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Learning Disabilities Research & Practice最新文献

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Morphological Awareness: A Tool to Promote Reading Fluency and Accuracy in Hebrew in Students with Reading Disabilities 形态意识:提高阅读障碍学生希伯来语阅读流畅性和准确性的工具
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2021-01-03 DOI: 10.1111/ldrp.12236
Vered Vaknin-Nusbaum
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引用次数: 5
Editor's Letter 编者的信
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2020-11-01 DOI: 10.1111/ldrp.12235
L. Mason
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引用次数: 0
Use Data‐based Individualization to Improve High School Students’ Mathematics Computation and Mathematics Concept, and Application Performance 运用数据个性化提高高中生数学计算、数学概念和应用成绩
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2020-08-01 DOI: 10.1111/ldrp.12227
Minyi Shih Dennis, Emma Gratton-Fisher
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引用次数: 2
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 : 2020-05-11 DOI: 10.1111/ldrp.12199
{"title":"Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)","authors":"","doi":"10.1111/ldrp.12199","DOIUrl":"https://doi.org/10.1111/ldrp.12199","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"35 2","pages":"57-60"},"PeriodicalIF":1.8,"publicationDate":"2020-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12199","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137513054","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
Effects of a Reading Intervention Implemented at Differing Intensities for Upper Elementary Students 不同强度阅读干预对小学高年级学生的影响
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2020-05-04 DOI: 10.1111/ldrp.12218
Rachel E. Donegan, Jeanne Wanzek, Stephanie Al Otaiba
{"title":"Effects of a Reading Intervention Implemented at Differing Intensities for Upper Elementary Students","authors":"Rachel E. Donegan,&nbsp;Jeanne Wanzek,&nbsp;Stephanie Al Otaiba","doi":"10.1111/ldrp.12218","DOIUrl":"10.1111/ldrp.12218","url":null,"abstract":"<p>Students with disabilities who display severe reading difficulties may require intensive interventions in order to make progress. The purpose of this study is to examine the effects of a multicomponent reading intervention implemented at two different intensities, in two separate randomized control trials, for a subset of fourth-grade students who displayed severe reading difficulties, and who had or were at risk for disabilities. We use multilevel models to examine the effect of a standard, less intensive implementation in Study 1, and of a more intensive implementation in Study 2, relative to typical school services. Analyses revealed no significant effects of treatment for the standard, less intensive implementation in Study 1. Significant effects for word reading and word reading fluency outcomes for students assigned to receive the intensive implementation were noted in Study 2. Implications, limitations, and directions for future research are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"35 2","pages":"62-71"},"PeriodicalIF":1.8,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12218","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132355915","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: 7
Congratulations to the Division of Learning Disabilities 2020 Award Winners 祝贺2020年学习障碍科获奖者
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2020-05-01 DOI: 10.1111/ldrp.12221
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引用次数: 0
Keyboarding Difficulties: Frequency and Characteristics among Higher Education Students with Handwriting Difficulties 键入困难:高等教育学生书写困难的频率和特征
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2020-04-30 DOI: 10.1111/ldrp.12220
Tali Rosenberg-Adler, Naomi Weintraub
{"title":"Keyboarding Difficulties: Frequency and Characteristics among Higher Education Students with Handwriting Difficulties","authors":"Tali Rosenberg-Adler,&nbsp;Naomi Weintraub","doi":"10.1111/ldrp.12220","DOIUrl":"10.1111/ldrp.12220","url":null,"abstract":"<p>Word processing is often considered an alternative writing mode or test accommodation for students with specific learning disorders who have handwriting difficulties (HD). Therefore, it is important for researchers and educators to understand the difficulties these students may encounter while using this technology. We examined the frequency of keyboarding difficulties (KD; i.e., slow keyboarding) among higher education students with HD, and the underlying functions (language, fine-motor, and attention) of these disabilities compared to students with only HD. Of the 50 students with HD, 24 percent were found to have KD. This group had significantly lower scores in phonological and orthographic skills, but not in fine-motor and attention functions, compared to students with HD alone. These results support models suggesting that handwriting and keyboarding share linguistic processes. They also suggest that for students with lower linguistic functions, word processing via keyboarding may not be an effective writing mode, and that these students may require tailored accommodation.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"35 2","pages":"82-88"},"PeriodicalIF":1.8,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12220","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127647895","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: 6
Saudi Teachers’ Perceptions of In-Service Education and Training Addressing Attention-Deficit/Hyperactivity Disorder 沙特教师对解决注意力缺陷/多动障碍的在职教育和培训的看法
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2020-04-20 DOI: 10.1111/ldrp.12219
Mohaned G. Abed, Todd K. Shackelford
{"title":"Saudi Teachers’ Perceptions of In-Service Education and Training Addressing Attention-Deficit/Hyperactivity Disorder","authors":"Mohaned G. Abed,&nbsp;Todd K. Shackelford","doi":"10.1111/ldrp.12219","DOIUrl":"10.1111/ldrp.12219","url":null,"abstract":"<p>Worldwide, 3.0–7.0 percent of school-aged children meet criteria for a diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD). In Saudi Arabia, ADHD appears to be more prevalent than the worldwide average, with estimates of 12.6–16.7 percent. Unfortunately, there is a relative dearth of research addressing ADHD and related training programs in Saudi Arabia. We investigated perceptions of teachers in Saudi elementary schools regarding current In-Service Education and Training (INSET) programs addressing students diagnosed with ADHD. We interviewed 40 teachers (15 women and 25 men) from public elementary schools in Jeddah, Saudi Arabia. The findings highlight the need to develop INSET programs specifically addressing best practices for managing and educating students diagnosed with ADHD.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"35 2","pages":"100-106"},"PeriodicalIF":1.8,"publicationDate":"2020-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12219","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125625479","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 Interventions for Algebraic Concepts and Skills of Secondary Students with Learning Disabilities 中学学习障碍学生代数概念和技能干预措施的系统回顾
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2020-04-08 DOI: 10.1111/ldrp.12217
Jihyun Lee, Diane Pedrotty Bryant, Min Wook Ok, Mikyung Shin
{"title":"A Systematic Review of Interventions for Algebraic Concepts and Skills of Secondary Students with Learning Disabilities","authors":"Jihyun Lee,&nbsp;Diane Pedrotty Bryant,&nbsp;Min Wook Ok,&nbsp;Mikyung Shin","doi":"10.1111/ldrp.12217","DOIUrl":"10.1111/ldrp.12217","url":null,"abstract":"<p>Improving the algebraic concepts and skills of secondary school students with learning disabilities is critical for their success in college and in the job market. This research reviewed 12 studies to examine interventions for students with learning disabilities in relation to algebraic notions and competencies. The results indicate that in regard to the <i>Common Core State Standards for Mathematics</i> (CCSSM) <i>Content Standards</i>, the majority of the studies address linear equations and expressions, linear inequalities, and quadratic expressions; they show that following interventions, students’ performance improved with respect to algebraic concepts and skills. The Tau-U and Hedges’ <i>g</i> of the intervention effects computed were typically large or very large. The most commonly used instructional components in the interventions were multiple representations, a sequence and/or range of examples, and explicit instruction. Limitations and suggestions for future research are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"35 2","pages":"89-99"},"PeriodicalIF":1.8,"publicationDate":"2020-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12217","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132494514","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: 6
Internalizing and Externalizing Behaviors of Children with Writing Disabilities 写作障碍儿童的内化与外化行为
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2020-02-24 DOI: 10.1111/ldrp.12216
Rebecca L. P. Jordan, Edmund P. Fernandez, Lara-Jeane C. Costa, Stephen R. Hooper
{"title":"Internalizing and Externalizing Behaviors of Children with Writing Disabilities","authors":"Rebecca L. P. Jordan,&nbsp;Edmund P. Fernandez,&nbsp;Lara-Jeane C. Costa,&nbsp;Stephen R. Hooper","doi":"10.1111/ldrp.12216","DOIUrl":"10.1111/ldrp.12216","url":null,"abstract":"<p>Students with specific learning disabilities (SLDs) are more likely to exhibit internalizing and externalizing behaviors than typically developing peers. Virtually none of the literature, however, reports on the behaviors of students at-risk for writing disabilities (AR-WD). We compared the behaviors of writers who are AR-WD and typically developing writers (TDW) from first through fourth grade (<i>N</i> = 138). We found that students who are AR-WD were only significantly different from TDW on Externalizing and Total Behaviors at Grade 2. These findings illustrate the benefits of studying behavior across different forms of SLD, as it appears that students ARWD do not consistently manifest significant behaviors, although interventions that simultaneously target writing and behavior may be warranted and mutually beneficial.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"35 2","pages":"72-81"},"PeriodicalIF":1.8,"publicationDate":"2020-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12216","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124239052","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
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