Journal of Learning Disabilities最新文献_第2页

A Pilot Study Examining Elements to Improve Generalized Word Reading Skills for Students With Significant Word Reading Difficulties. 一项探讨提高有显著阅读困难学生泛化阅读能力要素的初步研究。

IF 2.9 2区教育学

Journal of Learning Disabilities Pub Date : 2026-02-10 DOI: 10.1177/00222194261417589

Nathan H Clemens, Alexis N Boucher, Sharon Vaughn, Marcia A Barnes, Greg Roberts, Anna-Mari Fall, J E Miller, Nancy Scammacca, Megan Osbon

{"title":"A Pilot Study Examining Elements to Improve Generalized Word Reading Skills for Students With Significant Word Reading Difficulties.","authors":"Nathan H Clemens, Alexis N Boucher, Sharon Vaughn, Marcia A Barnes, Greg Roberts, Anna-Mari Fall, J E Miller, Nancy Scammacca, Megan Osbon","doi":"10.1177/00222194261417589","DOIUrl":"https://doi.org/10.1177/00222194261417589","url":null,"abstract":"Students in grades 2 through 4 with significant word reading difficulties were randomly assigned to one of two 10-week interventions. In the Dual Treatment condition, decoding instruction emphasized regularity in spelling-sound correspondence, sound-by-sound decoding, and separately taught high-frequency words on a whole-word basis. In the Integrated condition, decoding instruction interleaved regularity and variability in spelling-sound correspondence, targeted larger letter units, and aligned high-frequency word instruction with decoding. At posttest, statistically significant differences favored the Integrated condition on standardized word reading efficiency (g = 0.37), silent word identification fluency (g = 0.41), and an intervention-aligned list of words not targeted in either condition (g = 0.26). Although not statistically significant, effect sizes also favored the Integrated condition on standardized sentence reading efficiency (g = 0.25), intervention-aligned letter-sound correspondence (g = 0.24), and other word lists taught or not taught in both conditions (gs = 0.12 to 0.21). A nonstatistically significant effect favored the Dual Treatment condition on intervention-aligned correct letter sequences spelling (g = -0.19), and null effects were observed on a standardized oral reading fluency (g = 0.04) and intervention-aligned whole word spelling (g = 0.02). Supported exposure to greater variability in spelling-sound correspondence may improve generalized word reading skills.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194261417589"},"PeriodicalIF":2.9,"publicationDate":"2026-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146150930","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

Executive Function and Writing Performance Among Primary School Students With Writing Difficulties: The Mediating Role of Visual-Motor Integration. 写作困难小学生的执行功能与写作表现：视觉-运动整合的中介作用。

IF 2.9 2区教育学

Journal of Learning Disabilities Pub Date : 2026-01-30 DOI: 10.1177/00222194261417608

Rui Dong, Li Yin, Kun Zheng, Keran Chen

{"title":"Executive Function and Writing Performance Among Primary School Students With Writing Difficulties: The Mediating Role of Visual-Motor Integration.","authors":"Rui Dong, Li Yin, Kun Zheng, Keran Chen","doi":"10.1177/00222194261417608","DOIUrl":"https://doi.org/10.1177/00222194261417608","url":null,"abstract":"Executive function is critical for writing, yet its role in children with writing difficulties (WD) remains underexplored. This study examines differences in three executive-function subcomponents (working memory, inhibitory control, and cognitive flexibility) between children with and without WD, and their effects on spelling and sentence-writing abilities, mediated by visual-motor integration. The focus on Chinese children addresses a critical gap in the predominantly Western-alphabetic writing difficulties literature. A total of 244 Chinese primary school students (122 with WD, 122 without WD) were assessed. Children with WD demonstrated significantly lower accuracy and longer reaction times in executive function tasks as well as lower visual-motor integration scores, compared with their peers without WD. Structural equation modeling revealed that working memory and inhibitory control indirectly predicted writing performance through visual-motor integration, while cognitive flexibility had no significant effect. These findings suggest that executive function impairments, particularly in working memory and inhibitory control, may contribute to WD through their influence on visual-motor integration. The study highlights the importance of addressing both executive function and visual-motor integration in interventions targeting children with WD.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194261417608"},"PeriodicalIF":2.9,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146094501","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 Effects of Repeated Reading Interventions on the Oral Reading Fluency of Middle School Students With Reading Difficulties and Disabilities 重复阅读干预对阅读障碍中学生口语阅读流畅性的影响

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2026-01-08 DOI: 10.1177/00222194251404534

Kristie Calvin, Lindsay Ellis Lee, Christy Austin, Stephanie Gouge, Angela Watson

{"title":"The Effects of Repeated Reading Interventions on the Oral Reading Fluency of Middle School Students With Reading Difficulties and Disabilities","authors":"Kristie Calvin, Lindsay Ellis Lee, Christy Austin, Stephanie Gouge, Angela Watson","doi":"10.1177/00222194251404534","DOIUrl":"https://doi.org/10.1177/00222194251404534","url":null,"abstract":"Fluency is a multidimensional construct that requires automaticity with foundational skills. Fluency is not an end in itself but serves as a bridge between decoding and reading comprehension. However, many secondary students struggle with proficient reading and fail to attain the most functional levels of literacy, even after receiving intensive reading interventions. The current study investigated the effects of repeated reading interventions on the oral reading fluency of adolescents at risk for and with reading disabilities. Sixty-eight students in Grades 6 through 8 (35 female, 33 male) were taught by 11 teachers and participated in either Repeated Reading Plus or Silent Repeated Reading . Hierarchical residual change regressions were conducted to evaluate the main effect and interaction effects of Repeated Reading Plus and Silent Repeated Reading on oral reading fluency (words correct per minute). Grade level and special education status were included as covariates. Multilevel analyses were used to account for between-teacher variability. Results indicate repeated reading interventions that include previewing multisyllabic words, fluent modeling of connected text, repeated partner reading, and answering comprehension questions may support the oral reading fluency of middle school students with reading difficulties and disabilities.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"84 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145920178","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 Role of Morphology and Sentence Context in Word Processing for Adults With Low Literacy. 词法和句子语境在成人低识字率文字处理中的作用。

IF 2.9 2区教育学

Journal of Learning Disabilities Pub Date : 2026-01-01 Epub Date: 2025-02-19 DOI: 10.1177/00222194251315198

Kathryn A Tremblay, Katja McBane, Katherine S Binder

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 2.9 2区教育学

Journal of Learning Disabilities Pub Date : 2026-01-01 Epub 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":"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 U.S. 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":"20-36"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","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

Editorial. 社论。

IF 2.9 2区教育学

Journal of Learning Disabilities Pub Date : 2026-01-01 Epub Date: 2025-11-23 DOI: 10.1177/00222194251401712

Stephanie Al Otaiba

引用次数: 0

Comparing Children With and Without Learning Disabilities on Their Home Literacy Environment and Its Association With Pre-Reading Skills 学习障碍儿童与非学习障碍儿童家庭读写环境的比较及其与阅读前技能的关系

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-12-17 DOI: 10.1177/00222194251399192

Rachelle M. Johnson, Sara A. Hart, Richard K. Wagner

引用次数: 0

Early Reading and Math Developmental Trajectories: Examining Influences of Specific Learning Disabilities and Socioeconomic Status 早期阅读和数学发展轨迹：研究特殊学习障碍和社会经济地位的影响

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-11-30 DOI: 10.1177/00222194251391828

Rebecca A. Marks, Adrienne D. Woods, Laura Mesite, Annie B. Fox, Joanna A. Christodoulou

{"title":"Early Reading and Math Developmental Trajectories: Examining Influences of Specific Learning Disabilities and Socioeconomic Status","authors":"Rebecca A. Marks, Adrienne D. Woods, Laura Mesite, Annie B. Fox, Joanna A. Christodoulou","doi":"10.1177/00222194251391828","DOIUrl":"https://doi.org/10.1177/00222194251391828","url":null,"abstract":"This study examined the effects of socioeconomic status (SES) and specific learning disability (SLD) on reading and math developmental trajectories from kindergarten through fifth grade in the ECLS-K:2011 dataset. Using a retrospective classification based on SLD status at the end of fifth grade, we compared reading and math skills at school entry and growth over time between children with SLD ( N = 540) and their peers without disabilities ( N = 8,650). Although most children with SLD were not identified until third grade or later, this group exhibited significantly lower academic skills at kindergarten entry and relatively stable group differences over time. Similarly, children from lower-SES backgrounds had lower reading and math skills at school entry and their growth trajectories were largely parallel to their higher-SES peers. There were few significant interactions between SLD and SES in reading: The effect of SES on reading growth was evident only at the start of schooling, and was larger for students without disabilities than students with SLD. There were no significant SLD × SES interactions in math. Thus, although SLD and low SES were both risk factors for low performance, the intersection of risk did not qualitatively reshape developmental trajectories.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"29 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145619594","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

Drivers of Academic Procrastination and Achievement: A Moderated Mediation Analysis in Students With and Without Specific Learning Disabilities. 学业拖延与成就的驱动因素：有或无特殊学习障碍学生的调节中介分析。

IF 2.9 2区教育学

Journal of Learning Disabilities Pub Date : 2025-11-21 DOI: 10.1177/00222194251391831

Sofia Mastrokoukou, Andronikos Kaliris, Claudio Longobardi

{"title":"Drivers of Academic Procrastination and Achievement: A Moderated Mediation Analysis in Students With and Without Specific Learning Disabilities.","authors":"Sofia Mastrokoukou, Andronikos Kaliris, Claudio Longobardi","doi":"10.1177/00222194251391831","DOIUrl":"https://doi.org/10.1177/00222194251391831","url":null,"abstract":"Academic procrastination, increasingly prevalent among students, is posing challenges to academic success. In particular, students with specific learning disabilities (SLDs) in higher education (HE) often experience increased anxiety, along with lower self-efficacy, which may heighten their vulnerability to the negative effects of academic procrastination. This study was designed to investigate how academic procrastination relates to academic achievement (grade point average-GPA) and to examine whether this relationship is mediated by learning and performance self-efficacy and moderated by anxiety. A self-report questionnaire was administered to 1,061 undergraduate students (Mage = 21.25, SD = 3.83), 572 with SLD. Results indicated a negative correlation between procrastination and GPA. Procrastination was associated with lower self-efficacy and had a nonsignificant direct effect on GPA. However, self-efficacy positively affected GPA. In addition, SLD significantly moderated the relationship between anxiety and GPA. These findings underscore the importance of tailored interventions for students with SLD, as academic procrastination is negatively related to self-efficacy and may indirectly influence academic performance. Understanding these dynamics can inform strategies to enhance academic success among students with learning differences.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194251391831"},"PeriodicalIF":2.9,"publicationDate":"2025-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145566052","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

Language Predictors of Word-Problem Performance Among Third-Grade Students With Mathematics Difficulty. 三年级数学困难学生字题表现的语言预测因子。

IF 2.9 2区教育学

Journal of Learning Disabilities Pub Date : 2025-11-01 Epub Date: 2025-01-15 DOI: 10.1177/00222194241311979

Danielle O Lariviere, Sarah R Powell, Anna-Maria Fall, Greg Roberts, Tessa L Arsenault

{"title":"Language Predictors of Word-Problem Performance Among Third-Grade Students With Mathematics Difficulty.","authors":"Danielle O Lariviere, Sarah R Powell, Anna-Maria Fall, Greg Roberts, Tessa L Arsenault","doi":"10.1177/00222194241311979","DOIUrl":"10.1177/00222194241311979","url":null,"abstract":"We examined how generalized and mathematics-specific language skills predicted the word-problem performance of students with mathematics difficulty. Participants were 325 third-grade students in the southwestern United States who performed at or below the 25th percentile on a word-problem measure. We assessed generalized language skills in word reading, passage comprehension, and vocabulary knowledge. In addition, we measured mathematics-specific vocabulary knowledge. To explore variation within the mathematics-difficulty population, we utilized unconditional quantile regression to determine how each of these skill sets predicted word-problem performance when controlling for computation and emergent bilingual status. Results revealed that mathematics-vocabulary knowledge significantly predicted word-problem performance at all but two quantiles (p < .001), with strongest predictive relations at the highest quantiles. Passage comprehension had an overall significant relation to word-problem performance (p < .05) that was also reflected in multiple quantiles. Neither word-reading accuracy nor generalized-vocabulary knowledge demonstrated a significant predictive relation to word-problem performance. Given the consistent relation between mathematics-vocabulary knowledge and word-problem performance across quantiles, researchers and practitioners should prioritize evidence-based mathematics-vocabulary instruction to support students' word-problem-solving skills.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"445-458"},"PeriodicalIF":2.9,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12521766/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142984748","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