利度的筛查评估预测合并症阅读和数学障碍的风险
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-05-01 DOI: 10.1111/ldrp.12278
BrittanyLee N. Martin, Lynn S. Fuchs
{"title":"Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency-Based Screening Assessments","authors":"BrittanyLee N. Martin,&nbsp;Lynn S. Fuchs","doi":"10.1111/ldrp.12278","DOIUrl":"10.1111/ldrp.12278","url":null,"abstract":"<p>The first purpose of this study was to examine the prevalence of risk for comorbid reading and mathematics disabilities (RMD) at start of first grade, when measured in a representative sample of 3,062 students with first-grade fluency measures (word reading; computation). The second purpose was to examine the utility of these measures for predicting RMD status within a sample of 577 students when RMD status was assessed at the end of second grade in terms of reading and math accuracy. When set at or below the 16th percentile, first-grade risk for RMD was two times more common than chance; at or below the 7th percentile, it was five times more common. Logistic regression showed that the two first-grade fluency measures accurately distinguished students with and without RMD in second grade; however, when cut scores were set to capture 85% of students with RMD, false positives were high. Overall, the results provide support for the use of fluency measures as an initial gating procedure in first grade, but additional gating steps appear necessary in the screening process to reduce false positives.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 2","pages":"100-112"},"PeriodicalIF":1.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9239267","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
What Predicts First- and Second-Language Difficulties? Testing Language and Executive Functioning Skills as Correlates 什么可以预测第一语言和第二语言的困难？测试语言与执行功能技能的相关性
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-03-28 DOI: 10.1111/ldrp.12275
Kevin Kien Hoa Chung, Xiaomin Li, Chun Bun Lam, Wing Kai Fung, Catrina Liu
{"title":"What Predicts First- and Second-Language Difficulties? Testing Language and Executive Functioning Skills as Correlates","authors":"Kevin Kien Hoa Chung,&nbsp;Xiaomin Li,&nbsp;Chun Bun Lam,&nbsp;Wing Kai Fung,&nbsp;Catrina Liu","doi":"10.1111/ldrp.12275","DOIUrl":"https://doi.org/10.1111/ldrp.12275","url":null,"abstract":"<p>This study examined the co-occurrence of word reading difficulty in Chinese (L1) and English as a second language (L2) and tested language and executive functioning (EF) skills as correlates. Thirty-nine poor readers in Chinese (PC), 39 poor readers in English (PE), and 26 poor readers of both languages (PB) were compared to 39 average readers who served as controls (C). The co-occurrence rate of L1–L2 difficulty was 40%. Moreover, PC, PE, and PB performed less well than C on all language and EF skills; PB performed less well than PC, PE, and C on L1 and L2 phonological awareness, L2 morphological awareness, rapid naming, and EF. Findings highlight the role of language and EF skills in L1 and L2 reading development.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 2","pages":"85-99"},"PeriodicalIF":1.8,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72364218","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 : 2022-02-18 DOI: 10.1111/ldrp.12249
{"title":"Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)","authors":"","doi":"10.1111/ldrp.12249","DOIUrl":"https://doi.org/10.1111/ldrp.12249","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 1","pages":"1-4"},"PeriodicalIF":1.8,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ldrp.12249","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72320640","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
From the Editor 来自编辑器
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-02-18 DOI: 10.1111/ldrp.12274
{"title":"From the Editor","authors":"","doi":"10.1111/ldrp.12274","DOIUrl":"https://doi.org/10.1111/ldrp.12274","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 1","pages":"5"},"PeriodicalIF":1.8,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72320639","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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