Journal of Learning Disabilities最新文献_第10页

Rate of Stuttering and Factors Associated With Speech Fluency Characteristics in Adult Struggling Readers. 成人阅读困难的口吃率及与言语流畅性特征相关的因素。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-01-01 DOI: 10.1177/00222194221095265

Ai Leen Choo, Daphne Greenberg, Hongli Li, Amani Talwar

{"title":"Rate of Stuttering and Factors Associated With Speech Fluency Characteristics in Adult Struggling Readers.","authors":"Ai Leen Choo, Daphne Greenberg, Hongli Li, Amani Talwar","doi":"10.1177/00222194221095265","DOIUrl":"https://doi.org/10.1177/00222194221095265","url":null,"abstract":"Stuttering is a disorder that affects about 1% of the population and manifests as speech disfluencies. Reading difficulties and disabilities are commonly found in this population. Nonetheless, speech disfluencies have not been explored in adult struggling readers (ASRs). In the current study, we examined the rate of stuttering in ASRs as well as the relationships between their speech fluency and reading skills. A total of 120 participants were interviewed about their experiences with reading and administered standardized reading and reading-related assessments. Speech fluency and the criterion for stuttering were based on the interview. About 18.3% of the sample met the criterion for stuttering. ASRs who stutter (ASRs-S) and ASRs who do not stutter (ASRs-NS) did not differ in their reading and reading-related skills. ASRs-S had higher rates of negative correlations between reading and reading-related skills compared with ASRs-NS. Correlation patterns between performance on standardized assessments point to higher rates of uneven skills or dissociations in ASRs-S. These findings may have implications for the assessment and instruction for ASRs.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 1","pages":"7-24"},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9240162","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: 1

Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers. 探索高等教育背景下阅读和理解基本技能的阈值。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-01-01 DOI: 10.1177/00222194221087387

Joseph P Magliano, Amani Talwar, Daniel P Feller, Zuowei Wang, Tenaha O'Reilly, John Sabatini

{"title":"Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers.","authors":"Joseph P Magliano, Amani Talwar, Daniel P Feller, Zuowei Wang, Tenaha O'Reilly, John Sabatini","doi":"10.1177/00222194221087387","DOIUrl":"https://doi.org/10.1177/00222194221087387","url":null,"abstract":"There is a range of reasons why college students may be underprepared to read, but one possibility is that some college students are below a threshold of proficiency in the component skills of reading. The presence of thresholds means that when students fall below that threshold, their proficiency in that component skill of reading is not sufficient for there to be a relationship with comprehension performance. The present study assessed (a) whether there were thresholds in proficiencies in foundational skills, (b) whether students falling below the thresholds were disproportionately in developmental literary programs (i.e., institutionally designated as underprepared), and (c) the implications of being below the thresholds on engaging in strategic processing during reading. College students were administered assessments of foundational literacy skills, text comprehension, and strategic processing of texts. The sample included students who were enrolled in developmental literacy programs and students who were not. Thresholds were found in the foundational skills associated with word-, sentence-, and discourse-level processing. Participants below these thresholds were represented disproportionately by students determined to be underprepared for college and assigned to developmental literacy programs. Finally, students falling below the thresholds demonstrated lower reading strategy scores than students above the threshold.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 1","pages":"43-57"},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10677081","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: 7

Introduction to Special Series: Adults With Low Academic Skills. 特别系列简介:低学术能力的成年人。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-01-01 DOI: 10.1177/00222194221132879

Daphne Greenberg, Dolores Perin

引用次数: 0

MOCCA-College: Preliminary Validity Evidence of a Cognitive Diagnostic Reading Comprehension Assessment. 认知诊断性阅读理解评估的初步效度证据。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-01-01 DOI: 10.1177/00222194221121340

Ben Seipel, Patrick C Kennedy, Sarah E Carlson, Virginia Clinton-Lisell, Mark L Davison

{"title":"MOCCA-College: Preliminary Validity Evidence of a Cognitive Diagnostic Reading Comprehension Assessment.","authors":"Ben Seipel, Patrick C Kennedy, Sarah E Carlson, Virginia Clinton-Lisell, Mark L Davison","doi":"10.1177/00222194221121340","DOIUrl":"https://doi.org/10.1177/00222194221121340","url":null,"abstract":"As access to higher education increases, it is important to monitor students with special needs to facilitate the provision of appropriate resources and support. Although metrics such as the \"reading readiness\" ACT (formerly American College Testing) of provide insight into how many students may need such resources, they do not specify why a student may need support or how to provide that support. Increasingly, students are bringing reading comprehension struggles to college. Multiple-choice Online Causal Comprehension Assessment-College (MOCCA-College) is a new diagnostic reading comprehension assessment designed to identify who is a poor comprehender and also diagnose why they are a poor comprehender. Using reliability coefficients, receiver-operating characteristic curve analysis, and correlations, this study reports findings from the first year of a 3-year study to validate the assessment with 988 postsecondary students who took MOCCA-College, a subset of whom also provided data on other reading assessments (i.e., ACT, n = 377; Scholastic Aptitude Test [SAT], n = 192; and Nelson-Denny Reading Test [NDRT], n = 78). Despite some limitations (e.g., the sample is predominantly females from 4-year institutions), results indicate that MOCCA-College has good internal reliability, and scores are correlated with other reading assessments. Through a series of analyses of variance (ANOVAs), we also report how students identified by MOCCA-College as good and poor comprehenders differ in terms of demographics, cognitive processes used while reading, overall comprehension ability, and scores on admissions tests. Findings are discussed in terms of using MOCCA-College to help gauge which students may be at risk of reading comprehension difficulties, identify why they may be struggling, and inform directions in actionable instructional changes based on comprehension processing data.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 1","pages":"58-71"},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10663338","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: 1

Do Struggling Adult Readers Monitor Their Reading? Understanding the Role of Online and Offline Comprehension Monitoring Processes During Reading. 阅读困难的成人是否会监控自己的阅读?理解阅读过程中在线和离线理解监测过程的作用。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-01-01 DOI: 10.1177/00222194221081473

Elizabeth L Tighe, Gal Kaldes, Amani Talwar, Scott A Crossley, Daphne Greenberg, Stephen Skalicky

{"title":"Do Struggling Adult Readers Monitor Their Reading? Understanding the Role of Online and Offline Comprehension Monitoring Processes During Reading.","authors":"Elizabeth L Tighe, Gal Kaldes, Amani Talwar, Scott A Crossley, Daphne Greenberg, Stephen Skalicky","doi":"10.1177/00222194221081473","DOIUrl":"https://doi.org/10.1177/00222194221081473","url":null,"abstract":"Comprehension monitoring is a meta-cognitive skill that is defined as the ability to self-evaluate one's comprehension of text. Although it is known that struggling adult readers are poor at monitoring their comprehension, additional research is needed to understand the mechanisms underlying comprehension monitoring and their role in reading comprehension in this population. This study used a comprehension monitoring task with struggling adult readers, which included online eye movements (reread and regression path durations) and an offline verbal protocol (oral explanations of key information). We examined whether eye movements predicted accuracy on the passages' reading comprehension questions, a norm-referenced reading assessment, and an offline verbal protocol after controlling for age and traditional component skills (i.e., decoding, oral language, working memory). Regression path duration uniquely predicted accuracy on the questions; however, decoding and oral vocabulary were the most salient predictors of the norm-referenced reading comprehension measure. Regression path duration also predicted the offline verbal protocol, such that those who exhibited longer regression path duration were also better at explaining key information. These results contribute to the literature regarding struggling adults' reading component skills, eye movement behaviors involved in processing connected text, and future considerations in assessing comprehension monitoring.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 1","pages":"25-42"},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9239794","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: 2

Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners. 阅读理解和文字问题解决困难的并发症：探索共同的风险因素及其对语言少数群体学习者的影响。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2022-11-01 Epub Date: 2022-01-10 DOI: 10.1177/00222194211068355

Eunsoo Cho, Jeannette Mancilla-Martinez, Jin Kyoung Hwang, Lynn S Fuchs, Pamela M Seethaler, Douglas Fuchs

{"title":"Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners.","authors":"Eunsoo Cho, Jeannette Mancilla-Martinez, Jin Kyoung Hwang, Lynn S Fuchs, Pamela M Seethaler, Douglas Fuchs","doi":"10.1177/00222194211068355","DOIUrl":"10.1177/00222194211068355","url":null,"abstract":"The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to as higher order comorbidity (reading comprehension and word-problem solving difficulties), and to examine the profiles of at-risk LM learners compared with at-risk non-LM learners. At-risk (LM n = 70; non-LM n = 89) and not-at-risk (LM n = 44; non-LM n = 114) students were evaluated on foundational academic (word reading, calculation), behavioral (behavioral attention), cognitive (working memory, processing speed, nonverbal reasoning), and language (vocabulary, listening comprehension) measures in English. Results indicated listening comprehension was the only shared risk factor for higher order comorbidity. Furthermore, LM learners were 3 times more likely to be identified as at risk compared with non-LM learners. Finally, among at-risk learners, no differences were found on cognitive dimensions by language status, but LM learners had lower reading and listening comprehension skills than non-LM learners, with a relative advantage in behavioral attention. Results have implications for understanding higher order comorbidity and for developing methods to identify and intervene with higher order comorbidity among the growing population of LM learners.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"55 6","pages":"513-527"},"PeriodicalIF":2.4,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9271137/pdf/nihms-1767605.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10676956","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

Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model. 阅读和写作困难的共同发生：互动动态识字模型的应用。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2022-11-01 Epub Date: 2022-01-08 DOI: 10.1177/00222194211060868

Young-Suk Grace Kim

{"title":"Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model.","authors":"Young-Suk Grace Kim","doi":"10.1177/00222194211060868","DOIUrl":"10.1177/00222194211060868","url":null,"abstract":"This article presents the application of the interactive dynamic literacy (IDL) model (Kim, 2020b) toward understanding difficulties in learning to read and write. According to the IDL model, reading and writing are part of communicative acts that draw on largely shared processes and skills as well as unique processes and skills. As such, reading and writing are dissociable but interdependent systems that have hierarchical, interactive, and dynamic relations. These key tenets of the IDL model are applied to the disruption of reading and writing development to explain co-occurrence of reading-writing difficulties using a single framework. The following hypotheses are presented: (a) co-occurrence between word reading and spelling and handwriting difficulties; (b) co-occurrence of dyslexia with written composition difficulties; (c) co-occurrence between reading comprehension and written composition difficulties; (d) co-occurrence of language difficulties with reading difficulties and writing difficulties; (e) co-occurrence of reading, writing, and language difficulties with weak domain-general skills or executive functions such as working memory and attentional control (including attention-deficit/ hyperactivity disorder [ADHD]); and (f) multiple pathways for reading and writing difficulties. Implications are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"55 6","pages":"447-464"},"PeriodicalIF":3.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9262993/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10684243","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: 11

The Use of Phonological and Semantic Strategies in Written Word Learning Among Chinese Children With Dyslexia. 语音和语义策略在汉语阅读障碍儿童书面词汇学习中的应用。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2022-11-01 DOI: 10.1177/00222194221077685

Yixun Li, Yi Hui, Hong Li, Xiangping Liu

{"title":"The Use of Phonological and Semantic Strategies in Written Word Learning Among Chinese Children With Dyslexia.","authors":"Yixun Li, Yi Hui, Hong Li, Xiangping Liu","doi":"10.1177/00222194221077685","DOIUrl":"https://doi.org/10.1177/00222194221077685","url":null,"abstract":"The present study investigated the phonological and semantic aspects of written word learning among children with dyslexia, taking into account their use of phonetic and semantic cues embedded in words. Fifty-three Mandarin-speaking fifth graders were taught the pronunciations and meanings of 24 Chinese single-character pseudowords (children with dyslexia: n = 27; age-matched peers: n = 26). The regularity of phonetic cues and the transparency of semantic cues embedded in the characters were experimentally manipulated. Children's learning outcomes in orthography-to-pronunciation associations (learning the pronunciations of novel characters) and orthography-to-meaning associations (learning the meanings of novel characters) were examined separately. Results indicated that children with dyslexia performed more poorly than did their peers only in the learning stage of orthography-to-pronunciation learning. Otherwise, children with dyslexia demonstrated comparable performance in orthography-to-meaning learning, in the use of embedded pronunciation and meaning cues, and in retention of learning in comparison with their peers. Children applied phonetic and semantic cues jointly in the learning stage. For the 1-week retention, phonetic cues supported children's performance on the task of orthography-to-pronunciation associations, whereas semantic cues aided in that of orthography-to-meaning associations. These findings expand our knowledge of children with dyslexia and provide insights for future reading interventions.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"55 6","pages":"482-498"},"PeriodicalIF":3.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10334112","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: 1

Learning Disabilities Elevate Children's Risk for Behavioral-Emotional Problems: Differences Between LD Types, Genders, and Contexts. 学习障碍增加儿童行为情绪问题的风险:学习障碍类型、性别和环境的差异。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2022-11-01 DOI: 10.1177/00222194211056297

Tuija Aro, Kenneth Eklund, Anna-Kaija Eloranta, Timo Ahonen, Leslie Rescorla

{"title":"Learning Disabilities Elevate Children's Risk for Behavioral-Emotional Problems: Differences Between LD Types, Genders, and Contexts.","authors":"Tuija Aro, Kenneth Eklund, Anna-Kaija Eloranta, Timo Ahonen, Leslie Rescorla","doi":"10.1177/00222194211056297","DOIUrl":"https://doi.org/10.1177/00222194211056297","url":null,"abstract":"Our purpose was to study the frequency of behavioral-emotional problems among children identified with a learning disability (LD). The data were obtained for 579 Finnish children (8-15 years) with reading disability (RD-only), math disability (MD-only), or both (RDMD) assessed at a specialized clinic between 1985 and 2017. We analyzed percentages of children with behavioral-emotional symptoms reaching clinical range (i.e., z score ≥1.5 SDs) and the effects of the LD type, gender, and context (home vs. school) on them. Furthermore, we analyzed the effect of the severity of LD and gender on the amount of behavioral-emotional symptoms reported by teachers and parents. Alarmingly high percentages of children, irrespective of LD type, demonstrated behavioral-emotional problems: more than 37% in Affective, Anxiety, and Attention-Deficit/Hyperactivity Disorder (ADHD) problems. Contextual variation was large, as more problems were reported by teachers than by mothers. The unique effects of gender and LD type were rare, but the results raised concern for those with MD-only, especially boys. The results underscore the need to draw attention to the importance of assessing children with LD for behavioral-emotional problems and emphasize the importance of teachers' awareness of behavioral-emotional problems among students with LD and cooperation among child, teacher, and parents in assessment and support planning.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"55 6","pages":"465-481"},"PeriodicalIF":3.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9554152/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10327141","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: 9

Phonological Processing, Visuospatial Skills, and Pattern Understanding in Chinese Developmental Dyscalculia. 汉语发展性计算障碍的语音加工、视觉空间技能和模式理解。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2022-11-01 DOI: 10.1177/00222194211063650

Saifang Liu, Chen Cheng, Peiqian Wu, Liming Zhang, Zhengjun Wang, Wenjun Wei, Yuan Chen, Jingjing Zhao

{"title":"Phonological Processing, Visuospatial Skills, and Pattern Understanding in Chinese Developmental Dyscalculia.","authors":"Saifang Liu, Chen Cheng, Peiqian Wu, Liming Zhang, Zhengjun Wang, Wenjun Wei, Yuan Chen, Jingjing Zhao","doi":"10.1177/00222194211063650","DOIUrl":"https://doi.org/10.1177/00222194211063650","url":null,"abstract":"A number of previous studies have identified cognitive deficits in developmental dyscalculia (DD). Yet, most of these studies were in alphabetic languages, whereas few of them examined Chinese DD. Here, we conducted a study aiming to determine the cognitive factors associated with DD in Chinese children. Five candidate cognitive factors of DD-phonological retrieval, phonological awareness, visual-spatial attention, spatial thinking, and pattern understanding-were examined in the present study. A total of 904 Chinese children ages 8 to 11 years participated in this study. From the sample, 97 children were identified with DD through tests of arithmetic ability, and 93 age- and IQ-matched typically developing children were selected as controls. Logistic regression analysis revealed that phonological retrieval, pattern understanding, visual-spatial attention, and phonological awareness significantly predicted DD, whereas spatial thinking failed to do so. Results of logistic relative weights analysis showed that all five factors explained statistically significant amounts of variance in arithmetic scores. Phonological retrieval had the most influence on DD, followed by pattern understanding, visual-spatial attention, phonological awareness, and spatial thinking. These findings have important clinical implications for diagnosis and intervention of Chinese DD.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"55 6","pages":"499-512"},"PeriodicalIF":3.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10334775","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