Journal of Learning Disabilities最新文献

Comparing the Performance and Growth of Linguistically Diverse and English-Only Students on Commonly Used Early Literacy Measures. 比较语言多样性学生和纯英语学生在常用早期读写指标上的表现和成长。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-05-28 DOI: 10.1177/00222194251339470

Lillian Durán, Julian M Siebert, Mónica Zegers, Nuria Gutiérrez, Francesca Pei, Hugh Catts, Yaacov Petscher, Maria Luisa Gorno-Tempini

{"title":"Comparing the Performance and Growth of Linguistically Diverse and English-Only Students on Commonly Used Early Literacy Measures.","authors":"Lillian Durán, Julian M Siebert, Mónica Zegers, Nuria Gutiérrez, Francesca Pei, Hugh Catts, Yaacov Petscher, Maria Luisa Gorno-Tempini","doi":"10.1177/00222194251339470","DOIUrl":"https://doi.org/10.1177/00222194251339470","url":null,"abstract":"In the context of increasing legislative emphasis on universal screening for reading problems, the accurate and equitable assessment of English learners (ELs) remains a pressing concern. This study examines how kindergarten and first-grade students' performance on early literacy measures in English is affected by their English proficiency. In this paper, we report on performance on measures of deletion, picture naming, sentence repetition, letter naming fluency, word and nonword reading, and rapid object naming across the school year. Drawing on a diverse and representative sample of 3,064 students across 31 Californian schools, we addressed two main research questions. First, we compared the performance of English-only students (EO) to ELs and to students identified as English-proficient (EP) but speaking another language at home. Findings indicated that ELs consistently scored lower than their EO and EP peers across all assessments. Second, we compared growth patterns. While most measures showed similar growth rates, a significant performance gap remained for ELs (p < .001). Notably, EP students displayed distinct performance patterns, outperforming EO students in most tasks, except for those demanding more vocabulary. Our findings emphasize the importance of tailored assessment approaches and consideration of English proficiency when interpreting ELs' performance.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194251339470"},"PeriodicalIF":2.4,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144162840","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

Facilitating Multiplicative Reasoning Among Third-Grade Students With or At-Risk for Mathematics Difficulties: A Pilot Study. 促进有或有数学困难风险的三年级学生的乘法推理：一项试点研究。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-05-27 DOI: 10.1177/00222194251342207

Victoria Sanchez,Asha K Jitendra,Michael Harwell,Barbara Dougherty,Mikaela Pulse,Danielle Zahn

{"title":"Facilitating Multiplicative Reasoning Among Third-Grade Students With or At-Risk for Mathematics Difficulties: A Pilot Study.","authors":"Victoria Sanchez,Asha K Jitendra,Michael Harwell,Barbara Dougherty,Mikaela Pulse,Danielle Zahn","doi":"10.1177/00222194251342207","DOIUrl":"https://doi.org/10.1177/00222194251342207","url":null,"abstract":"This study investigated the efficacy of a Tier 2 multiplicative reasoning (MR) intervention designed to help third-grade students at risk for mathematics difficulties (MD) develop conceptual understanding of MR. The MR intervention included opportunities for students to engage in critical thinking as they generalized big ideas, participated in classroom discourse, and modeled multiplicative relationships with multiple representations. Sixteen elementary teachers were randomly assigned to a treatment or control (business-as-usual, BAU) condition. Participants included 86 third-grade students who demonstrated MD. Data analyzed after 6 weeks of instruction revealed statistically significant and nonnegligible differences between conditions on a researcher-developed MR assessment, with posttest differences favoring treatment classrooms. However, treatment was not a significant predictor of the Group Mathematics Assessment and Diagnostic Evaluation posttest scores. Results demonstrated that the MR intervention was on average more effective than the BAU approach in improving students' ability to reason with multiplicative concepts and procedures.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"33 1","pages":"222194251342207"},"PeriodicalIF":3.0,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144146136","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

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 2.4 2区教育学

Journal of Learning Disabilities Pub 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":"https://doi.org/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":"222194251342191"},"PeriodicalIF":2.4,"publicationDate":"2025-05-26","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

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 2.4 2区教育学

Journal of Learning Disabilities Pub 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":"https://doi.org/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":"222194251342202"},"PeriodicalIF":2.4,"publicationDate":"2025-05-26","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

High-Incidence Learning-Related Disabilities, Gender, and Educational and Employment Outcomes in Young Adulthood. 高发学习相关残疾、性别、青年成人的教育和就业结果。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-05-20 DOI: 10.1177/00222194251340054

Julia Stamp,Véronique Dupéré,Mathieu Pelletier-Dumas,Jiseul Sophia Ahn,Isabelle Plante,Isabelle Archambault

{"title":"High-Incidence Learning-Related Disabilities, Gender, and Educational and Employment Outcomes in Young Adulthood.","authors":"Julia Stamp,Véronique Dupéré,Mathieu Pelletier-Dumas,Jiseul Sophia Ahn,Isabelle Plante,Isabelle Archambault","doi":"10.1177/00222194251340054","DOIUrl":"https://doi.org/10.1177/00222194251340054","url":null,"abstract":"The transition into post-secondary education or employment presents significant challenges for youth with high-incidence disabilities affecting learning, most commonly learning disabilities and attention-deficit/hyperactivity disorder. To date, few longitudinal studies investigate this transition in youth with learning-related disorders specifically, especially while considering education and employment outcomes simultaneously. This study examined relationships between learning-related disabilities requiring an individual intervention plan (individual educational plan, IEP) in high school and key transition outcomes in early twenties in Quebec (N = 513; 61.4% with an IEP; 51.0% male). Compared with their normative peers, youth with learning-related disabilities were less likely to graduate from high school and enroll in college; more likely to be neither in education, employment, or training (NEET); and equally likely to be employed, regardless of the job type (career-related or not). Young women with disabilities were particularly likely to be NEET, and the gender gap in college enrollment favoring women narrowed among those with disabilities. Gender and disability status appear to intersect to shape critical early adulthood outcomes.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"55 1","pages":"222194251340054"},"PeriodicalIF":3.0,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144097796","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 Special Issue of the Journal of Learning Disabilities: Full Inclusion-Beliefs, Practices, and Evidence. 《学习障碍杂志》特刊：全面包容——信念、实践和证据。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-05-15 DOI: 10.1177/00222194251339464

Douglas Fuchs,Lynn S Fuchs

引用次数: 0

Assessing Beliefs About Intrinsic and Extrinsic Determinants of SLD: Evaluating the Factor Structure of a Novel Instrument. 评估对 SLD 内在和外在决定因素的信念：评估新工具的因子结构。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-05-01 Epub Date: 2024-07-26 DOI: 10.1177/00222194241263659

Courtenay A Barrett, Kathrin E Maki, Steven R Chesnut

{"title":"Assessing Beliefs About Intrinsic and Extrinsic Determinants of SLD: Evaluating the Factor Structure of a Novel Instrument.","authors":"Courtenay A Barrett, Kathrin E Maki, Steven R Chesnut","doi":"10.1177/00222194241263659","DOIUrl":"10.1177/00222194241263659","url":null,"abstract":"Schools conduct comprehensive psychoeducational evaluations to identify students with specific learning disabilities (SLDs) and determine whether they qualify for special education services. This decision-making process is complex and research has documented many factors influencing SLD identification decisions. One such factor may be decision-makers' beliefs about the underlying causes of SLD, including intrinsic and extrinsic factors. However, no studies to date have examined the underlying factor structure of the responses to prompts about the causes of SLD from intrinsic and extrinsic perspectives. This study was conducted with a sample of 521 U.S. school psychologists as part of a larger study examining decision-making during SLD identification. Using confirmatory factor analyses (CFA) to compare two theoretically plausible models, results suggested that a single latent factor best captured variability in responses to these prompts. Implications for assessing beliefs and how they impact the psychoeducational assessment process to identify SLDs are discussed, along with areas for future research.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"225-237"},"PeriodicalIF":2.4,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761747","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

Teaching Constant Rate-of-Change Problem-Solving to Secondary Students With or at Risk of Learning Disabilities. 向有学习障碍或有学习障碍风险的中学生教授恒定变化率问题解决方法。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-05-01 Epub Date: 2024-05-21 DOI: 10.1177/00222194241254094

Kaitlin Bundock, Gregory Callan, Maryellen Brunson McClain, Chandler M Benney, David N Longhurst, Kristen R Rolf

{"title":"Teaching Constant Rate-of-Change Problem-Solving to Secondary Students With or at Risk of Learning Disabilities.","authors":"Kaitlin Bundock, Gregory Callan, Maryellen Brunson McClain, Chandler M Benney, David N Longhurst, Kristen R Rolf","doi":"10.1177/00222194241254094","DOIUrl":"10.1177/00222194241254094","url":null,"abstract":"Rate of change (i.e., slope) is a critical mathematics concept for success in everyday life, academics, and professional careers. Students with or at risk of learning disabilities struggle with solving rate-of-change problems, especially word problems. Interventions that incorporate representations and problem-solving strategies are effective for improving the word problem-solving performance of students with disabilities. This multiple-probe, multiple-baseline, single-case design study evaluated the effects of an intervention that included an integrated, concrete-representational-abstract teaching framework with an embedded problem-solving strategy (POD Check) on students' rate-of-change word problem-solving performance. The intervention was delivered virtually via video conferencing technology. Four middle- and high-school students with or at risk of mathematics learning disabilities in the U.S. Intermountain West region participated in the intervention. Results indicate evidence of a functional relation between the intervention and students' word problem-solving performance, and effects were maintained 2-4 weeks after the intervention. The findings of this study provide implications for mathematics intervention research and practice for students with learning disabilities.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"210-224"},"PeriodicalIF":2.4,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141071933","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

Concept-Focused and Procedure-Focused Instruction on the Algebra Performance of Grade 9 Students With and Without Mathematics Difficulty. 以概念为重点的教学和以程序为重点的教学对有数学困难和没有数学困难的九年级学生代数成绩的影响。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-05-01 Epub Date: 2024-05-18 DOI: 10.1177/00222194241249960

Jihyun Lee

{"title":"Concept-Focused and Procedure-Focused Instruction on the Algebra Performance of Grade 9 Students With and Without Mathematics Difficulty.","authors":"Jihyun Lee","doi":"10.1177/00222194241249960","DOIUrl":"10.1177/00222194241249960","url":null,"abstract":"Developing both conceptual and procedural knowledge is important for students' mathematics competence. This study examined whether U.S. Grade 9 general education mathematics teachers' self-reported use of concept-focused instruction (CFI) and procedure-focused instruction (PFI) were associated differently with ninth graders' algebra achievement after 2.5 years, depending on students' mathematics difficulty (MD) status. Data for this study were drawn from the High School Longitudinal Study for the years 2009-2010 and 2011-2012 (N = 19,104). Multiple regression analyses indicated that students with MD who participated in Grade 9 mathematics classrooms where teachers self-reported the use of less CFI and more PFI were more positively associated with having higher algebra achievement after 2.5 years. Conversely, students without MD in classrooms where mathematics teachers self-reported the use of more CFI and less PFI were positively associated with having higher algebra achievement after 2.5 years. However, this study's findings do not suggest that teachers should disregard CFI and provide only PFI when teaching students with MD. Because the data set did not include any variable to discover whether teachers provided sufficient support (i.e., evidence-based practices) for students with MD, who have more constraints in their cognitive skills compared to students without MD, to benefit from CFI, the findings of this study should be interpreted cautiously. Directions for future research and practical implications are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"192-209"},"PeriodicalIF":2.4,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140960127","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

Predicting Adolescent Arithmetic and Reading Dysfluency. 预测青少年算术和阅读障碍。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-05-01 Epub Date: 2024-09-24 DOI: 10.1177/00222194241275644

Tuire Koponen, Kenneth Eklund, Kaisa Aunola, Anna-Maija Poikkeus, Marja-Kristiina Lerkkanen, Minna Torppa

{"title":"Predicting Adolescent Arithmetic and Reading Dysfluency.","authors":"Tuire Koponen, Kenneth Eklund, Kaisa Aunola, Anna-Maija Poikkeus, Marja-Kristiina Lerkkanen, Minna Torppa","doi":"10.1177/00222194241275644","DOIUrl":"10.1177/00222194241275644","url":null,"abstract":"The long-term negative consequences of learning difficulties have been acknowledged. Nonetheless, research is still scarce regarding the prediction of adolescent difficulties in reading and arithmetic skills. The present study examines at which age phase and with what kind of constellation of parent- and child-related factors can adolescent difficulties in arithmetic and/or reading fluency be successfully predicted. A sample of Finnish children (N = 941) was followed from the onset of kindergarten (at age 6) through adolescence (ages 13-16). Children's cognitive skills were assessed in kindergarten, and arithmetic and reading fluency were examined in Grades 2, 4, 6, 7, and 9. Parents' self-report data were collected on their own learning difficulties and educational level. Scoring below the 16th percentile in both Grades 7 and 9 was set as the criterion for dysfluency either in reading (n = 87, 9.2%) or arithmetic (n = 84, 8.9%). Adolescent dysfluency in both domains was moderately predicted by parental measures and kindergarten cognitive skills. Although adding school-age fluency measures clearly increased both the predictability and specificity of models up to Grade 4 for both skills, knowledge of letters' names, counting, and visuospatial skills remained unique predictors of dysfluency in adolescence.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"163-178"},"PeriodicalIF":2.4,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11993818/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142308791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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