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Learning Disabilities Research & Practice最新文献

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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":"36 3","pages":"188-200"},"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":"36 3","pages":"201-212"},"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":"1 1","pages":"81 - 81"},"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":"36 1","pages":"12-25"},"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
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 : 2021-02-01 DOI: 10.1111/ldrp.12222
{"title":"Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)","authors":"","doi":"10.1111/ldrp.12222","DOIUrl":"https://doi.org/10.1111/ldrp.12222","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12222","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48276919","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
Language-Focused Interventions on Math Performance for English Learners: A Selective Meta-Analysis of the Literature 语言干预对英语学习者数学成绩的影响:文献荟萃分析
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2021-01-19 DOI: 10.1111/ldrp.12239
Genesis D. Arizmendi, Jui-Teng Li, M. Lee Van Horn, Stefania D. Petcu, H. Lee Swanson
{"title":"Language-Focused Interventions on Math Performance for English Learners: A Selective Meta-Analysis of the Literature","authors":"Genesis D. Arizmendi,&nbsp;Jui-Teng Li,&nbsp;M. Lee Van Horn,&nbsp;Stefania D. Petcu,&nbsp;H. Lee Swanson","doi":"10.1111/ldrp.12239","DOIUrl":"10.1111/ldrp.12239","url":null,"abstract":"<p>This meta-analysis synthesized research on math performance outcomes for English learners (EL) as a function of language-focused (math vocabulary) interventions. We included group and single-subject design studies with children from kindergarten to 8th grade (3,766 students for group, 30 for single-subject). Group studies yielded a mean Hedges’ <i>g</i> of 0.26 in favor of the interventions relative to the control conditions, whereas single-subject studies yielded a mean Percentage of Non-Overlapping Data of 81.01% and <i>Phi</i> coefficient of .66 relative to baseline. Although group studies yielded small effect sizes (ESs), we found significant moderators for grade level, intervention focus, and length of intervention. Single-subject studies yielded higher ESs than group studies, and were considered generally effective, with a high ES. This finding was attributed to a direct focus on children with math difficulties and one-to-one instruction. The implications for practice and future research are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"36 1","pages":"56-75"},"PeriodicalIF":1.8,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12239","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134488896","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: 9
The Role of Surface Text Processing in Centrality Deficit and Poor Text Comprehension of Adolescents with Attention Deficit Hyperactivity Disorder: A Think-Aloud Study 表层文本加工在青少年注意缺陷多动障碍中心性缺陷和文本理解不良中的作用:一项有声思考研究
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2021-01-15 DOI: 10.1111/ldrp.12237
Menahem Yeari, Anat Lavie
{"title":"The Role of Surface Text Processing in Centrality Deficit and Poor Text Comprehension of Adolescents with Attention Deficit Hyperactivity Disorder: A Think-Aloud Study","authors":"Menahem Yeari,&nbsp;Anat Lavie","doi":"10.1111/ldrp.12237","DOIUrl":"10.1111/ldrp.12237","url":null,"abstract":"<p>The present study employed a think-aloud method to explore the origin of centrality deficit (i.e., poor recall of central ideas) in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Moreover, utilizing the diverse think-aloud responses, we examined the overall quality of text processing employed by individuals with ADHD during reading, in order to shed more light on text-level deficiencies underlying their poor comprehension after reading. To address these goals, adolescents with and without ADHD were asked to state aloud whatever comes to their minds during the reading of two expository texts. After reading, the participants freely recalled text ideas and answered multiple-choice questions on the texts. Compared to controls, participants with ADHD generated fewer responses that reflect deep, efficient text processing, and reinstated fewer prior text ideas, particularly central ones, during reading. Moreover, the proportions of deep processing responses positively associated with participants’ performance on recall and comprehension tasks. These findings suggest that individuals with ADHD exhibit poor text comprehension and memory, particularly of central ideas, because they construct a low-quality, less-connected text representation during reading, and produce fewer, less-elaborated retrieval cues for subsequent tasks after reading.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"36 1","pages":"40-55"},"PeriodicalIF":1.8,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12237","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134538878","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: 3
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
{"title":"Morphological Awareness: A Tool to Promote Reading Fluency and Accuracy in Hebrew in Students with Reading Disabilities","authors":"Vered Vaknin-Nusbaum","doi":"10.1111/ldrp.12236","DOIUrl":"10.1111/ldrp.12236","url":null,"abstract":"<p>The effectiveness of a morphological awareness (MA) intervention program on reading fluency and accuracy performance was examined in 40 students with reading disabilities in fourth to sixth grade, ranging in age from nine to 12 years old (<i>M</i> = 10.51, <i>SD</i> = 0.89). The study used an experimental pre–post design consisting of a morphological intervention group and a comparison group. Students participating in the 15-week intervention program showed an advantage over comparison group students in all measures. Their improvement in MA resulted in a better reading fluency and accuracy performance as well as a significant change in reading level according to national norms. The results suggest that disabled readers can benefit from morphological intervention and use morphological cues in reading.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"36 1","pages":"26-39"},"PeriodicalIF":1.8,"publicationDate":"2021-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12236","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115318848","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
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
{"title":"Editor's Letter","authors":"L. Mason","doi":"10.1111/ldrp.12235","DOIUrl":"https://doi.org/10.1111/ldrp.12235","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12235","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44006350","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
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
{"title":"Use Data‐based Individualization to Improve High School Students’ Mathematics Computation and Mathematics Concept, and Application Performance","authors":"Minyi Shih Dennis, Emma Gratton-Fisher","doi":"10.1111/ldrp.12227","DOIUrl":"https://doi.org/10.1111/ldrp.12227","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12227","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48726399","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
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