Journal of Learning Disabilities最新文献_第10页

Language Difficulties in School-Age Children With Developmental Dyslexia. 发展性阅读障碍的学龄儿童的语言困难。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2022-05-01 Epub Date: 2021-04-23 DOI: 10.1177/00222194211006207

Kaitlyn M Price, Karen G Wigg, Virginia L Misener, Antoine Clarke, Natalie Yeung, Kirsten Blokland, Margaret Wilkinson, Elizabeth N Kerr, Sharon L Guger, Maureen W Lovett, Cathy L Barr

{"title":"Language Difficulties in School-Age Children With Developmental Dyslexia.","authors":"Kaitlyn M Price, Karen G Wigg, Virginia L Misener, Antoine Clarke, Natalie Yeung, Kirsten Blokland, Margaret Wilkinson, Elizabeth N Kerr, Sharon L Guger, Maureen W Lovett, Cathy L Barr","doi":"10.1177/00222194211006207","DOIUrl":"https://doi.org/10.1177/00222194211006207","url":null,"abstract":"Developmental dyslexia (DD) is a common reading disability, affecting 5% to 11% of children in North America. Children classified as having DD often have a history of early language delay (ELD) or language impairments. Nevertheless, studies have reported conflicting results as to the association between DD-ELD and the extent of current language difficulties in children with DD. To examine these relationships, we queried the parents of school-age children with reading difficulties on their child's early and current language ability. Siblings were also examined. Children were directly assessed using quantitative tests of language and reading skills. To compare this study with the literature, we divided the sample (N = 674) into three groups: DD, intermediate readers (IR), and skilled readers (SR). We found a significant association between DD and ELD, with parents of children in the DD/IR groups reporting their children put words together later than the SR group. We also found a significant association between DD and language difficulties, with children with low reading skills having low expressive/receptive language abilities. Finally, we identified early language predicted current language, which predicted reading skills. These data contribute to research indicating that children with DD experience language difficulties, suggesting early recognition may help identify reading problems.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"55 3","pages":"200-212"},"PeriodicalIF":3.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/00222194211006207","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38901974","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: 10

No Evidence of Creative Benefit Accompanying Dyslexia: A Meta-Analysis. 没有证据表明阅读障碍带来创造性益处:一项荟萃分析。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2022-05-01 Epub Date: 2021-04-24 DOI: 10.1177/00222194211010350

Florina Erbeli, Peng Peng, Marianne Rice

{"title":"No Evidence of Creative Benefit Accompanying Dyslexia: A Meta-Analysis.","authors":"Florina Erbeli, Peng Peng, Marianne Rice","doi":"10.1177/00222194211010350","DOIUrl":"https://doi.org/10.1177/00222194211010350","url":null,"abstract":"Research on the question of creative benefit accompanying dyslexia has produced conflicting findings. In this meta-analysis, we determined summary effects of mean and variance differences in creativity between groups with and without dyslexia. Twenty studies were included (n = 770 individuals with dyslexia, n = 1,671 controls). A random-effects robust variance estimation (RVE) analysis indicated no mean (g = -0.02, p = .84) or variance (g = -0.0004, p = .99) differences in creativity between groups. The mean summary effect was moderated by age, gender, and creativity domain. Compared with adolescents, adults with dyslexia showed an advantage over nondyslexic adults in creativity. In addition, a higher proportion of males in the dyslexia group was associated with poorer performance compared with the controls. Finally, the dyslexia group showed a significant performance disadvantage in verbal versus figural creativity. Regarding variance differences, they varied across age and creativity domains. Compared with adults, adolescents showed smaller variability in the dyslexia group. If the creativity task measured verbal versus figural or combined creativity, the dyslexia group exhibited smaller variability. Altogether, our results suggest that individuals with dyslexia as a group are no more creative or show greater variability in creativity than peers without dyslexia.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"55 3","pages":"242-253"},"PeriodicalIF":3.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/00222194211010350","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38908836","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: 9

Cognitive Retroactive Transfer of Language Skills From English as a Foreign Language to Hebrew as the First Language. 语言技能从英语作为外语到希伯来语作为第一语言的认知回溯迁移。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2022-05-01 Epub Date: 2021-04-22 DOI: 10.1177/00222194211003820

Liat Feder, Salim Abu-Rabia

{"title":"Cognitive Retroactive Transfer of Language Skills From English as a Foreign Language to Hebrew as the First Language.","authors":"Liat Feder, Salim Abu-Rabia","doi":"10.1177/00222194211003820","DOIUrl":"https://doi.org/10.1177/00222194211003820","url":null,"abstract":"The study tested whether cognitive retroactive transfer (CRT) of language skills from English to Hebrew takes place; specifically, whether an improvement in linguistic and meta-linguistic skills in English as a foreign language (FL) would lead to an improvement in these skills in Hebrew as the first language (L1). The participants consisted of 124 students in Grade 6 who were randomly assigned to an experimental group or a control group. Each group was further divided into readers with dyslexia, poor readers, and typical readers groups. The experimental group participated in an English intervention program designed for this study. All participants were administered a battery of pre- and post-treatment tests in linguistic and meta-linguistic skills in Hebrew and in English. The findings supported the existence of CRT from skills in English to skills in Hebrew with reference to most of the variables in the domains of reading, writing, and language skills. The improvement in most of the linguistic and meta-linguistic tasks in both English and Hebrew was significantly higher in the experimental group compared with the control group. The innovation of this study was in testing CRT of linguistic and meta-linguistic skills from English to Hebrew. Limitations and direction for future research are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"55 3","pages":"213-228"},"PeriodicalIF":3.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/00222194211003820","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38896882","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: 4

A Cumulative Risk and Resilience Model of Dyslexia. 阅读障碍的累积风险和复原力模型。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2022-05-01 Epub Date: 2021-08-07 DOI: 10.1177/00222194211037062

Hugh W Catts, Yaacov Petscher

引用次数: 34

Developmental Language Disorder and Psychopathology: Disentangling Shared Genetic and Environmental Influences. 发展性语言障碍和精神病理学:共同遗传和环境影响的解开。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2022-05-01 Epub Date: 2021-06-11 DOI: 10.1177/00222194211019961

Umar Toseeb, Olakunle Ayokunmi Oginni, Philip S Dale

{"title":"Developmental Language Disorder and Psychopathology: Disentangling Shared Genetic and Environmental Influences.","authors":"Umar Toseeb, Olakunle Ayokunmi Oginni, Philip S Dale","doi":"10.1177/00222194211019961","DOIUrl":"https://doi.org/10.1177/00222194211019961","url":null,"abstract":"There is considerable variability in the extent to which young people with developmental language disorder (DLD) experience mental health difficulties. What drives these individual differences remains unclear. In the current article, data from the Twin Early Development Study were used to investigate the genetic and environmental influences on psychopathology in children and adolescents with DLD (n = 325) and those without DLD (n = 865). Trivariate models were fitted to investigate etiological influences on DLD and psychopathology, and bivariate heterogeneity and homogeneity models were fitted and compared to investigate quantitative differences in etiological influences on psychopathology between those with and without DLD. The genetic correlation between DLD and internalizing problems in childhood was significant, suggesting that their co-occurrence is due to common genetic influences. Similar, but nonsignificant effects were observed for externalizing problems. In addition, genetic influences on internalizing problems, but not externalizing problems, appeared to be higher in young people with DLD than those without DLD, suggesting that the presence of DLD may exacerbate genetic risk for internalizing problems. These findings indicate that genetic influences on internalizing problems may also confer susceptibility to DLD (or vice versa) and that DLD serves as an additional risk factor for those with a genetic predisposition for internalizing problems.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"55 3","pages":"185-199"},"PeriodicalIF":3.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/00222194211019961","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39081569","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: 10

Children With Chinese Dyslexia Acquiring English Literacy: Interaction Between Cognitive Subtypes of Dyslexia and Orthographies. 中文阅读障碍儿童英语读写习得:阅读障碍认知亚型与正字法的相互作用。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2022-05-01 Epub Date: 2021-06-09 DOI: 10.1177/00222194211017819

Shuting Huo, Ka Chun Wu, Jianhong Mo, Jie Wang, Urs Maurer

{"title":"Children With Chinese Dyslexia Acquiring English Literacy: Interaction Between Cognitive Subtypes of Dyslexia and Orthographies.","authors":"Shuting Huo, Ka Chun Wu, Jianhong Mo, Jie Wang, Urs Maurer","doi":"10.1177/00222194211017819","DOIUrl":"https://doi.org/10.1177/00222194211017819","url":null,"abstract":"This study investigated the impact of Chinese dyslexia subtypes on English literacy skills (i.e., reading fluency and dictation) in Hong Kong children. Eighty-four Cantonese-speaking children officially diagnosed with dyslexia (Mage = 103 months) and 48 age-matched typically developing (TD) children were tested. Cluster analysis with performances on Chinese syllable awareness (CSA), Chinese phonemic awareness (CPA), Chinese phonological memory (CPM), Chinese orthographic awareness (COA), and matrix reasoning (MR) yielded three cognitive subtypes: the phonological deficit (PD) subtype, the orthographic deficit (OD) subtype, and the global deficit (GD) subtype. After controlling for English language experience, age, and gender, all three dyslexia subtype groups performed significantly worse in English word reading fluency and dictation than the TD children. In addition, the PD group performed worse in English PA; the OD group performed worse in English OA; and the GD group performed worse in all English skills except English PM. We compared the level of impairment in literacy between languages and dyslexia subtypes. In word reading fluency, all subtype groups experienced less impairment in English than Chinese, while the OD group showed the largest English advantage. In dictation, only the OD group showed a significant language effect favoring English. The findings suggest that different subtypes of Chinese dyslexia bear different risks for difficulties in English literacy.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"55 3","pages":"229-241"},"PeriodicalIF":3.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/00222194211017819","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39076717","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: 4

English Spelling Performance in Writing Samples Among Spanish-Speaking ELLs. 西班牙语英语写作样本中的英语拼写表现。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2022-03-01 DOI: 10.1177/0022219420982995

Amanda L Lindner, Kausalai Wijekumar, R Malatesha Joshi

{"title":"English Spelling Performance in Writing Samples Among Spanish-Speaking ELLs.","authors":"Amanda L Lindner, Kausalai Wijekumar, R Malatesha Joshi","doi":"10.1177/0022219420982995","DOIUrl":"https://doi.org/10.1177/0022219420982995","url":null,"abstract":"The depth of the English orthography makes reading and spelling in English a difficult task; particularly for English language learners (ELLs) whose first language (L1) has a shallow orthography. Mastering spelling in English is a critical component of increasing the English literacy of ELLs. This study investigated the English spelling of 569 Spanish-speaking ELLs in Grades 4 to 6. Participants' writing samples were analyzed for spelling errors. Latent class analysis was utilized to discover hidden categories within the data using eight spelling error categories: (a) Vowel Omission; (b) Vowel Addition; (c) Vowel Substitution; (d) Vowel Sequence; (e) Consonant Omission; (f) Consonant Addition; (g) Consonant Substitution; (h) Consonant Sequence. Consonant- and vowel-based errors were nearly equal in each grade level. Latent class analysis resulted in a two-class model. Students in Class 1 made more types of errors than students in Class 2. As the grade level increased, the percentage of students in Class 2 increased. The results of this study show the effects of English and Spanish orthographies on the spelling of Spanish-speaking ELLs, with spelling errors occurring among both vowels and consonants. As omissions were the most prevalent errors in both classes, spelling instruction aimed at decreasing omissions should be considered for ELLs.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"55 2","pages":"114-122"},"PeriodicalIF":3.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0022219420982995","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9418214","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: 6

Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis. 特殊阅读理解障碍的突发性双语者:比较与纵向分析。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2022-01-01 DOI: 10.1177/0022219420983247

Ana Taboada Barber, Susan Lutz Klauda, Weimeng Wang, Kelly B Cartwright, Laurie E Cutting

{"title":"Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis.","authors":"Ana Taboada Barber, Susan Lutz Klauda, Weimeng Wang, Kelly B Cartwright, Laurie E Cutting","doi":"10.1177/0022219420983247","DOIUrl":"https://doi.org/10.1177/0022219420983247","url":null,"abstract":"This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of EBs and EMs alike. Altogether, the study extends research on EBs with S-RCD by identifying variables beyond oral language that may account for their reading comprehension difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Furthermore, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both EBs and EMS.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"55 1","pages":"43-57"},"PeriodicalIF":3.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0022219420983247","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10707442","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: 3

The Effectiveness of Math Education on Self-esteem and Self-efficacy of Students With Math and Writing Learning Disorders and Normal Students Based on Mccarthy Model 基于麦卡锡模型的数学教育对数学写作学习障碍学生和正常学生自尊和自我效能的影响

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2022-01-01 DOI: 10.32598/jld.10.2.3

Mohammad Shafaei, M. Bayrami, M. Narimani, Vakil Nazari

{"title":"The Effectiveness of Math Education on Self-esteem and Self-efficacy of Students With Math and Writing Learning Disorders and Normal Students Based on Mccarthy Model","authors":"Mohammad Shafaei, M. Bayrami, M. Narimani, Vakil Nazari","doi":"10.32598/jld.10.2.3","DOIUrl":"https://doi.org/10.32598/jld.10.2.3","url":null,"abstract":"Objective: The aim of this study is to compare the effectiveness of math education on self-esteem and self-efficacy of students with math learning disabilities, writing and normal students based on the McCarthy model. Methods: Because of the nature of this study, the method was quasi-experimental (pre-test-post-group test). The statistical population of the study included all sixth grade students with learning disabilities (math and writing) and non-learning disabilities in Ardabil in the academic year 2019-2020. Sampling procedure of this study was simple random sampling for students with special math and writing learning disabilities (20 people from each group) referring to the centers for learning disabilities in Ardabil and cluster sampling for normal students in Ardabil (40 people). Results: Data were collected using the Rosenberg Self-Esteem Scale and the Scherer General Self-Efficacy Scale in the pre-test and post-test stages in all four groups. The obtained data were analyzed by SPSS v. 24 software and covariance statistical method. The results of analysis of covariance showed that there was a difference between self-esteem and self-efficacy of experimental and control groups (P<0.05). In other words, the results showed that their mean scores were significantly higher in the experimental group than the self-esteem and self-efficacy of the experimental group. Conclusion: The results of this study can be used in educational settings to improve the status of its components (self-esteem and self-efficacy) of students with learning disabilities and normal.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41776832","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 Effectiveness of Phonics and Whole-word Techniques on Improving English Reading Skills of Dyslexic Students 语音和整词技术对提高阅读障碍学生英语阅读能力的有效性

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2022-01-01 DOI: 10.32598/jld.10.2.6

Vali Mohammadi

{"title":"The Effectiveness of Phonics and Whole-word Techniques on Improving English Reading Skills of Dyslexic Students","authors":"Vali Mohammadi","doi":"10.32598/jld.10.2.6","DOIUrl":"https://doi.org/10.32598/jld.10.2.6","url":null,"abstract":"Objective: The purpose of this study was to investigate the effectiveness of phonics and whole-word techniques on improving the English reading skills of dyslexic students. Methods: The research method was a pre-test, posttest comparison group design. The population consisted of all elementary dyslexic students in Ardabil city. 30 participants were selected by availability sampling, and they were randomly assigned into two experimental groups (conditions of phonics (dealing with the individual sounds and letters of a word)) and whole-word (taking a word as a complete unit of meaning). To better understand both teaching techniques and to have an accurate understanding of the quality and how to improve the comprehension and learning of words and its impact on reading skill, the sample was homogenized through a pre-test using Vocabulary Levels Test. Then, they participated in 12 sessions each 60 minutes receiving instruction and practice on learning vocabulary through phonics and whole-word methods to see their influence on their reading skill. Results: After performing the treatment, the results were compared through covariance analysis and independent samples t-test. The findings showed an average amount of progress in terms of vocabulary in both groups. However, those language learners in the whole-word group outperformed those in the phonics group when it came to the reading skill (P<0.05). Conclusion: Therefore, it can be concluded that lexical teaching methods (word-based) and phonics (sound-based) have a significant effect on improving the reading skills of dyslexic learners, however, the contribution of the whole-word method is more than that of the phonics technique.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42080765","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