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Learning Disabilities Research & Practice最新文献

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Effects of Computerized Instruction on the Use of Punctuation Strategies by Students with LD 计算机教学对LD学生标点策略使用的影响
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-07-03 DOI: 10.1111/ldrp.12203
Jean B. Schumaker, Joseph B. Fisher, Lisa D. Walsh
{"title":"Effects of Computerized Instruction on the Use of Punctuation Strategies by Students with LD","authors":"Jean B. Schumaker,&nbsp;Joseph B. Fisher,&nbsp;Lisa D. Walsh","doi":"10.1111/ldrp.12203","DOIUrl":"10.1111/ldrp.12203","url":null,"abstract":"<p>An interactive multimedia software program was developed for teaching punctuation strategies and then tested with middle-school and high-school students with learning disabilities. Students at each school level were randomly selected into an experimental or control group. Results showed that experimental students at both school levels performed similarly by earning significantly higher scores on a test of punctuation usage than the control students. Additionally, experimental students in both school cohorts inserted significantly fewer incorrect punctuation marks than the controls. Furthermore, the experimental students generalized their use of the strategies to a test where they wrote their own sentences. Thus, this study shows that students with LD can learn punctuation strategies at a high level of mastery and can generalize their skills to sentence editing and sentence construction tasks when taught through interactive multimedia.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 3","pages":"158-170"},"PeriodicalIF":1.8,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12203","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42281898","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: 3
Making Sense of Single-Case Design Effect Sizes 理解单一案例设计效应大小
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-07-01 DOI: 10.1111/ldrp.12204
Daniel M. Maggin, Bryan G. Cook, Lysandra Cook
{"title":"Making Sense of Single-Case Design Effect Sizes","authors":"Daniel M. Maggin,&nbsp;Bryan G. Cook,&nbsp;Lysandra Cook","doi":"10.1111/ldrp.12204","DOIUrl":"10.1111/ldrp.12204","url":null,"abstract":"<p>Single-case research methods provide a basis for demonstrating that an intervention produces a reliable change in a targeted outcome for individual cases. To supplement visual analysis of data in single-case studies, researchers frequently report statistics—often referred to as effect sizes—to summarize study findings. The recent proliferation of effect sizes used in single-case research can be confusing. In this article, after reviewing single-case research, we provide an overview of common types of effect sizes used in single-case research, including overlap metrics and within- and between-participant effect sizes, and conclude with examples of these effect sizes in the single-case literature. Our take-home message is that effect sizes are useful complements to visual analysis when interpreting results of single-case design research studies.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 3","pages":"124-132"},"PeriodicalIF":1.8,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12204","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43316310","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: 24
Piloting a Mathematics-Writing Intervention with Late Elementary Students At-Risk for Learning Difficulties 对有学习困难风险的小学晚期学生进行数学-写作干预
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-06-10 DOI: 10.1111/ldrp.12202
Michael A. Hebert, Sarah R. Powell, Janet Bohaty, Julia Roehling
{"title":"Piloting a Mathematics-Writing Intervention with Late Elementary Students At-Risk for Learning Difficulties","authors":"Michael A. Hebert,&nbsp;Sarah R. Powell,&nbsp;Janet Bohaty,&nbsp;Julia Roehling","doi":"10.1111/ldrp.12202","DOIUrl":"10.1111/ldrp.12202","url":null,"abstract":"<p>High-stakes mathematics assessments require students to write about mathematics, although research suggests students exhibit limited proficiency on such assessments. Students with LD may have difficulties with writing, mathematics, or both. Researchers employed an intervention for teaching students how to organize mathematics writing (MW). Researchers randomly assigned participants (<i>n</i> = 61) in grades 3–5 to receive instruction in MW or information writing. Students receiving MW outperformed control students on a researcher-developed measure of MW (<i>d</i> = 1.05). Component assessment revealed MW students improved in writing organization (<i>d</i> = 1.49) but not in mathematics content (<i>d</i> = 0.11 <i>ns</i>). Results also indicated MW students outperformed control on percentage of correct MW sequences (<i>d</i> = 0.82). Future directions for MW intervention development are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 3","pages":"144-157"},"PeriodicalIF":1.8,"publicationDate":"2019-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12202","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47241409","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
Accuracy of Area Model and Number Line Representations of Fractions for Students with Learning Disabilities 学习障碍学生分数的面积模型和数轴表示的准确性
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-05-29 DOI: 10.1111/ldrp.12197
Stephanie Morano, Paul J. Riccomini, Joo-Young Lee
{"title":"Accuracy of Area Model and Number Line Representations of Fractions for Students with Learning Disabilities","authors":"Stephanie Morano,&nbsp;Paul J. Riccomini,&nbsp;Joo-Young Lee","doi":"10.1111/ldrp.12197","DOIUrl":"10.1111/ldrp.12197","url":null,"abstract":"<p>Assessment results are used to investigate relations between performance on a fraction number line estimation task and a circular area model estimation task for students with LD in Grades 6–8. Results indicate that students’ abilities to represent fractions on number lines and on circular area models are distinct skills. In addition, accurate fraction magnitude estimation using number lines was more strongly related to other fractions skills (e.g., fraction magnitude comparison) than accurate fraction magnitude estimation using circular area models. Our findings call for greater integration of the number line into early fractions instruction, and highlight the importance of explicitly teaching students to make connections between different visual representations of fractions. Implications for research and practice are presented.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 3","pages":"133-143"},"PeriodicalIF":1.8,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12197","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44914844","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
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 : 2019-04-24 DOI: 10.1111/ldrp.12176
{"title":"Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)","authors":"","doi":"10.1111/ldrp.12176","DOIUrl":"https://doi.org/10.1111/ldrp.12176","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 2","pages":"63-66"},"PeriodicalIF":1.8,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12176","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137972985","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
Congratulations to the Division of Learning Disabilities 2019 Award Winners 祝贺2019年学习障碍科获奖者
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-04-24 DOI: 10.1111/ldrp.12196
{"title":"Congratulations to the Division of Learning Disabilities 2019 Award Winners","authors":"","doi":"10.1111/ldrp.12196","DOIUrl":"10.1111/ldrp.12196","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 2","pages":"67"},"PeriodicalIF":1.8,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12196","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47391697","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
Paraphrasing Interventions and Problem-Solving Accuracy: Do Generative Procedures Help English Language Learners with Math Difficulties? 释义干预和问题解决的准确性:生成过程对英语学习者的数学困难有帮助吗?
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-04-04 DOI: 10.1111/ldrp.12194
H. Lee Swanson, Jennifer E. Kong, Amber S. Moran, Michael J. Orosco
{"title":"Paraphrasing Interventions and Problem-Solving Accuracy: Do Generative Procedures Help English Language Learners with Math Difficulties?","authors":"H. Lee Swanson,&nbsp;Jennifer E. Kong,&nbsp;Amber S. Moran,&nbsp;Michael J. Orosco","doi":"10.1111/ldrp.12194","DOIUrl":"10.1111/ldrp.12194","url":null,"abstract":"<p>This randomized control treatment study investigated the role of generative paraphrasing interventions on word problem-solving (WPS) accuracy in English language learners (ELL) who were at risk for math difficulties (MD). One hundred and forty-two third-grade monolingual and English language learners were randomly assigned to either an untreated control group or one of three treatment conditions: paraphrase question (<i>Restate</i>), paraphrase relevant information (<i>Relevant</i>), and paraphrase all propositions (<i>Complete</i>). Results showed that the <i>relevant</i> treatment condition improved WPS accuracy for monolingual and ELL children's accuracy relative to the control and restate condition. There were, however, no positive advantages on the transfer measures (knowledge of problem-solving components, calculation) for ELL children with MD. In addition, the magnitude of posttest outcomes on the problem-solving measures was substantially smaller for ELL children with MD than for children without MD. Although the results overall support the notion that generative learning improves problem-solving accuracy, ELL children without MD are most likely to benefit from its application.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 2","pages":"68-84"},"PeriodicalIF":1.8,"publicationDate":"2019-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12194","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48135479","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: 11
Letter from Editor 编辑来信
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-02-11 DOI: 10.1111/ldrp.12190
Linda H. Mason
{"title":"Letter from Editor","authors":"Linda H. Mason","doi":"10.1111/ldrp.12190","DOIUrl":"https://doi.org/10.1111/ldrp.12190","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 1","pages":"5"},"PeriodicalIF":1.8,"publicationDate":"2019-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12190","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137667403","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
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 : 2019-02-11 DOI: 10.1111/ldrp.12154
{"title":"Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)","authors":"","doi":"10.1111/ldrp.12154","DOIUrl":"10.1111/ldrp.12154","url":null,"abstract":"","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 1","pages":"1-4"},"PeriodicalIF":1.8,"publicationDate":"2019-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12154","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45947040","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
Relationships among Special Education Teachers' Knowledge, Instructional Practice and Students' Performance in Reading Fluency 特殊教育教师知识、教学实践与学生阅读流畅性的关系
IF 1.8 3区 教育学
Learning Disabilities Research & Practice Pub Date : 2019-02-07 DOI: 10.1111/ldrp.12193
Yujeong Park, Mary Theresa Kiely, Mary T. Brownell, Amber Benedict
{"title":"Relationships among Special Education Teachers' Knowledge, Instructional Practice and Students' Performance in Reading Fluency","authors":"Yujeong Park,&nbsp;Mary Theresa Kiely,&nbsp;Mary T. Brownell,&nbsp;Amber Benedict","doi":"10.1111/ldrp.12193","DOIUrl":"10.1111/ldrp.12193","url":null,"abstract":"<p>The purpose of this study was to explore the relationships among (1) special education teachers’ knowledge for teaching reading fluency, (2) the specific instructional practices they used in fluency instruction, and (3) gains of students with specific learning disabilities (SLD) on a performance measure of oral reading fluency (ORF). Analyses based on multilevel linear modeling and analysis of covariance indicated that for 42 special education teachers teaching third, fourth, and fifth graders with SLD in intensive reading groups, teachers’ knowledge for teaching reading fluency predicted student gains on ORF measures, but did not predict their instructional practice. Furthermore, teacher practice did not predict student gains on ORF. Practical implications and future research are discussed.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"34 2","pages":"85-96"},"PeriodicalIF":1.8,"publicationDate":"2019-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ldrp.12193","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45786532","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
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