Learning Disabilities Research & Practice最新文献

{"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":"36 4","pages":"367-379"},"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":"36 3","pages":"179-182"},"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":"36 3","pages":"258-272"},"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":"36 3","pages":"183"},"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}

{"title":"Making FAPE Appropriate Now for Students with Learning Disabilities","authors":"David Scanlon,&nbsp;Mary Beth Calhoon,&nbsp;Sheri Berkeley","doi":"10.1111/ldrp.12262","DOIUrl":"10.1111/ldrp.12262","url":null,"abstract":"<p>Since its inception, a premise of special education has been to provide students with disabilities with an appropriate education. The interpretation of <i>appropriate</i> has evolved across eras of special education. For students with learning disabilities, emphases on inclusion and high-stakes achievement have eroded the intention of FAPE. It is time for a re-envisioning of FAPE. A new vision should not presume the same outcomes for all. Restoring goals and individualized curriculum <i>informed by</i> the general education curriculum instead of exclusively focused “in the general education curriculum” is the way forward.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"36 4","pages":"287-294"},"PeriodicalIF":1.8,"publicationDate":"2021-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12262","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42152953","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":"Supporting Students within an MTSS Framework Using SRSD Fractions: Results of a Regression Discontinuity Design","authors":"Mickey Losinski,&nbsp;Robin Parks Ennis,&nbsp;Ashley Shaw,&nbsp;Nicholas A. Gage","doi":"10.1111/ldrp.12253","DOIUrl":"10.1111/ldrp.12253","url":null,"abstract":"<p>Students with mathematics difficulties often struggle with conceptual and procedural understanding of fractions. Self-regulated strategy development (SRSD) is an evidence-based framework for teaching a variety of academic skills, including mathematics. The purpose of this study was to extend preliminary work using <i>SRSD Fractions</i> to support the fraction performance of fourth-grade students with mathematics difficulties. Using a fuzzy regression discontinuity design, we evaluated the effects of a Tier 2 intervention implemented within a multitiered systems of support framework with 60 participants, 16 of whom participated in the intervention. While students in the treatment group had higher scores on the posttest, the local average treatment effect was not statistically significant, but the overall difference in difference score suggested a large effect (<i>g</i> = 0.81; 95 percent CI 0.18 and 1.43). Limitations and future directions are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"36 3","pages":"213-223"},"PeriodicalIF":1.8,"publicationDate":"2021-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12253","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46973925","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":"Using the SRSD Instructional Approach for Argumentative Writing: A Look across the Content Areas","authors":"Corey Peltier,&nbsp;Justin D. Garwood,&nbsp;John McKenna,&nbsp;Tiffany Peltier,&nbsp;Jesse Sendra","doi":"10.1111/ldrp.12255","DOIUrl":"10.1111/ldrp.12255","url":null,"abstract":"<p>This article will discuss ways to use self-regulated strategy development for argumentative writing across content areas. The goal of self-regulated strategy development is for students to generalize the use of the strategy across settings, allowing them to become fluent and proficient writers in all areas. In addition, the generalization of the strategy across settings increases maintenance of skills across time. We will provide steps for educators to use the self-regulated strategy development instructional approach—more commonly used in reading, writing, and mathematics—across science and social studies content areas with key illustrations using new mnemonics from current practitioners.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"36 3","pages":"224-234"},"PeriodicalIF":1.8,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12255","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43273257","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":"SRSD Instructional Research for Students with or at-Risk for LD across the Content Areas: History and Reflections","authors":"Karen R. Harris","doi":"10.1111/ldrp.12260","DOIUrl":"10.1111/ldrp.12260","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"36 3","pages":"235-241"},"PeriodicalIF":1.8,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12260","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49227850","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":"Self-Regulated Strategy Development: A Framework for Effective Instruction across the Content Areas","authors":"Debra McKeown,&nbsp;Erin FitzPatrick,&nbsp;Robin Parks Ennis,&nbsp;Sara Sanders","doi":"10.1111/ldrp.12256","DOIUrl":"10.1111/ldrp.12256","url":null,"abstract":"<p>Self-regulated strategy development (SRSD) is an instructional framework considered to be an evidence-based practice in writing. In this article, SRSD's foundations and structure is briefly described. Then, the authors provide a summary of studies of SRSD applied across content areas, including writing, reading, mathematics, science, and social studies along with an introduction to the special issue.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"36 3","pages":"184-187"},"PeriodicalIF":1.8,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12256","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41754910","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":"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,&nbsp;Joseph B. Fisher","doi":"10.1111/ldrp.12258","DOIUrl":"10.1111/ldrp.12258","url":null,"abstract":"<p>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.</p>","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}