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Learning Disabilities Research & Practice最新文献

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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
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 : 2022-02-01 DOI: 10.1111/ldrp.12223
{"title":"Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)","authors":"","doi":"10.1111/ldrp.12223","DOIUrl":"https://doi.org/10.1111/ldrp.12223","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12223","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43555805","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
A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties 数学学习困难学生研究综述的系统综述
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-01-31 DOI: 10.1111/ldrp.12272
Gena Nelson, Angela Crawford, Jessica Hunt, Soyoung Park, Emily Leckie, Alex Duarte, Tasia Brafford, Mary Ramos-Duke, Kary Zarate
{"title":"A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties","authors":"Gena Nelson,&nbsp;Angela Crawford,&nbsp;Jessica Hunt,&nbsp;Soyoung Park,&nbsp;Emily Leckie,&nbsp;Alex Duarte,&nbsp;Tasia Brafford,&nbsp;Mary Ramos-Duke,&nbsp;Kary Zarate","doi":"10.1111/ldrp.12272","DOIUrl":"https://doi.org/10.1111/ldrp.12272","url":null,"abstract":"<p>The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of learning disabilities (LD), mathematics LD (MLD), and mathematics difficulty (MD). Using rigorous inclusion criteria, we evaluated 36 syntheses that included 836 studies with 32,495 participants. Although each synthesis stated a focus on LD, MLD, or MD, few students with LD or MLD were included, and the authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word-problem solving, fractions, computer-assisted learning, and schema-based instruction. Wide variation in effectiveness, content areas, and instructional strategies was reported. Finally, our results indicate the majority of syntheses included achievement outcomes, but very few reported on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledgebase on mathematics interventions.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 1","pages":"18-36"},"PeriodicalIF":1.8,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72333733","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
Word-Problem Performance Differences by Schema: A Comparison of Students with and without Mathematics Difficulty 图式的单词问题表现差异：有数学困难和无数学困难学生的比较
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2022-01-27 DOI: 10.1111/ldrp.12273
Tessa L. Arsenault, Sarah R. Powell
{"title":"Word-Problem Performance Differences by Schema: A Comparison of Students with and without Mathematics Difficulty","authors":"Tessa L. Arsenault,&nbsp;Sarah R. Powell","doi":"10.1111/ldrp.12273","DOIUrl":"10.1111/ldrp.12273","url":null,"abstract":"<p>Word-problem features such as text complexity, charts and graphs, position of the unknown, calculation complexity, irrelevant information, and schemas impact word-problem performance. We compared the word-problem performance of typically achieving (TA) students and students with mathematics difficulty (MD). First, we measured the word-problem performance of all students for schemas and position of the unknown, followed by the performance of students with MD for schemas, position of the unknown, irrelevant information, and charts or graphs. Across schemas, while TA students outperformed students with MD, all students typically scored higher on Change and Difference problems than on Total problems. For position of the unknown, students often scored highest on problems with the final position unknown. Students with MD also demonstrated higher scores on problems with irrelevant information than charts and graphs. Although patterns emerged, not all problems followed the same trends, suggesting the need for further research to investigate the impact of word-problem features on word-problem accuracy.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 1","pages":"37-50"},"PeriodicalIF":1.8,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41735796","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
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