Journal of Learning Disabilities最新文献

Educators' Perspectives of Working Conditions in Inclusive Elementary Schools. 教育工作者对全纳小学工作条件的看法。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-07-01 Epub Date: 2025-03-17 DOI: 10.1177/00222194251325857

David DeMatthews, Elizabeth Bettini, Bonnie Billingsley, Emily M Burns

引用次数: 0

Reframing the Most Important Special Education Policy Debate in 50 Years: How Versus Where to Educate Students With Disabilities in America's Schools. 重塑50年来最重要的特殊教育政策辩论：美国学校如何与在哪里教育残疾学生。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-07-01 Epub Date: 2025-02-10 DOI: 10.1177/00222194251315196

Douglas Fuchs, Allison F Gilmour, Jeanne Wanzek

{"title":"Reframing the Most Important Special Education Policy Debate in 50 Years: How Versus Where to Educate Students With Disabilities in America's Schools.","authors":"Douglas Fuchs, Allison F Gilmour, Jeanne Wanzek","doi":"10.1177/00222194251315196","DOIUrl":"10.1177/00222194251315196","url":null,"abstract":"For decades, there have been competing visions of how and where to educate students with disabilities (SWDs) in America's K-12 schools. One conception is that general classrooms can accommodate the learning needs of virtually all children. A second approach calls for multiple placement options. Over the years, the context in which this disagreement has played out has changed as educators have shifted from a reliance on special classes to trust in general classes to enthusiasm for intensive instruction beyond the general class. Such variation in practice has influenced how researchers have explored relations between SWDs' placement and their academic performance. Some of this research has been weak, producing unreliable findings. Some has generated more trustworthy results. All stakeholders would benefit from distinguishing the weaker studies from the stronger ones. Yet, to date, there has been an absence of such effort. In this paper, we provide a concise history of placement-achievement research and then review evidence spanning 50 years, bearing on how and where to educate SWDs. We conclude that the research on where to teach has generally been weak and inconclusive; the research on how to teach, stronger and more certain. Implications for educating SWDs are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"257-273"},"PeriodicalIF":2.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392316","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

Supporting Teachers' Data-Based Individualization of Early Writing Instruction: An Efficacy Trial. 支持教师基于数据的早期写作个性化教学：效果试验。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-07-01 Epub Date: 2024-12-08 DOI: 10.1177/00222194241300324

Kristen L McMaster, Erica S Lembke, Emma Shanahan, Seohyeon Choi, Jechun An, Christopher Schatschneider, McKinzie D Duesenberg-Marshall, Seyma Birinci, Elizabeth McCollom, Carol Garman, Kim Moore

{"title":"Supporting Teachers' Data-Based Individualization of Early Writing Instruction: An Efficacy Trial.","authors":"Kristen L McMaster, Erica S Lembke, Emma Shanahan, Seohyeon Choi, Jechun An, Christopher Schatschneider, McKinzie D Duesenberg-Marshall, Seyma Birinci, Elizabeth McCollom, Carol Garman, Kim Moore","doi":"10.1177/00222194241300324","DOIUrl":"10.1177/00222194241300324","url":null,"abstract":"In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers' data-based instruction (DBI) for students with intensive early writing needs. Teachers (N = 154; primarily special educators or intervention specialists) were assigned randomly to a treatment group (n = 76), in which they received tools, learning, and coaching to support their DBI implementation over 20 weeks, or to a control group (n = 78). Students either received DBI in early writing (n = 155) from treatment teachers or their usual writing instruction (n = 154) from control teachers. Treatment teachers outperformed controls on measures of DBI knowledge and skills (d = 1.57) and self-efficacy for writing instruction (d = .94), and treatment students outperformed controls on proximal and distal writing outcomes (ds = .14-.29). Student characteristics (grade, special education status, English learner status, and race/ethnicity) did not moderate intervention effects. We discuss findings in terms of the importance of supporting students with intensive learning needs, the efficacy and feasibility of implementing DBI-TLC, and implications for pre- and in-service teacher training and support.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"287-303"},"PeriodicalIF":2.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142796165","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

Exploring Time-Use Profiles in Digital Mathematics Assessments for Students With Learning Disabilities 探索学习障碍学生数字数学评估的时间使用概况

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-06-20 DOI: 10.1177/00222194251347965

Xin Wei

{"title":"Exploring Time-Use Profiles in Digital Mathematics Assessments for Students With Learning Disabilities","authors":"Xin Wei","doi":"10.1177/00222194251347965","DOIUrl":"https://doi.org/10.1177/00222194251347965","url":null,"abstract":"This study investigates the time-use patterns of students with learning disabilities during digital mathematics assessments and explores the role of extended time accommodations (ETA) in shaping these patterns. Using latent profile analysis, four distinct time-use profiles were identified separately for students with and without ETA. “Initial Focusers” spend more time on simpler initial items and less time on later, more difficult items, exhibiting high omission rates and low performance. “Rapid Progressors” complete assessments quickly but exhibit shallow engagement across all items, achieving low performance. “Diligent Time Maximizers” allocate time effortfully across items but often run out of time on the last two items when ETA was not granted, achieving the second-highest scores. “Efficient Prioritizers,” excel in strategic time management, score the highest, and report strong persistence and interest in math. The findings reveal that ETA supports students who adopt meticulous strategies, such as Diligent Time Maximizers, but does not universally address the challenges faced by other profiles. This study underscores the need for tailored interventions and accommodations aligned with individual time-use profiles to foster equitable and effective learning and assessment environments.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"44 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144328814","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

Corrigendum to "On the Importance of Place: An Introduction to the Special Issue". “论地方的重要性：特刊导论”的勘误表。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-06-16 DOI: 10.1177/00222194251351058

引用次数: 0

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