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Learning Disabilities Research & Practice最新文献

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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":null,"pages":null},"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
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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":null,"pages":null},"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
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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":null,"pages":null},"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":null,"pages":null},"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
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":null,"pages":null},"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
{"title":"Letter from Editorial Team","authors":"Linda H. Mason,&nbsp;Paul Haspel","doi":"10.1111/ldrp.12271","DOIUrl":"10.1111/ldrp.12271","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44852155","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 : 2021-11-16 DOI: 10.1111/ldrp.12225
{"title":"Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)","authors":"","doi":"10.1111/ldrp.12225","DOIUrl":"https://doi.org/10.1111/ldrp.12225","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ldrp.12225","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137527770","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
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,&nbsp;Jeffrey Thomas","doi":"10.1111/ldrp.12270","DOIUrl":"10.1111/ldrp.12270","url":null,"abstract":"<p>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.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"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
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