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

A Systematic Review of Research Syntheses for 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 : 2022-01-05 DOI: 10.18122/sped.143.boisestate

Gena Nelson, Angela R. Crawford, J. Hunt

{"title":"A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties","authors":"Gena Nelson, Angela R. Crawford, J. Hunt","doi":"10.18122/sped.143.boisestate","DOIUrl":"https://doi.org/10.18122/sped.143.boisestate","url":null,"abstract":"The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). 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 LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions.\u0000 The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43449472","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: 4

Letter from Editorial Team 编辑团队来信

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2021-11-16 DOI: 10.1111/ldrp.12271

Linda H. Mason, Paul Haspel

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 : 2021-11-16 DOI: 10.1111/ldrp.12225

引用次数: 0

Reframing Literacy in the Discipline of Science with the Disciplinary Literacy Observation Tool (DLOT) 用学科素养观察工具（DLOT）重塑科学学科的素养

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2021-11-16 DOI: 10.1111/ldrp.12270

Sally Valentino Drew, Jeffrey Thomas

{"title":"Reframing Literacy in the Discipline of Science with the Disciplinary Literacy Observation Tool (DLOT)","authors":"Sally Valentino Drew, Jeffrey Thomas","doi":"10.1111/ldrp.12270","DOIUrl":"10.1111/ldrp.12270","url":null,"abstract":"This article explains how teams of special educators, science teachers, literacy consultants, and administrators can use the Disciplinary Literacy Observation Tool (DLOT) and accompanying planning tool to improve disciplinary literacy instruction in inclusive secondary science classrooms. The DLOT was developed in partnership with practitioners as a tool for professional development and coaching. First, the tool's development and five dimensions are described: (a) aspects of disciplinary literacy in science, (b) instructional grouping, (c) student engagement, (d) quality of pedagogy, and (e) overall quality. Then, an illustration is provided for how special educators can collaborate with science educators and other colleagues to use the DLOT to identify, document, reflect upon, and set goals regarding disciplinary literacy instruction in science in ways that benefit students with learning disabilities. With the DLOT, practitioners can approach literacy integration in science to address both general and discipline-specific strategies aligned synergistically to Common Core State Standards and Next Generation Science Standards through three-dimensional science learning.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 1","pages":"64-79"},"PeriodicalIF":1.8,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ldrp.12270","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43508714","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

Do Taiwanese Undergraduate Students with SLD Use Different Learning Strategies than Students without These Disabilities? 台湾有特殊学习障碍的大学生是否使用不同的学习策略?

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2021-11-04 DOI: 10.1111/ldrp.12269

Li-Chih Wang, Kevin Kien Hoa Chung

引用次数: 2

Qualitative Methods in Special Education Research 特殊教育研究中的定性方法

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2021-11-04 DOI: 10.1111/ldrp.12268

Melinda M. Leko, Bryan G. Cook, Lysandra Cook

引用次数: 13

A Synthesis on the Impact of Self-Regulated Instruction on Motivation Outcomes for Students with or at Risk for Learning Disabilities 自我调节教学对有学习障碍或有学习障碍风险学生动机结果影响的综合研究

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2021-10-28 DOI: 10.1111/ldrp.12264

Cameron M. Butler, Susan De La Paz

{"title":"A Synthesis on the Impact of Self-Regulated Instruction on Motivation Outcomes for Students with or at Risk for Learning Disabilities","authors":"Cameron M. Butler, Susan De La Paz","doi":"10.1111/ldrp.12264","DOIUrl":"10.1111/ldrp.12264","url":null,"abstract":"In this synthesis, we examined and assessed the impact of self-regulated instructional components on the motivation of students with or at risk for learning disabilities (LD) in reading, writing, or mathematics intervention studies. Elements such as goal setting, self-monitoring for task completion, self-monitoring for emotions, self-talk for task completion, self-talk for emotions, and self-talk for progress monitoring were identified as relevant constructs, and were further examined to determine their effect on students’ motivation for learning and academic functioning. Results indicated major differences in the application of these self-regulated instructional components across academic domains. Quantitative analyses also revealed that interventions with self-regulated instructional components resulted in positive effects on motivation measures such as self-efficacy, self-esteem, attributions, value for task, affect, expectancy for success, and intrinsic motivation. Finally, our findings have practical implications for struggling learners, as goal setting and self-talk, for task completion or for progress monitoring, seem especially likely to improve the likelihood that struggling learners will demonstrate positive gains in motivation.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"36 4","pages":"353-366"},"PeriodicalIF":1.8,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45031249","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: 3

Examining the Role of Domain-General Skills in Mathematics Learning and Intervention Response in Kindergarten 领域通用技能在幼儿园数学学习和干预反应中的作用研究

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2021-10-23 DOI: 10.1111/ldrp.12267

Lina Shanley, Ben Clarke, Keith Smolkowski, Christian T. Doabler, Evangeline C. Kurtz-Nelson, Hank Fien

{"title":"Examining the Role of Domain-General Skills in Mathematics Learning and Intervention Response in Kindergarten","authors":"Lina Shanley, Ben Clarke, Keith Smolkowski, Christian T. Doabler, Evangeline C. Kurtz-Nelson, Hank Fien","doi":"10.1111/ldrp.12267","DOIUrl":"10.1111/ldrp.12267","url":null,"abstract":"Effective early mathematics instruction is critical to support long-term mathematics achievement. Given that student response to typical instruction varies, a range of mathematics interventions have been developed to support foundational mathematics development. However, not all students respond to these interventions. To better understand factors associated with intervention response, the current study explored how domain general cognitive skills were associated with intervention response for 621 kindergarten students with or at risk for mathematics difficulties. Results indicated that although domain general skills were associated with mathematics achievement, there was no evidence of differential response to intervention based on cognitive skills. When examining differences while holding initial mathematics skill constant, there was a non-significant, but potentially important pattern of students with higher domain general skills demonstrating greater mathematics gains as a result of intervention participation. Implications for mathematics intervention and curriculum development, including potentially impactful instructional approaches and cognitive scaffolds are discussed.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"36 4","pages":"330-352"},"PeriodicalIF":1.8,"publicationDate":"2021-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43048992","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 Mathematics Interventions for Middle-School Students Experiencing Mathematics Difficulty 中学数学困难学生数学干预的系统评价

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2021-09-26 DOI: 10.1111/ldrp.12263

Sarah R. Powell, Erica N. Mason, Samantha E. Bos, Stacy Hirt, Leanne R. Ketterlin-Geller, Erica S. Lembke

引用次数: 7

Parenting Stress in Parents of Children with Learning Disabilities: Effects of Cognitions and Coping Styles 学习障碍儿童家长的育儿压力:认知和应对方式的影响

IF 1.8 3区教育学

Learning Disabilities Research & Practice Pub Date : 2021-09-22 DOI: 10.1111/ldrp.12265

Danielle Lynn Auriemma, Yi Ding, Chun Zhang, Mitchell Rabinowitz, Yangqian Shen, Katherine Lantier-Galatas

{"title":"Parenting Stress in Parents of Children with Learning Disabilities: Effects of Cognitions and Coping Styles","authors":"Danielle Lynn Auriemma, Yi Ding, Chun Zhang, Mitchell Rabinowitz, Yangqian Shen, Katherine Lantier-Galatas","doi":"10.1111/ldrp.12265","DOIUrl":"10.1111/ldrp.12265","url":null,"abstract":"This study investigated the relationship between parental cognitions, coping styles, and stress in parents of children with learning disabilities. More specifically, parental beliefs about self-efficacy and satisfaction in the parenting role were examined in relation to parenting stress. Furthermore, the relationship between parenting stress and problem-focused and emotion-focused coping styles was evaluated. Participants, who were 147 parents of 5- to 12-year-old children who had been diagnosed with a learning disability, completed three self-report measures. A hierarchical multiple regression model was used to examine the effects of the predictor variables on parenting stress. Results revealed that parents’ perceptions of the severity of their child's learning disability, as well as their use of emotion-focused coping strategies, were significant predictors of parenting stress levels. Participants’ beliefs regarding their self-efficacy in the parenting role and their satisfaction with the parenting role were not significant predictors of parenting stress. Additionally, parental use of problem-focused coping strategies was not a significant predictor of parenting stress. Implications for future research and clinical practice are discussed.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 1","pages":"51-63"},"PeriodicalIF":1.8,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63383385","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: 5