Journal of Learning Disabilities最新文献_第2页

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

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 : 2025-03-17 DOI: 10.1177/00222194251325857

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

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

Do Mathematics and Reading Skills Impact Student Science Outcomes? 数学和阅读能力会影响学生的科学成果吗？

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-03-01 Epub Date: 2024-07-26 DOI: 10.1177/00222194241263646

Christian T Doabler, Megan Rojo, Jenna A Gersib, Anna-Maria Fall, Maria A Longhi, Gail E Lovette, Greg Roberts, Jasmine Uy, Katharina Johnson, Shadi Ghafghazi, Jason B Phelps, Sarah R Powell, William J Therrien

{"title":"Do Mathematics and Reading Skills Impact Student Science Outcomes?","authors":"Christian T Doabler, Megan Rojo, Jenna A Gersib, Anna-Maria Fall, Maria A Longhi, Gail E Lovette, Greg Roberts, Jasmine Uy, Katharina Johnson, Shadi Ghafghazi, Jason B Phelps, Sarah R Powell, William J Therrien","doi":"10.1177/00222194241263646","DOIUrl":"10.1177/00222194241263646","url":null,"abstract":"Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students' initial mathematics and reading skills influenced their treatment response to a whole-class, second-grade science program called Scientific Explorers (Sci2). The original Sci2 study employed a cluster randomized controlled design and included 294 U.S. students from 18 second-grade classrooms. Differential effects of the program by initial mathematics and reading skill levels were not observed for an interactive science assessment and a distal science outcome measure. However, based on initial reading skill levels, moderation results were found on a science vocabulary measure, suggesting the effects of Sci2 were greatest for students with higher initial reading skills. Similar results were found using initial mathematics skill levels as a predictor of differential response such that students with higher mathematics skills reaped stronger treatment effects on the vocabulary measure. Further, we found initial mathematics skills also influenced outcomes on the proximal science content assessment, where students with higher initial mathematics skills led to higher outcomes. Overall, findings suggest Sci2 produced robust effects for all students (g = 0.24-1.23), regardless of initial skill proficiencies. Implications for exploring differential response in science intervention research are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"128-143"},"PeriodicalIF":2.4,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11829498/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761748","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

Domain-General and Domain-Specific Antecedents of Pre-Algebraic Knowledge: Focusing on English-Language Learners With Word-Problem Difficulty. 前代数知识的一般领域和特定领域前因：以有词题困难的英语学习者为研究对象。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-02-20 DOI: 10.1177/00222194251315197

Xin Lin, Sarah R Powell

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 2.4 2区教育学

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

Kathryn A Tremblay, Katja McBane, Katherine S Binder

{"title":"The Role of Morphology and Sentence Context in Word Processing for Adults With Low Literacy.","authors":"Kathryn A Tremblay, Katja McBane, Katherine S Binder","doi":"10.1177/00222194251315198","DOIUrl":"https://doi.org/10.1177/00222194251315198","url":null,"abstract":"Both vocabulary skill and morphological complexity, or whether words can be broken down into root words and affixes, have a significant impact on word processing for adults with low literacy. We investigated the influence of word-level variables of morphological complexity and root word frequency, and the sentence-level variable of context strength on word processing in adults with low literacy, who differed on levels of vocabulary depth skills, which was a participant-level variable. Our findings demonstrate that morphological complexity, root word frequency, and context strength are all related to how adult learners process words while reading, but their effects are dependent on participants' vocabulary depth. Participants with higher levels of vocabulary depth were able to more quickly process morphologically complex words and make better use of supportive sentence context as compared to individuals with lower levels of vocabulary depth. These findings suggest that both morphological complexity and vocabulary depth are important for word processing and reading comprehension in adults with low literacy.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194251315198"},"PeriodicalIF":2.4,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143460201","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

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 : 2025-02-10 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":"222194251315196"},"PeriodicalIF":2.4,"publicationDate":"2025-02-10","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