Learning Disabilities Research & Practice最新文献_第6页

SRSD Instructional Research for Students with or at-Risk for LD across the Content Areas: History and Reflections 在内容领域中，对有或有可能患有学习障碍的学生进行的SRSD教学研究:历史和反思

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2021-07-19 DOI: 10.1111/ldrp.12260

Karen R. Harris

引用次数: 4

Self-Regulated Strategy Development: A Framework for Effective Instruction across the Content Areas 自我调节策略发展:跨内容领域有效教学的框架

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2021-07-19 DOI: 10.1111/ldrp.12256

Debra McKeown, Erin FitzPatrick, Robin Parks Ennis, Sara Sanders

引用次数: 4

35 Years on the Road from Research to Practice: A Review of Studies on Four Content Enhancement Routines for Inclusive Subject-Area Classes, Part I 从研究到实践的35年:四种包容性学科领域课堂内容强化程序研究述评(一

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2021-07-12 DOI: 10.1111/ldrp.12258

Jean Bragg Schumaker, Joseph B. Fisher

{"title":"35 Years on the Road from Research to Practice: A Review of Studies on Four Content Enhancement Routines for Inclusive Subject-Area Classes, Part I","authors":"Jean Bragg Schumaker, Joseph B. Fisher","doi":"10.1111/ldrp.12258","DOIUrl":"10.1111/ldrp.12258","url":null,"abstract":"This article is the first part of a two-part article focusing on the 35-year journey of a team of researchers as they navigated the research-to-practice road related to the development of the Content Enhancement Routines, instructional routines to be used during inclusive subject-area instruction. Part I tells the story of the first half of that journey and highlights the original validation research studies that were conducted on four Content Enhancement Routines: the Concept Mastery Routine, the Concept Comparison Routine, the Concept Anchoring Routine, and the Question Exploration Routine. Each study utilizes some type of experimental research design to determine the effects of teachers’ use of the routine on the test performance of subgroups of secondary students within inclusive classes. The subgroups included students with disabilities and students without disabilities—high achievers, normal achievers, and low achievers. In all of the studies, the students who participated in the instructional routine earned significantly higher test scores than students who participated in a standard lecture/discussion lesson. Additionally, where significant differences were found, the performance of each subgroup of students that participated in the instructional routine was significantly higher than the performance of their paired subgroup that participated in the lecture/discussion lesson.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"36 3","pages":"242-257"},"PeriodicalIF":1.8,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12258","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43819307","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

Writing from Multiple Source Texts: SRSD for Fifth Grade Learners in Inclusive Settings 多源文本写作:全纳环境下五年级学习者的SRSD

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2021-06-30 DOI: 10.1111/ldrp.12257

Erin R. FitzPatrick, Debra McKeown

引用次数: 7

Improving the Reading Comprehension Skills of Systems-Involved Youth: A Preliminary Investigation of an Underserved Population 提高系统参与青年的阅读理解能力:对服务不足人群的初步调查

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2021-06-22 DOI: 10.1111/ldrp.12254

Sara Sanders, Kristine Jolivette, Cody Harris

引用次数: 6

2021 Division of Learning Disabilities Award Winners 2021年学习障碍奖得主

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2021-05-01 DOI: 10.1111/ldrp.12246

引用次数: 0

Culturally Sustaining Practices in Content Area Instruction for CLD Students with Learning Disabilities 有学习障碍的CLD学生在内容领域教学中的文化持续性实践

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2021-02-21 DOI: 10.1111/ldrp.12240

Shaqwana Freeman-Green, Melissa K. Driver, Peishi Wang, Jessica Kamuru, Dia Jackson

引用次数: 5

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 : 2021-02-01 DOI: 10.1111/ldrp.12222

引用次数: 0

Language-Focused Interventions on Math Performance for English Learners: A Selective Meta-Analysis of the Literature 语言干预对英语学习者数学成绩的影响:文献荟萃分析

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2021-01-19 DOI: 10.1111/ldrp.12239

Genesis D. Arizmendi, Jui-Teng Li, M. Lee Van Horn, Stefania D. Petcu, H. Lee Swanson

{"title":"Language-Focused Interventions on Math Performance for English Learners: A Selective Meta-Analysis of the Literature","authors":"Genesis D. Arizmendi, Jui-Teng Li, M. Lee Van Horn, Stefania D. Petcu, H. Lee Swanson","doi":"10.1111/ldrp.12239","DOIUrl":"10.1111/ldrp.12239","url":null,"abstract":"This meta-analysis synthesized research on math performance outcomes for English learners (EL) as a function of language-focused (math vocabulary) interventions. We included group and single-subject design studies with children from kindergarten to 8th grade (3,766 students for group, 30 for single-subject). Group studies yielded a mean Hedges’ g of 0.26 in favor of the interventions relative to the control conditions, whereas single-subject studies yielded a mean Percentage of Non-Overlapping Data of 81.01% and Phi coefficient of .66 relative to baseline. Although group studies yielded small effect sizes (ESs), we found significant moderators for grade level, intervention focus, and length of intervention. Single-subject studies yielded higher ESs than group studies, and were considered generally effective, with a high ES. This finding was attributed to a direct focus on children with math difficulties and one-to-one instruction. The implications for practice and future research are discussed.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"36 1","pages":"56-75"},"PeriodicalIF":1.8,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12239","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134488896","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: 9

The Role of Surface Text Processing in Centrality Deficit and Poor Text Comprehension of Adolescents with Attention Deficit Hyperactivity Disorder: A Think-Aloud Study 表层文本加工在青少年注意缺陷多动障碍中心性缺陷和文本理解不良中的作用:一项有声思考研究

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2021-01-15 DOI: 10.1111/ldrp.12237

Menahem Yeari, Anat Lavie

{"title":"The Role of Surface Text Processing in Centrality Deficit and Poor Text Comprehension of Adolescents with Attention Deficit Hyperactivity Disorder: A Think-Aloud Study","authors":"Menahem Yeari, Anat Lavie","doi":"10.1111/ldrp.12237","DOIUrl":"10.1111/ldrp.12237","url":null,"abstract":"The present study employed a think-aloud method to explore the origin of centrality deficit (i.e., poor recall of central ideas) in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Moreover, utilizing the diverse think-aloud responses, we examined the overall quality of text processing employed by individuals with ADHD during reading, in order to shed more light on text-level deficiencies underlying their poor comprehension after reading. To address these goals, adolescents with and without ADHD were asked to state aloud whatever comes to their minds during the reading of two expository texts. After reading, the participants freely recalled text ideas and answered multiple-choice questions on the texts. Compared to controls, participants with ADHD generated fewer responses that reflect deep, efficient text processing, and reinstated fewer prior text ideas, particularly central ones, during reading. Moreover, the proportions of deep processing responses positively associated with participants’ performance on recall and comprehension tasks. These findings suggest that individuals with ADHD exhibit poor text comprehension and memory, particularly of central ideas, because they construct a low-quality, less-connected text representation during reading, and produce fewer, less-elaborated retrieval cues for subsequent tasks after reading.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"36 1","pages":"40-55"},"PeriodicalIF":1.8,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12237","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134538878","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