Learning Disabilities Research & Practice最新文献

{"title":"Do Taiwanese Undergraduate Students with SLD Use Different Learning Strategies than Students without These Disabilities?","authors":"Li-Chih Wang,&nbsp;Kevin Kien Hoa Chung","doi":"10.1111/ldrp.12269","DOIUrl":"10.1111/ldrp.12269","url":null,"abstract":"<p>This study investigated the learning strategies that university students with specific learning disabilities (SLD) report using in the Chinese language context. Participants were 105 first-year undergraduate students with SLD and 134 typically developing peers. Three questionnaires about reported reading/writing difficulties, metacognitive knowledge, and learning strategies were administered. Students with SLD reported using fewer learning strategies than students without SLD. The use of writing/research skills, which are the skills used to research topics from various sources in different ways (e.g., organizing writing projects, and monitoring for errors), significantly negatively predicted the reported reading/writing difficulties in both groups. These findings help expand our understanding of which learning strategies are useful for students with SLD and university instructors use more suitable techniques to facilitate the learning of these students.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46754369","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}

{"title":"Qualitative Methods in Special Education Research","authors":"Melinda M. Leko,&nbsp;Bryan G. Cook,&nbsp;Lysandra Cook","doi":"10.1111/ldrp.12268","DOIUrl":"10.1111/ldrp.12268","url":null,"abstract":"<p>Qualitative research methods are used within special education research to provide insights about how and why phenomena occur. They can, however, be misunderstood and applied inappropriately. Our aim in this article is to provide an overview of qualitative methods, including their purpose, contributions to research involving students with learning disabilities, limitations, and quality indicators for methodological rigor. Additionally, we highlight common qualitative methods and data sources. We review a recent study that exemplifies the use of qualitative methods in the field. Our take-home message is that qualitative methods can provide valuable in-depth information about how and why phenomena occur, but they are not intended to support causal relationships or large-scale generalizability.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47061655","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}

{"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,&nbsp;Susan De La Paz","doi":"10.1111/ldrp.12264","DOIUrl":"10.1111/ldrp.12264","url":null,"abstract":"<p>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.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"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}

{"title":"Examining the Role of Domain-General Skills in Mathematics Learning and Intervention Response in Kindergarten","authors":"Lina Shanley,&nbsp;Ben Clarke,&nbsp;Keith Smolkowski,&nbsp;Christian T. Doabler,&nbsp;Evangeline C. Kurtz-Nelson,&nbsp;Hank Fien","doi":"10.1111/ldrp.12267","DOIUrl":"10.1111/ldrp.12267","url":null,"abstract":"<p>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.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"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}

{"title":"A Systematic Review of Mathematics Interventions for Middle-School Students Experiencing Mathematics Difficulty","authors":"Sarah R. Powell,&nbsp;Erica N. Mason,&nbsp;Samantha E. Bos,&nbsp;Stacy Hirt,&nbsp;Leanne R. Ketterlin-Geller,&nbsp;Erica S. Lembke","doi":"10.1111/ldrp.12263","DOIUrl":"10.1111/ldrp.12263","url":null,"abstract":"<p>In this systematic review, we explored mathematics interventions for middle school (Grades 6, 7, and 8) implemented with students who experienced difficulty in the area of mathematics, including students with an identified learning disability in mathematics. A total of 72 single-subject and group comparison studies met inclusion criteria, with 59 studies demonstrating positive effects on student-level mathematics outcomes. The majority of mathematics interventions focused on foundational, prealgebraic skills (e.g., operations and problem solving) related to algebraic reasoning. To understand the landscape of effective mathematics interventions and inform instruction within mathematics intervention, we identified six instructional components used with regularity within the effective studies. These components included explicit instruction, multiple representations, problem-solving instruction, mathematical language, mnemonics, and graphic organizers.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41290521","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}

{"title":"Parenting Stress in Parents of Children with Learning Disabilities: Effects of Cognitions and Coping Styles","authors":"Danielle Lynn Auriemma,&nbsp;Yi Ding,&nbsp;Chun Zhang,&nbsp;Mitchell Rabinowitz,&nbsp;Yangqian Shen,&nbsp;Katherine Lantier-Galatas","doi":"10.1111/ldrp.12265","DOIUrl":"10.1111/ldrp.12265","url":null,"abstract":"<p>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.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"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}

{"title":"Sentence Writing Intervention for At-Risk Writers in Upper Elementary Grades","authors":"R. Alex Smith,&nbsp;Abigail A. Allen,&nbsp;Kristin L. Panos,&nbsp;Stephen Ciullo","doi":"10.1111/ldrp.12266","DOIUrl":"10.1111/ldrp.12266","url":null,"abstract":"<p>Fluent production of a variety of grammatically correct sentences is essential to overall writing quality across genres. Sentence-production skills become increasingly important as students prepare to transition from the elementary grades to middle-school. Many students in the upper-elementary grades, however, struggle with sentence production skills—especially writers with a learning disability. This paper provides useful information for educators focusing on improving the quality of sentence-level writing skills for students with learning disabilities in Grades 3–5. Specifically, guidance is provided for using (a) assessment to inform sentence-level intervention and (b) a sequence of instructional practices for improving foundational sentence-level production skills.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42009957","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}

{"title":"Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)","authors":"","doi":"10.1111/ldrp.12224","DOIUrl":"https://doi.org/10.1111/ldrp.12224","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12224","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137515572","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}

{"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 II","authors":"Joseph B. Fisher,&nbsp;Jean Bragg Schumaker","doi":"10.1111/ldrp.12259","DOIUrl":"10.1111/ldrp.12259","url":null,"abstract":"<p>This article is the second part of a two-part article focusing on research that has been conducted on Content Enhancement Routines, instructional routines developed to be used during inclusive subject-area instruction. Part I of this article (Schumaker and Fisher, 2021) reviews the original validation studies that were conducted on four Content Enhancement Routines. This second part of the article reviews 10 empirical studies that have been conducted comparing the effects of two professional development methods (i.e., a computerized workshop and a live workshop) for instructing teachers to use the same four teaching routines. In every study, teacher knowledge of the routine and teacher preparation for using the routine were measured. In four of the studies, teacher implementation of the routine within inclusive classes as well as student performance were also measured. Results were reported for the whole group of students in all four studies, and for students with LD in three of the studies. In all of the studies, teachers made large and significant gains in performance on all measures after both workshop conditions, representing large effect sizes. All in-service teachers performed the routine at a high level of quality in their classes after 3 hours of instruction. In two studies, the teachers who participated in the computerized instruction earned significantly higher implementation scores than the teachers who participated in the live instruction. Regarding student performance across the studies, the whole group of students and the students with LD earned significantly higher scores on the posttests than on the pretests for both groups of teachers, again representing large effect sizes. Additionally, in two studies, the whole groups of students whose teachers used the software earned significantly higher scores on posttests than the whole groups of students whose teachers participated in live sessions. These studies replicate and extend the studies reviewed in Part I of this article; they show that quality teacher use of four Content Enhancement Routines results in increases in performance for all students, and for students with LD in inclusive classes.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12259","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42382754","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}

{"title":"Letter from Editor","authors":"Linda H. Mason","doi":"10.1111/ldrp.12261","DOIUrl":"https://doi.org/10.1111/ldrp.12261","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12261","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137515573","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}