Journal of Learning Disabilities最新文献

{"title":"Mathematics-Writing Assessments: An Analysis of Prompts and Scoring Methods on Performance of Students With and Without Mathematics Difficulty","authors":"Tessa L. Arsenault, Sarah R. Powell, Kayla Garvais, Pierce Cappelli, Linling Shen, Anna-Mária Fall, Greg Roberts","doi":"10.1177/00222194261486013","DOIUrl":"https://doi.org/10.1177/00222194261486013","url":null,"abstract":"Mathematics writing occurs regularly in classroom instruction, on state assessments, and as part of research. Yet, little research measures how student outcomes may differ across mathematics-writing prompt structures and scoring methods. We examined how students with and without mathematics difficulty (MD) performed across mathematics-writing prompt structures (i.e., problem-solving steps and problem-solving response method) and scoring methods (i.e., holistic and elements rubrics). We sampled 375 Grade 4 students with and without MD. Each student completed one of four mathematics-writing prompts. These prompts differed by problem-solving steps and problem-solving response method. Students without MD significantly outperformed students with MD on prompts with pseudo-student work for the elements rubric. In addition, students’ measured performance differed across holistic and elements rubrics. In conclusion, performance trends for all students differed across the prompts and rubrics, demonstrating a need for careful consideration when selecting mathematics-writing prompts and rubrics.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"21 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149130319","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}

{"title":"Exploring Latent Profiles of Word-Reading and Reading Comprehension Skills Among English–French Bilingual Children in Grades 1 to 3","authors":"Sharry Shakory, Meng-Hsun Lee, S. Hélène Deacon, Stefka H. Marinova-Todd, Xi Chen","doi":"10.1177/00222194261490112","DOIUrl":"https://doi.org/10.1177/00222194261490112","url":null,"abstract":"This study aimed to advance our understanding of the reading profiles of bilinguals who are struggling readers. To this end, 198 English–French bilinguals attending French immersion were followed from Grades 1 to 3. Latent profile and transition analyses were conducted with measures of word-reading and reading comprehension to establish categorically distinct reading profiles in each language and their stability over time. The resulting profiles were then labeled according to percentile rank criteria on the reading measures. Results indicated that, across the three to four profiles identified per grade, poor readers with low scores on both word-reading and comprehension measures formed the only struggling reader profile in all grades for French and in Grades 1 and 2 for English. In Grade 3, a second subgroup of struggling readers with low scores in comprehension emerged in English. This group was labeled poor comprehenders. Membership as an English-struggling reader was highly stable from Grades 1 to 3, whereas membership as a French-struggling reader became more stable in later grades. To enhance our understanding of the reading profiles, children in different profile groups were compared on vocabulary for each language and grade using ANOVAs, and notable differences were observed. Our findings highlight the complexity of struggling reader profiles in bilinguals and underscore the importance of continuous monitoring of reading progress in both languages.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"181 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149130406","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}

{"title":"Beyond Phonology: Characteristics of Reading-Disabled (Dyslexic) Adults With Proficient Phonemic Awareness","authors":"Michal Shecter-Lerner, Zvia Breznitz, David L. Share","doi":"10.1177/00222194261478620","DOIUrl":"https://doi.org/10.1177/00222194261478620","url":null,"abstract":"The current study investigates factors beyond phonology that contribute to dyslexia by comparing adult compensated dyslexics with and without phonemic impairments in Hebrew, a Semitic language with a unique abjadic orthography. Thirty-four university students diagnosed with <jats:italic toggle=\"yes\">pure</jats:italic> dyslexia were divided into two subgroups based on phoneme awareness (PA) performance: those with PA deficits (Low-PA, <jats:italic toggle=\"yes\">n</jats:italic> = 17) and those with proficient PA (Hi-PA, <jats:italic toggle=\"yes\">n</jats:italic> = 17). Both groups were compared to typical readers ( <jats:italic toggle=\"yes\">n</jats:italic> = 25) on various reading and cognitive tasks. Results revealed that Hi-PA dyslexics exhibited a reading rate disability with relatively accurate performance, while Low-PA dyslexics demonstrated both accuracy and rate deficits. Findings challenge the notion that deficient phonemic awareness is a necessary and sufficient condition for reading impairment, as proficient phonemic awareness did not ensure reading competence. The study highlights the heterogeneity of dyslexia and suggests that slowness in reading and in written language tasks such as rapid automatized naming (RAN) remains a prominent characteristic of dyslexia in adulthood. The results underscore the need to recognize different subtypes for tailored interventions, focusing on reading accuracy and language skills for Low-PA (principally phonological and morphological awareness) and accelerating speed for all adult dyslexic subgroups.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"88 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148946843","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}

{"title":"Vocabulary Intervention for Students With Learning Disabilities in Grades 3 to 8: A Synthesis of 50 Years of Research","authors":"Kristen D. Beach, Victoria M. Sanchez, Miranda Fitzgerald, Michelle Pazzula Jimenez, Erica M. Neal, Jue Wang, Ryan Harris","doi":"10.1177/00222194261476552","DOIUrl":"https://doi.org/10.1177/00222194261476552","url":null,"abstract":"This systematic review examined 63 vocabulary interventions for students with learning disabilities (LD) in Grades 3 to 8, reported 1978–2023. The review focused on instructional approaches, depth of processing, dosage, outcome measures, and study quality. Interventions included direct ( <jats:italic toggle=\"yes\">n</jats:italic> = 33), mnemonic ( <jats:italic toggle=\"yes\">n</jats:italic> = 20), strategic ( <jats:italic toggle=\"yes\">n</jats:italic> = 6), or combined ( <jats:italic toggle=\"yes\">n</jats:italic> = 4) approaches. Interventions lasted no more than 14 weeks, with the exception of one multiyear program. Mnemonic instruction was the most time-efficient, followed by direct, combined, and strategic approaches. Twenty-one studies (11 group design, 10 single-case design [SCD]) met quality standards. Standardized effect sizes on researcher-designed vocabulary measures ranged from 0.13 to 3.04 in group designs; seven SCD studies showed functional relations on vocabulary. Five of the 21 studies also included researcher-designed comprehension measures, with standardized effects for comprehension ranging from 0.41 to 1.51 in group designs, and two SCD studies demonstrating functional relations. Direct instruction emerged as a common and effective method for improving vocabulary and, occasionally, comprehension. Mnemonic instruction also yielded strong vocabulary outcomes, though the supporting research is dated. Strategic and combined approaches were underrepresented and warrant further investigation to better understand their potential for enhancing vocabulary and comprehension for students with LD.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"27 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148836228","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}

{"title":"Developing the Bilingual Adult Reading History Questionnaire (Bi-ARHQ): Initial Validation, Psychometric Properties, and Factor Structure in a Chinese-English Context.","authors":"Ning An, Kembell Lentejas, So Chi Liu, Shelley Xiuli Tong","doi":"10.1177/00222194261468730","DOIUrl":"https://doi.org/10.1177/00222194261468730","url":null,"abstract":"<p><p>Despite the growing number of bilingual and multilingual adults, most existing reading difficulty assessments focus primarily on individuals' first language (L1) and often overlook their literacy experiences across languages. To address this gap, this study developed the Bilingual Adult Reading History Questionnaire (Bi-ARHQ) and evaluated its psychometric properties and factor structure in 593 Hong Kong Chinese-English bilingual adults. All participants completed the self-reported Bi-ARHQ, which assesses reading, writing, and learning histories in L1 Chinese and second language (L2) English. Subsets of participants also completed Chinese (<i>N</i> = 456) and English word reading tasks (<i>N</i> = 358). Exploratory and confirmatory factor analyses supported a three-factor structure: L1 literacy difficulty (25 items), L1 literacy ability (15 items), and L2 English literacy competency (38 items). The L1 literacy difficulty and L1 literacy ability subscales significantly predicted Chinese word reading, whereas the L2 English literacy competency subscale significantly predicted English word reading. These findings indicate that the Bi-ARHQ is a reliable and valid tool for screening and identifying reading and writing difficulties in bilingual adults, particularly for Chinese-English readers.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194261468730"},"PeriodicalIF":2.3,"publicationDate":"2026-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148632361","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}

{"title":"Associations Between Self-Reported Literacy and Anxiety and Depressive Symptoms in Children, Adolescents, and Older Adults","authors":"Deanna A. Francis, Jennifer L. Hudson, Viviana Wuthrich, Serje Robidoux, Rauno Parrila, Alana Jones, Maddison O’Gradey-Lee, Esther Gandhi, Genevieve M. McArthur","doi":"10.1177/00222194261453927","DOIUrl":"https://doi.org/10.1177/00222194261453927","url":null,"abstract":"Existing studies show a reliable association between literacy and mental health problems, such as anxiety and depressive symptoms. Much of this research has been conducted with primary school-age children, with less research focusing on adolescents and older adults. The current study included a sample of children ( <jats:italic toggle=\"yes\">N =</jats:italic> 478; <jats:italic toggle=\"yes\">M</jats:italic> <jats:sub>age</jats:sub> <jats:italic toggle=\"yes\">=</jats:italic> 10.1, <jats:italic toggle=\"yes\">SD</jats:italic> <jats:sub>age</jats:sub> <jats:italic toggle=\"yes\">=</jats:italic> 1.9), adolescents ( <jats:italic toggle=\"yes\">N =</jats:italic> 438; <jats:italic toggle=\"yes\">M</jats:italic> <jats:sub>age</jats:sub> <jats:italic toggle=\"yes\">=</jats:italic> 15.6, <jats:italic toggle=\"yes\">SD</jats:italic> <jats:sub>age</jats:sub> <jats:italic toggle=\"yes\">=</jats:italic> 1.7), and older adults ( <jats:italic toggle=\"yes\">N =</jats:italic> 111; <jats:italic toggle=\"yes\">M</jats:italic> <jats:sub>age</jats:sub> <jats:italic toggle=\"yes\">=</jats:italic> 68.5, <jats:italic toggle=\"yes\">SD</jats:italic> <jats:sub>age</jats:sub> <jats:italic toggle=\"yes\">=</jats:italic> 6.0) who completed measures of self-reported literacy difficulties, anxiety (reading anxiety, social anxiety, generalised anxiety, panic, separation anxiety, and obsessive-compulsive symptoms) and depressive symptoms. Analyses included partial correlations and associations compared across age groups. We found significant and moderate-to-strong correlations between literacy and reading anxiety for children (parent and self-report), adolescents (parent and self-report), and older adults. There were moderate and significant associations between literacy and social anxiety for children (self-report) and older adults, but not for adolescents. There were moderate and significant associations between literacy and depressive symptoms for children (self-report). These results show associations between literacy and reading anxiety symptoms at various life stages, including childhood, adolescence, and older adulthood, and between literacy and depressive symptoms for children – highlighting the need for pathways of care to support individuals of all ages.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"34 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148342094","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}

{"title":"Racial and Ethnic Disparities in Learning Disabilities Identification in U.S. Elementary Schools.","authors":"Paul L Morgan,Eric Hengyu Hu","doi":"10.1177/00222194261453914","DOIUrl":"https://doi.org/10.1177/00222194261453914","url":null,"abstract":"We investigated racial and ethnic disparities in learning disabilities (LD) identification in U.S. elementary schools including before and after proposal and implementation of the federal Equity in IDEA regulations. We analyzed repeated cross-sectional data from large samples of U.S. fourth graders participating in the National Assessment of Educational Progress (N = 1,607,010; ns = 103,150 to 205,860) across 2003 to 2022. Multivariable logistic regression models adjusting for potential confounds including student academic achievement, English Language Learner (ELL) status, family economic background, and school contextual factors yielded consistent evidence of LD under-identification of students of color in U.S. elementary schools. These disparities have been largely stable over time, particularly for Black students (adjusted odds ratio [aOR] range = 0.50 to 0.69) and students of other races or ethnicities (aOR range = 0.47 to 0.82). Hispanic students (aOR range = 0.45 to 0.83), girls (aOR range = 0.64 to 0.90), and ELLs (aOR range = 0.32 to 0.59) have also been consistently less likely to be identified. The size of these disparities has decreased over time. We observed no evidence of LD over-identification of students of color to support the Equity in IDEA regulations.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"47 1","pages":"222194261453914"},"PeriodicalIF":3.0,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148299060","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}

{"title":"Universal Screening of Early Numeracy Skills in Spanish-Speaking Kindergarteners.","authors":"Juan E Jiménez, Sara C de León, Eduardo García","doi":"10.1177/00222194261453919","DOIUrl":"https://doi.org/10.1177/00222194261453919","url":null,"abstract":"<p><p>This study aimed to validate a fluency-based curriculum-based measurement (CBM) tool for identifying kindergarten students at risk for mathematics learning disabilities within a Spanish-speaking context, addressing the need to examine early numeracy screening beyond predominantly English-speaking environments. A sample of 302 kindergarten students was assessed at three intervals (beginning, middle, and end of the year) using fluency-based measures targeting skills such as quantity discrimination, quantity array, missing number, number identification, and counting aloud. The number identification task and a composite score emerged as particularly strong predictors of risk status, demonstrating adequate reliability, concurrent validity, and predictive validity. Receiver operating characteristic (ROC) analysis and hierarchical linear modeling confirmed the accuracy of this screening tool in identifying students at risk and capturing growth across the year. Longitudinal measurement invariance analyses further confirmed that a stable latent factor was consistently represented across kindergarten benchmarks. These findings are discussed in light of the need for context-specific validation within Spanish-speaking educational settings.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194261453919"},"PeriodicalIF":2.9,"publicationDate":"2026-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148254160","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}

{"title":"AI Chatbots and Dyslexia: How AI Chatbots Empower Students With Dyslexia to Master Arithmetic Word Problems.","authors":"Li-Chih Wang, Hsu-Chan Kuo","doi":"10.1177/00222194261450136","DOIUrl":"https://doi.org/10.1177/00222194261450136","url":null,"abstract":"<p><p>This study examined the impacts of an AI chatbot intervention for improving arithmetic word-problem-solving among Chinese primary students with dyslexia and explored how different types of motivation moderated these effects. Eighty-three students diagnosed with dyslexia were recruited and randomly assigned to either an AI chatbot-assisted learning condition or a traditional instruction control group. Over 6 weeks, the experimental AI chatbot group received adaptive, multisensory, and individually tailored support for arithmetic word problems. Results revealed that the Chatbot group witnessed significantly greater gains in arithmetic word-problem-solving performance than the control group. Moderation analyses showed that intrinsic motivation, but not extrinsic motivation or amotivation, significantly enhanced the intervention's impacts. Intrinsic motivation emerged as the key factor that amplifies the impact of the intervention. The experimental group exhibited substantial increases in intrinsic motivation and reductions in amotivation, whereas the control group's motivation remained unchanged. These findings indicate the importance of intrinsic motivation in maximizing the educational impact of AI-based interventions to support students with dyslexia.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194261450136"},"PeriodicalIF":2.9,"publicationDate":"2026-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148139466","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}

{"title":"Instructional Decision-Making for Students With Intensive Early Writing Needs: Student Growth in Sentence-Level Curriculum-Based Measurement.","authors":"Seohyeon Choi, Kristen L McMaster, Emma Shanahan, Jechun An, Nidhi Kohli","doi":"10.1177/00222194261450144","DOIUrl":"https://doi.org/10.1177/00222194261450144","url":null,"abstract":"<p><p>Instructional decision-making is a defining feature of data-based individualization (DBI) for students with intensive learning needs, yet its added value in facilitating growth in writing remains underexplored. This study examined sentence-level writing growth among 38 elementary students with early writing needs who received DBI support. Students completed weekly progress monitoring over 14 weeks, and teachers made instructional decisions at Week 8. Using piecewise linear-linear mixed-effects modeling, we compared growth rates before and after this decision point. Overall, students improved in sentence-level writing, but growth did not significantly accelerate after Week 8 when analyzed as a group. With respect to instructional decision type (e.g., with and without instructional change), students whose teachers made instructional changes began with slower initial growth but accelerated after Week 8, whereas those whose teachers continued instruction (with or without raising the long-term goal) started with faster initial growth but showed sustained or slightly decelerated growth. These findings underscore the importance of timely instructional modifications for students with inadequate initial progress.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194261450144"},"PeriodicalIF":2.9,"publicationDate":"2026-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148102282","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}