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Learning Disabilities Research & Practice最新文献

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Making FAPE Appropriate Now for Students with Learning Disabilities 让FAPE适合有学习障碍的学生
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2021-08-29 DOI: 10.1111/ldrp.12262
David Scanlon, Mary Beth Calhoon, Sheri Berkeley
{"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":null,"pages":null},"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}
引用次数: 0
Supporting Students within an MTSS Framework Using SRSD Fractions: Results of a Regression Discontinuity Design 使用SRSD分数在MTSS框架内支持学生:回归不连续设计的结果
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2021-07-22 DOI: 10.1111/ldrp.12253
Mickey Losinski, Robin Parks Ennis, Ashley Shaw, Nicholas A. Gage
{"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":null,"pages":null},"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}
引用次数: 4
Using the SRSD Instructional Approach for Argumentative Writing: A Look across the Content Areas 使用SRSD教学方法进行议论文写作:横跨内容区域的观察
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2021-07-19 DOI: 10.1111/ldrp.12255
Corey Peltier, Justin D. Garwood, John McKenna, Tiffany Peltier, Jesse Sendra
{"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":null,"pages":null},"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}
引用次数: 5
SRSD Instructional Research for Students with or at-Risk for LD across the Content Areas: History and Reflections 在内容领域中，对有或有可能患有学习障碍的学生进行的SRSD教学研究:历史和反思
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2021-07-19 DOI: 10.1111/ldrp.12260
Karen R. Harris
{"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":null,"pages":null},"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}
引用次数: 4
Self-Regulated Strategy Development: A Framework for Effective Instruction across the Content Areas 自我调节策略发展:跨内容领域有效教学的框架
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2021-07-19 DOI: 10.1111/ldrp.12256
Debra McKeown, Erin FitzPatrick, Robin Parks Ennis, Sara Sanders
{"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":null,"pages":null},"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}
引用次数: 4
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 从研究到实践的35年:四种包容性学科领域课堂内容强化程序研究述评(一
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2021-07-12 DOI: 10.1111/ldrp.12258
Jean Bragg Schumaker, Joseph B. Fisher
{"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":null,"pages":null},"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}
引用次数: 2
Writing from Multiple Source Texts: SRSD for Fifth Grade Learners in Inclusive Settings 多源文本写作:全纳环境下五年级学习者的SRSD
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2021-06-30 DOI: 10.1111/ldrp.12257
Erin R. FitzPatrick, Debra McKeown
{"title":"Writing from Multiple Source Texts: SRSD for Fifth Grade Learners in Inclusive Settings","authors":"Erin R. FitzPatrick,&nbsp;Debra McKeown","doi":"10.1111/ldrp.12257","DOIUrl":"10.1111/ldrp.12257","url":null,"abstract":"<p>Writing is an essential academic skill that proves challenging for many learners both with and without diagnosed learning disabilities. In this multiple probe across participants study, a fifth-grade special educator in an inclusive setting implemented Self-regulated Strategy Development for the informational genre. Eight Black students participated—five had IEPs, three were referred by teachers. Research questions explored fidelity of SRSD instruction following practice-based professional development; social validity; and the impact on writing outcomes including genre elements, length, holistic quality, strategy use, and academic vocabulary. The teacher implemented SRSD with high fidelity. All writing outcomes increased following intervention. Instances of copying text directly from sources decreased. Both teacher and students rated SRSD high on measures of social validity.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47706595","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
Improving the Reading Comprehension Skills of Systems-Involved Youth: A Preliminary Investigation of an Underserved Population 提高系统参与青年的阅读理解能力:对服务不足人群的初步调查
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2021-06-22 DOI: 10.1111/ldrp.12254
Sara Sanders, Kristine Jolivette, Cody Harris
{"title":"Improving the Reading Comprehension Skills of Systems-Involved Youth: A Preliminary Investigation of an Underserved Population","authors":"Sara Sanders,&nbsp;Kristine Jolivette,&nbsp;Cody Harris","doi":"10.1111/ldrp.12254","DOIUrl":"10.1111/ldrp.12254","url":null,"abstract":"<p>This study investigated the effect of the self-regulated strategy development (SRSD) instructional approach on the reading comprehension of systems-involved youth served in a secure juvenile justice setting. Using a cluster randomized controlled trial (CRT) pretest/posttest design, youth in the treatment group were taught the TRAP mnemonic (Think before reading, Read the paragraph, Ask yourself what the paragraph is mostly about and what is the most important information, and Paraphrase the paragraph). Results indicate modest improvement within the treatment group as compared to the control group, along with high treatment fidelity and social validity. Implications for practitioners, limitations, and suggestions for future research are presented.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12254","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47544762","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
2021 Division of Learning Disabilities Award Winners 2021年学习障碍奖得主
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2021-05-01 DOI: 10.1111/ldrp.12246
{"title":"2021 Division of Learning Disabilities Award Winners","authors":"","doi":"10.1111/ldrp.12246","DOIUrl":"https://doi.org/10.1111/ldrp.12246","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12246","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63383375","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
Culturally Sustaining Practices in Content Area Instruction for CLD Students with Learning Disabilities 有学习障碍的CLD学生在内容领域教学中的文化持续性实践
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2021-02-21 DOI: 10.1111/ldrp.12240
Shaqwana Freeman-Green, Melissa K. Driver, Peishi Wang, Jessica Kamuru, Dia Jackson
{"title":"Culturally Sustaining Practices in Content Area Instruction for CLD Students with Learning Disabilities","authors":"Shaqwana Freeman-Green,&nbsp;Melissa K. Driver,&nbsp;Peishi Wang,&nbsp;Jessica Kamuru,&nbsp;Dia Jackson","doi":"10.1111/ldrp.12240","DOIUrl":"10.1111/ldrp.12240","url":null,"abstract":"<p>Culturally and linguistically diverse (CLD) students comprise a substantial population of students with learning disabilities, and are historically disproportionately represented in special education. To effectively teach CLD students with learning disabilities, teachers should integrate evidence-based practices and culturally sustaining pedagogy in their practice. This article highlights several practical examples of culturally sustaining evidence-based practices across the content areas of mathematics, reading, and writing. Suggestions for practice and future research are presented in the article.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12240","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127684877","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: 5
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