Journal of Learning Disabilities最新文献_第2页

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

The Prevalence of Specific Learning Difficulties in Higher Education: A Study of UK Universities Across 12 Academic Years. 高等教育中特殊学习困难的普遍性：跨越 12 个学年的英国大学研究。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-05-01 Epub Date: 2024-10-20 DOI: 10.1177/00222194241281479

Nicola Brunswick, Nathan J Wilson, Ian Kruger, Rebecca Chamberlain, I Christopher McManus

{"title":"The Prevalence of Specific Learning Difficulties in Higher Education: A Study of UK Universities Across 12 Academic Years.","authors":"Nicola Brunswick, Nathan J Wilson, Ian Kruger, Rebecca Chamberlain, I Christopher McManus","doi":"10.1177/00222194241281479","DOIUrl":"10.1177/00222194241281479","url":null,"abstract":"Specific learning and attention difficulties are often first identified in childhood, but they can cause lifelong academic and occupational challenges. We explored the prevalence of these difficulties and the representation of sex and ethnicity amongst all first-year students in United Kingdom (UK) higher education (HE) across 12 years-almost 5.7 million students-and compared course preferences and university destinations of those with and without difficulties. Students declaring learning/attention difficulties were more likely to be White or of Mixed ethnicity and least likely to be Asian. They were more likely to attend specialist HE institutions or newer universities, and more likely to study courses in creative arts and design, agriculture and architecture than law, languages, computer science, and mathematical sciences. The number of students declaring difficulties has increased year on year, in actual terms and as a proportion of the student body, suggesting that efforts to increase diversity and inclusion have been successful. However, differences remain between students with and without learning/attention difficulties in terms of ethnicity, subjects studied, and HE institutions attended, so more needs to be done to identify and address reasons for this. While this paper reports data from UK students, it addresses an international question and invites similar explorations of other national datasets.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"179-191"},"PeriodicalIF":2.4,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477923","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

Do Children With Comorbid Reading and Mathematics Difficulties Experience More Internalizing Problems? 同时患有阅读和数学困难的儿童会经历更多的内化问题吗？

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-04-28 DOI: 10.1177/00222194251335313

Ana Paula Alves Vieira, George K. Georgiou, Yuliya Kotelnikova

{"title":"Do Children With Comorbid Reading and Mathematics Difficulties Experience More Internalizing Problems?","authors":"Ana Paula Alves Vieira, George K. Georgiou, Yuliya Kotelnikova","doi":"10.1177/00222194251335313","DOIUrl":"https://doi.org/10.1177/00222194251335313","url":null,"abstract":"We examined whether children with comorbid reading (RD) and mathematics (MD) difficulties experience more internalizing problems (anxiety, depression, somatic complaints, and social withdrawal) than children without comorbidity. In addition, we examined whether any significant group differences are due to differences between groups in attention. Thirty-three children with RD (51.5% female; M age = 10.80 years), 35 with MD (60.0% female; M age = 10.79 years), 37 with comorbid RDMD (45.9% female; M age = 10.79 years), and 42 chronological-age (CA) controls (64.3% female; M age = 10.82 years) were assessed on reading, mathematics, general cognitive ability, and attention tasks. Their teachers also rated their anxiety, depression, somatic complaints, and social withdrawal. Results of analyses of variance showed that children with comorbid RDMD exhibited significantly higher levels of anxiety and depression compared only to the CA controls. However, after controlling for attention, these group differences were no longer significant. These findings suggest that children with comorbid RDMD may be at greater risk for anxiety and depression, although attention difficulties likely contribute to these differences.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"42 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143884364","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

Identifying Emergent Bilinguals at Risk for Reading Difficulties: A Systematic Review of Criterion-Validity of Existing Assessments 识别有阅读困难风险的新兴双语者：现有评估标准效度的系统回顾

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-04-17 DOI: 10.1177/00222194251331533

Jialin Lai, Marianne Rice, Juan F. Quinonez-Beltran, Ramona T. Pittman, R. Malatesha Joshi

{"title":"Identifying Emergent Bilinguals at Risk for Reading Difficulties: A Systematic Review of Criterion-Validity of Existing Assessments","authors":"Jialin Lai, Marianne Rice, Juan F. Quinonez-Beltran, Ramona T. Pittman, R. Malatesha Joshi","doi":"10.1177/00222194251331533","DOIUrl":"https://doi.org/10.1177/00222194251331533","url":null,"abstract":"Existing language and literacy assessments have been widely validated and applied among monolingual students to identify those at risk for difficulties in reading, yet for emergent bilingual students (EBs), the effectiveness of current assessments to identify potential reading difficulties remains unknown. The present systematic review aimed to examine the criterion validity of assessments conducted among EBs to predict reading achievement in their second language (L2), in addition to the status quo of research methods (i.e., participant and assessment characteristics). A literature search yielded 23 studies that targeted preschool to fifth-grade EBs. Results suggest that decoding, reading fluency, and phonological awareness assessments presented close to satisfactory evidence of criterion validity, whereas assessments of other skills, such as reading comprehension, rapid automatized naming, letter knowledge, and verbal memory, showed weaker validity. Included studies showed homogenous profiles of EBs, indicating a lack of evidence for EBs from various language backgrounds. Existing assessments involved various domains of literacy, including code-related skills, oral language, and domain-general cognitive skills. These assessments also varied across aspects of standardization and language of administration. Limitations and suggestions for future research are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"26 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143841239","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

Effects of Diagnostic Labels for Students With Learning Problems on Teachers’ Stereotypes and Performance Expectations 学习有问题学生的诊断标签对教师的成见和成绩预期的影响

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-03-17 DOI: 10.1177/00222194251315187

Linda Kashikar, Timo Lüke, Michael Grosche

{"title":"Effects of Diagnostic Labels for Students With Learning Problems on Teachers’ Stereotypes and Performance Expectations","authors":"Linda Kashikar, Timo Lüke, Michael Grosche","doi":"10.1177/00222194251315187","DOIUrl":"https://doi.org/10.1177/00222194251315187","url":null,"abstract":"Labeling students with learning problems may change teachers’ evaluations of them. Our study examined whether the “Special Learning Needs” (SLN) and “Learning Disability” (LD) labels influenced teachers’ beliefs that the diagnosis was correct and activated a low-competence stereotype. We examined whether this stereotype lowered teachers’ performance expectations and teaching intentions. N = 413 general and special education teachers were randomly assigned to the control (no label) or one of the experimental groups (SLN/LD label). All teachers read the description of a fictitious student with learning problems. Only in the experimental groups was the student labeled with an LD or SLN. Results showed that both labels increased teachers’ acceptance of the diagnosis as accurate. However, the labels did not change teachers’ stereotypes of the fictitious student. The LD label lowered some of teachers’ long-term performance expectations, resulting in more track recommendations to a special school. Unexpectedly, the SLN label increased the intention to foster the student’s academic performance. Some performance expectations of special education teachers were lower than those of general education teachers, which did not manifest in different teaching intentions. The findings are discussed in the context of the Dilemma of Difference.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"6 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143635666","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

Considerations for Intensifying Word-Problem Interventions for Students With MD: A Qualitative Umbrella Review of Relevant Meta-Analyses. 加强对患有 MD 的学生进行单词问题干预的考虑因素：相关 Meta 分析的定性总回顾。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-03-01 Epub Date: 2024-11-06 DOI: 10.1177/00222194241281293

Jonte A Myers, Tessa L Arsenault, Sarah R Powell, Bradley S Witzel, Emily Tanner, Terri D Pigott

引用次数: 0