Learning Disabilities Research & Practice最新文献_第9页

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

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, Jui-Teng Li, M. Lee Van Horn, Stefania D. Petcu, H. Lee Swanson","doi":"10.1111/ldrp.12239","DOIUrl":"10.1111/ldrp.12239","url":null,"abstract":"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’ g 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 Phi 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.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"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, Anat Lavie","doi":"10.1111/ldrp.12237","DOIUrl":"10.1111/ldrp.12237","url":null,"abstract":"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.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"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

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

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

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

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

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

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, Naomi Weintraub","doi":"10.1111/ldrp.12220","DOIUrl":"10.1111/ldrp.12220","url":null,"abstract":"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.","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":null,"pages":null},"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