Journal of Learning Disabilities最新文献

Effects of Calculation and Reading Fluency Interventions Focusing on Awareness and Adaptive Use of Strategies: Supporting Children With Comorbid Fluency Problems. 以意识和策略的适应性使用为重点的计算和阅读流畅性干预的效果：支持有共病流畅性问题的儿童。

IF 2.9 2区教育学

Journal of Learning Disabilities Pub Date : 2026-05-05 DOI: 10.1177/00222194261441290

Jenni M Pulkkinen, Riikka T Heikkilä, Kenneth M Eklund, Tuire K Koponen, Mikko T Aro

{"title":"Effects of Calculation and Reading Fluency Interventions Focusing on Awareness and Adaptive Use of Strategies: Supporting Children With Comorbid Fluency Problems.","authors":"Jenni M Pulkkinen, Riikka T Heikkilä, Kenneth M Eklund, Tuire K Koponen, Mikko T Aro","doi":"10.1177/00222194261441290","DOIUrl":"https://doi.org/10.1177/00222194261441290","url":null,"abstract":"This quasi-experimental study examined the benefit of intervention focusing on awareness and flexible use of strategies in arithmetic and reading among Finnish children with comorbid arithmetic and reading fluency problems (Grades 2-4). Children participated either in a calculation intervention (n = 45) or a reading intervention (n = 51) or received business-as-usual support at school (n = 47). Both domain-specific and cross-domain effects were investigated. The calculation group improved in single- and multi-digit addition fluency significantly more than the other two groups, while the progress in sentence and text reading fluency was not different in the reading intervention group compared with the other two groups. Also, neither intervention showed cross-domain effects. The results of this study add to the existing knowledge of pedagogical practices to support arithmetic and reading fluency in children with comorbid difficulties and lead us to consider the developmental and instructional differentiations between the skills.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194261441290"},"PeriodicalIF":2.9,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Mathematics-Writing Performance of Students Experiencing Mathematics Difficulties in China. 数学——中国数学困难学生的写作表现

IF 2.9 2区教育学

Journal of Learning Disabilities Pub Date : 2026-05-01 Epub Date: 2025-12-01 DOI: 10.1177/00222194251391829

Xiaonan Han, Xin Lin

引用次数: 0

Unique and Combined Effects of Small-Group Fraction Vocabulary and Arithmetic Interventions for Students With Mathematical Difficulties. 小团体分数词汇和算术干预对数学困难学生的独特和联合效果。

IF 2.9 2区教育学

Journal of Learning Disabilities Pub Date : 2026-05-01 Epub Date: 2025-05-26 DOI: 10.1177/00222194251342191

Xin Lin, Juehang Zhang, Haorui Cui, Xiuwen Song, Xiaonan Han

{"title":"Unique and Combined Effects of Small-Group Fraction Vocabulary and Arithmetic Interventions for Students With Mathematical Difficulties.","authors":"Xin Lin, Juehang Zhang, Haorui Cui, Xiuwen Song, Xiaonan Han","doi":"10.1177/00222194251342191","DOIUrl":"10.1177/00222194251342191","url":null,"abstract":"The purpose of this study was to assess the effects of a fraction vocabulary intervention with fraction arithmetic components on fraction vocabulary knowledge and fraction arithmetic competencies among fourth-grade Chinese students with mathematics difficulties. We randomly assigned 70 students with mathematics difficulties to three conditions: fraction vocabulary only (n = 23), fraction vocabulary with an arithmetic component (n = 23), and a business-as-usual (BaU) condition (n = 24). The students in the fraction vocabulary intervention conditions participated in 10 sessions, occurring three times per week. Students within both intervention conditions showed significantly better performance in fraction vocabulary knowledge than those in the BaU condition. However, no notable distinctions were observed between the two intervention conditions in terms of fraction arithmetic. Only students who received the fraction vocabulary intervention with an arithmetic component exhibited enhanced performance in subtraction with like denominators compared to the BaU condition.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"161-171"},"PeriodicalIF":2.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

University Trajectories and Psychological Well-Being of Students With Specific Learning Disorders: A Systematic Literature Review. 特殊学习障碍学生的大学发展轨迹与心理健康：系统文献综述。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2026-04-06 DOI: 10.1177/00222194261433016

Angela Lombardo Pontillo,Milena Álvarez Andrade,Llorenç Andreu,Patrizia Oliva

{"title":"University Trajectories and Psychological Well-Being of Students With Specific Learning Disorders: A Systematic Literature Review.","authors":"Angela Lombardo Pontillo,Milena Álvarez Andrade,Llorenç Andreu,Patrizia Oliva","doi":"10.1177/00222194261433016","DOIUrl":"https://doi.org/10.1177/00222194261433016","url":null,"abstract":"University students with specific learning disorders (SLDs) continue to encounter substantial challenges despite increased access to higher education (HE). This systematic review synthesized evidence on (a) strategies and accommodations students with SLD use to achieve academically, (b) psychological consequences of their learning experiences, and (c) the role of institutional policies and practices in fostering inclusion. Following PRISMA guidelines, 34 studies published between 1994 and 2024 were identified through Scopus, Web of Science, ERIC, PsycINFO, and PubMed. Eligible studies examined formally diagnosed SLDs (dyslexia, dyscalculia, dysgraphia, dysorthographia) in HE. Students with SLDs rely on compensatory strategies-metacognitive regulation, time management, and assistive technologies-that support participation but demand disproportionate effort. Psychological evidence highlights elevated anxiety, stigma, and reduced confidence, although self-efficacy and resilience often act as protective factors. Institutional frameworks provide formal rights, but implementation is inconsistent, with faculty awareness emerging as a decisive factor. Accommodations are indispensable yet insufficient when poorly delivered. Findings underscore both the resilience of students with SLDs and the fragility of institutional support, reinforcing the need for a universal design and greater faculty engagement.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"4 1","pages":"222194261433016"},"PeriodicalIF":3.0,"publicationDate":"2026-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147625568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

The Role of Statistics Anxiety and Attitudes in Statistical Literacy Among Students With Learning Disabilities and Attention Deficit Hyperactivity Disorder 统计焦虑和态度对学习障碍和注意缺陷多动障碍学生统计素养的影响

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2026-03-26 DOI: 10.1177/00222194261420168

Miriam Sarid, Anat Klemer, Carmit Gal, Chen Hanna Ryder

{"title":"The Role of Statistics Anxiety and Attitudes in Statistical Literacy Among Students With Learning Disabilities and Attention Deficit Hyperactivity Disorder","authors":"Miriam Sarid, Anat Klemer, Carmit Gal, Chen Hanna Ryder","doi":"10.1177/00222194261420168","DOIUrl":"https://doi.org/10.1177/00222194261420168","url":null,"abstract":"Statistical literacy is widely regarded as a core competency for academic achievement and informed decision-making across disciplines. However, many students experience elevated statistics anxiety and hold negative attitudes toward statistics, which can hinder their learning outcomes. The purpose of this study was to investigate differences between students with and without learning disabilities (SLD) and/or attention deficit hyperactivity disorder (ADHD) in statistics anxiety, attitudes toward statistics, and statistical literacy, and to examine the mediating role of attitudes in the relationship between statistics anxiety and statistical literacy. A total of 405 higher education students participated: 44 students with SLD/ADHD, 50 students with only-ADHD, and 311 without SLD/ADHD. Participants completed the Hebrew statistical anxiety rating scale and a statistical literacy assessment. Results showed that students with SLD/ADHD experienced higher levels of statistics anxiety and less favorable attitudes toward statistics compared to students without SLD/ADHD. Computational self-concept emerged as a significant mediator between test and class anxiety—a component of statistics anxiety—and statistical literacy for students with SLD/ADHD. The study highlights the importance of addressing both attitudinal and anxiety factors in statistics education for students with SLD/ADHD, as well as the need for targeted interventions to foster statistical literacy in higher education.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"23 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147507892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

A Meta-Analysis of Mathematics Fact Fluency Interventions for Students With Mathematics Difficulties (MD). 数学困难学生数学事实流畅性干预的元分析。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2026-03-06 DOI: 10.1177/00222194261424914

Grace P Douglas,Jonté A Myers,Kathleen K Mason,Sarah R Powell,Danielle O Lariviere

{"title":"A Meta-Analysis of Mathematics Fact Fluency Interventions for Students With Mathematics Difficulties (MD).","authors":"Grace P Douglas,Jonté A Myers,Kathleen K Mason,Sarah R Powell,Danielle O Lariviere","doi":"10.1177/00222194261424914","DOIUrl":"https://doi.org/10.1177/00222194261424914","url":null,"abstract":"Mathematics fact fluency is essential for proficiency in advanced topics, such as algebra. However, many students in the United States, including those in elementary and secondary grades, experience mathematics difficulties (MD) and struggle to develop fluency with mathematics facts. We synthesized findings from 35 group-design studies, reporting 178 effect sizes (ESs), conducted between 1975 and June 2024, to evaluate the efficacy of fact fluency interventions and identify key malleable moderators of intervention outcomes. Results from a Robust Variance Estimation (RVE) model revealed an educationally meaningful average ES (g = 0.76), providing evidence of the overall efficacy of fact fluency interventions. However, the prediction interval (-0.60 to 2.12) indicated substantial heterogeneity in treatment effects, warranting further investigation. To explore this variability, we conducted a meta-regression analysis to examine the role of intervention dosage indicators (e.g., frequency) and alignment indicators (e.g., grade level) while accounting for study-level confounders (e.g., publication era). Significant moderators included two dosage indicators (i.e., grouping and total sessions) and two alignment indicators (i.e., operation focus and outcome measures). We discuss these results in relation to limitations, implications for future research, and classroom practice.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"262 1","pages":"222194261424914"},"PeriodicalIF":3.0,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147359168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

A Synthesis of Mathematics Interventions for High School Students With Mathematics Difficulties. 高中数学困难学生数学干预综合研究。

IF 2.9 2区教育学

Journal of Learning Disabilities Pub Date : 2026-03-01 Epub Date: 2025-10-28 DOI: 10.1177/00222194251385204

S Blair Payne, Sarah R Powell, Erica C Fry

引用次数: 0

The Family Quality of Life of Children With Specific Learning Disabilities, Attention-Deficit/Hyperactivity Disorder, and Their Co-Occurrence: A Cross-Sectional Study. 特殊学习障碍、注意缺陷多动障碍儿童的家庭生活质量及其共发：一项横断面研究。

IF 2.9 2区教育学

Journal of Learning Disabilities Pub Date : 2026-03-01 Epub Date: 2025-05-26 DOI: 10.1177/00222194251342202

Di Chao Liang, Kean Poon, Yen Na Yum

{"title":"The Family Quality of Life of Children With Specific Learning Disabilities, Attention-Deficit/Hyperactivity Disorder, and Their Co-Occurrence: A Cross-Sectional Study.","authors":"Di Chao Liang, Kean Poon, Yen Na Yum","doi":"10.1177/00222194251342202","DOIUrl":"10.1177/00222194251342202","url":null,"abstract":"Research on Family Quality of Life (FQoL) has increasingly focused on the impact of learning disabilities on families. However, there is a lack of comprehensive understanding of how Specific Learning Disabilities (SpLD) or Attention-Deficit Hyperactivity/Disorder (ADHD) affect executive function (EF) deficits in children and FQoL across different household income levels. The current study compared the FQoL ratings from caregivers of three groups of Hong Kong Chinese children with learning disabilities (SpLD n = 107; ADHD n = 43; SpLD & ADHD n = 67, no typically developing control group was included). Results revealed that group classification of learning disabilities was related to two domains of FQoL (family interaction and parenting) through the child's EF. Children with co-occurring SpLD and ADHD exhibit relatively stable EF deficits across income levels, maintaining higher EF deficits than those with SpLD alone and showing less variation than those with ADHD, who demonstrate a significant decrease in EF deficits at higher household income. Executive function deficits were associated with lower family interaction and parenting ratings across group and income levels. The findings enhance our understanding of FQoL among children with SpLD, ADHD, and their co-occurrence, highlighting the need for additional support for these families.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"119-130"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Specific Learning Difficulties: Disparities in Identification 特殊学习困难：识别差异

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2026-02-26 DOI: 10.1177/00222194261427006

Johny Daniel, Julian Elliott, Peter Tymms, Steve Strand

{"title":"Specific Learning Difficulties: Disparities in Identification","authors":"Johny Daniel, Julian Elliott, Peter Tymms, Steve Strand","doi":"10.1177/00222194261427006","DOIUrl":"https://doi.org/10.1177/00222194261427006","url":null,"abstract":"This study investigates disparities in the identification of specific learning difficulties (SpLD) in England. We estimated multilevel logistic regression models on National Pupil Database records for approximately 540,000 Year 6 students across 14,800 schools. Student-level predictors included academic performance in reading and math, gender, English as an additional language (EAL) status, mobility status, and individual economic deprivation indicator; school-level predictors included average school reading and math attainment, proportion of EAL students, and average deprivation. Substantial between-school variation in SpLD identification was observed. After controlling for attainment and student background characteristics, EAL students had markedly lower odds of identification. Similarly, female students were less likely to be identified for SpLD than their male peers. Furthermore, higher average school-level deprivation predicted reduced identification odds. These findings highlight that systemic and contextual factors, alongside individual learning profiles, shape SpLD identification and raise concerns about equitable access to assessment and support for a diverse group of learners.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"19 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147287484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

University Students With Specific Learning Disabilities: Do Soft Skills and Study-Related Factors Make a Difference to Their Academic Outcomes? 有特殊学习障碍的大学生：软技能和学习相关因素对他们的学习成绩有影响吗？

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2026-02-12 DOI: 10.1177/00222194261417592

Gerardo Pellegrino, Tommaso Feraco, Francesca De Vita, Maria Grazia Martino, Maria Cristina Matteucci, Lorena Montesano, Maria Chiara Passolunghi, Anna Maria Re, Barbara Sini, Carla Tinti, Antonella Valenti, Chiara Meneghetti, Barbara Carretti

{"title":"University Students With Specific Learning Disabilities: Do Soft Skills and Study-Related Factors Make a Difference to Their Academic Outcomes?","authors":"Gerardo Pellegrino, Tommaso Feraco, Francesca De Vita, Maria Grazia Martino, Maria Cristina Matteucci, Lorena Montesano, Maria Chiara Passolunghi, Anna Maria Re, Barbara Sini, Carla Tinti, Antonella Valenti, Chiara Meneghetti, Barbara Carretti","doi":"10.1177/00222194261417592","DOIUrl":"https://doi.org/10.1177/00222194261417592","url":null,"abstract":"Understanding the role of individual factors associated with positive academic outcomes is fundamental to providing effective support for students with specific learning disabilities (SLDs) throughout their academic careers. The present study aimed to investigate group differences between students with and without SLDs and to examine the relationships between study-related factors, social, emotional, and behavioral (SEB) skills, and student outcomes (achievement, academic and life satisfaction, and burnout) in a sample of 752 university students (133 male; M age = 22.28 years, SD age = 5.35; 125 with SLDs). The results of the group comparisons showed that students with SLDs reported lower scores in academic self-efficacy, SRL strategies, and self-management skills. This finding suggests that their difficulties may extend beyond the academic domain. Furthermore, we ran a multivariate regression model including study-related factors and SEB skills as independent variables and student outcomes as dependent variables. The results showed that the associations of study-related factors and SEB skills with student outcomes were comparable between students with and without SLDs, although cooperation skills were significantly associated with academic burnout in students without SLDs, but not in students with SLDs. These findings have the potential to inform the development of student-centered practice and policy.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"91 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146160365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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