Journal of Learning Disabilities最新文献_第3页

A Community Data Sharing Resource: The LDbase Data Repository. 社区数据共享资源：LDbase 数据库。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-11-01 Epub Date: 2024-05-28 DOI: 10.1177/00222194241254091

Sara A Hart, Christopher Schatschneider, Tara Reynolds, Favenzio Calvo

引用次数: 0

Empowering Schools to Implement Effective Research-Based Reading Remediation Delivers Long-Lasting Improvements to Children's Reading Trajectories. 让学校有能力实施有效的、以研究为基础的阅读补救措施，从而长期改善儿童的阅读轨迹。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-11-01 Epub Date: 2023-12-27 DOI: 10.1177/00222194231215016

Erin J Panda, Trisha Woehrle, Jan C Frijters, Rhonda Moules, Sonia Zolis, Edie Edwards, Karen A Steinbach, Maria De Palma, Maureen W Lovett

{"title":"Empowering Schools to Implement Effective Research-Based Reading Remediation Delivers Long-Lasting Improvements to Children's Reading Trajectories.","authors":"Erin J Panda, Trisha Woehrle, Jan C Frijters, Rhonda Moules, Sonia Zolis, Edie Edwards, Karen A Steinbach, Maria De Palma, Maureen W Lovett","doi":"10.1177/00222194231215016","DOIUrl":"10.1177/00222194231215016","url":null,"abstract":"There is a wide gap between what research evidence identifies as effective reading intervention and what is currently offered in schools. This effectiveness study reports the results of a long-term research/school system partnership that is implementing reading intervention for children with reading difficulties in Canadian community schools. In Study 1, growth-curve analyses revealed significant long-term shifts in the reading trajectories of children (n = 731) from Kindergarten to Grade 5 as a function of receiving the Empower™ Reading: Decoding and Spelling intervention. Long-term outcomes were higher in children who received intervention in Grade 2 than in Grade 3, supporting the benefit of earlier intervention. In Study 2, we compare reading outcomes before and after children participated in school system-led intervention (Empower™ Reading, n = 341) to results from previously reported researcher-led intervention and business-as-usual controls. Children in both school system-led and researcher-led interventions showed greater improvement than controls on standardized measures of decoding and reading comprehension. Among school system participants, greater gains were seen for those with stronger reading skills at pre-test. Findings demonstrate successful school system implementation of research-originated and validated reading intervention. Researcher/school system partnerships may be integral in closing the research-practice gap.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"350-370"},"PeriodicalIF":2.4,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139040752","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

Low Literacy Levels Among U.S. Adults and Difficult Ballot Propositions. 美国成年人的低识字率与困难的投票提案。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-11-01 Epub Date: 2024-05-07 DOI: 10.1177/00222194241249958

Rebecca L Parker

引用次数: 0

Perpetuating the Gaps: 21st-Century Skills in Students With Learning Disabilities and Their Typically Developing Peers. 差距持续存在:21世纪学习障碍学生及其正常同龄人的技能。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-11-01 Epub Date: 2023-11-14 DOI: 10.1177/00222194231211947

Vered Vaknin-Nusbaum, Israel Rachevski

{"title":"Perpetuating the Gaps: 21st-Century Skills in Students With Learning Disabilities and Their Typically Developing Peers.","authors":"Vered Vaknin-Nusbaum, Israel Rachevski","doi":"10.1177/00222194231211947","DOIUrl":"10.1177/00222194231211947","url":null,"abstract":"This study examined whether there are differences between Israeli students with learning disabilities (LD) and their typically developing peers with regard to their 21st-century skills according to their self-report and whether the differences between the two groups are greater in postsecondary education than in high school-an aim that had not been examined in depth in previous research. Findings suggest that overall (beyond type of learner), in most skills, postsecondary education students reported higher scores than high school students on questionnaires designed for self-assessment of 21st-century skills. Second, students with LD exhibited lower scores in most 21st-century skills than their peers. Third, a comparison of the gaps in 21st-century skills between students with LD and their peers in each of the examined educational settings (i.e., high school vs postsecondary education) revealed that some of the gaps expand over the years, resulting in differences in additional skills. Results are discussed in the context of educational environment and its role in cultivating 21st-century skills and preparing students for integration into the labor market.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"371-383"},"PeriodicalIF":2.4,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11528966/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92156989","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

Primary School Teachers' Adaptations for Struggling Writers: Survey Study of Grade 1 to 6 Teachers in Australia. 小学教师对挣扎作家的适应:澳大利亚一至六年级教师调查研究。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-11-01 Epub Date: 2023-11-13 DOI: 10.1177/00222194231211946

Anabela Malpique, Deborah Pino-Pasternak, Debora Valcan, Mustafa Asil

{"title":"Primary School Teachers' Adaptations for Struggling Writers: Survey Study of Grade 1 to 6 Teachers in Australia.","authors":"Anabela Malpique, Deborah Pino-Pasternak, Debora Valcan, Mustafa Asil","doi":"10.1177/00222194231211946","DOIUrl":"10.1177/00222194231211946","url":null,"abstract":"Two hundred ninety-eight primary teachers (88% female) from across all Australian states and territories reported on the frequency with which they implemented instructional adaptations for struggling writers in their classrooms. They also rated their preparation and self-efficacy for teaching writing. The majority of participating teachers indicated they provided additional instruction on spelling, capitalization and punctuation, and sentence construction at least once a week or more often. Teachers further reported implementing additional minilessons and reteaching strategies and skills, as well as extra instruction on grammar, handwriting, text structure, revising, and planning on a monthly basis or more often. The majority of teachers reported never or only once a year using adaptations to support digital writing. The frequency with which teachers provided extra instruction on spelling, handwriting, text structure, revising, and computer use differed by grade. Only teachers' perceived efficacy to teach writing made a unique and statistically significant contribution to predicting the use of instructional adaptations for writing and adaptations to support digital writing after controlling for teacher and classroom variables.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"384-396"},"PeriodicalIF":2.4,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11528971/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92156990","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 3 2区教育学

Journal of Learning Disabilities Pub 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":"https://doi.org/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 UK higher education 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":"2 1","pages":"222194241281479"},"PeriodicalIF":3.0,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142486257","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 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 : 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":"https://doi.org/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 UK higher education 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":"222194241281479"},"PeriodicalIF":2.4,"publicationDate":"2024-10-20","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

The Global and Local Patterns of Reading-Related Cognitive and Ecological Variables in Chinese First-Grade Children: A Cross-Sectional Network Analysis. 中国一年级儿童与阅读相关的认知和生态变量的全球和地方模式：横断面网络分析

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-10-07 DOI: 10.1177/00222194241283198

Ziqian Wei, Lei Wang, Zhengye Xu, Lirong Luo, Xinyong Zhang, Ning Li, Duo Liu

{"title":"The Global and Local Patterns of Reading-Related Cognitive and Ecological Variables in Chinese First-Grade Children: A Cross-Sectional Network Analysis.","authors":"Ziqian Wei, Lei Wang, Zhengye Xu, Lirong Luo, Xinyong Zhang, Ning Li, Duo Liu","doi":"10.1177/00222194241283198","DOIUrl":"https://doi.org/10.1177/00222194241283198","url":null,"abstract":"In the current study, we tested a network model of reading difficulty by using state-of-the-art psychological network analysis. Four hundred and fifty-three Chinese first-grade children (about 38% female, mean age = 7.00, SD = 0.41) were divided into good (n = 154), competent (n = 147), and struggling readers (n = 152) based on their scores of Chinese character reading. The Extended Bayesian Information Criterion graphical lasso (EBICglasso) method was applied to estimate cross-sectional networks for the three groups. Each network included four cognitive nodes (homophone awareness, morphological structure awareness, phonological awareness, and vocabulary) and two ecological nodes (family socioeconomic status and the number of books at home). Chronological age and nonverbal intelligence were also included in the estimated networks. The global (i.e., global structure and global connectivity) and local patterns (i.e., the most important edges and nodes) in each network were reported. The network comparison results showed that global connectivity was significantly lower among struggling readers than for good readers, implying that a holistic impairment of bidirectional connections among multiple variables relates to the difficulty in learning to read. The theoretical and empirical implications and the significance of applying the network approach to reading research are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194241283198"},"PeriodicalIF":2.4,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142394318","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 : 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":"https://doi.org/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":"222194241275644"},"PeriodicalIF":2.4,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring Predictors of Teachers' Sustained Use of Data-Based Instruction. 探索教师持续使用数据化教学的预测因素。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-09-18 DOI: 10.1177/00222194241275636

Jechun An,Emma Shanahan,Seohyeon Choi,Kristen L McMaster

{"title":"Exploring Predictors of Teachers' Sustained Use of Data-Based Instruction.","authors":"Jechun An,Emma Shanahan,Seohyeon Choi,Kristen L McMaster","doi":"10.1177/00222194241275636","DOIUrl":"https://doi.org/10.1177/00222194241275636","url":null,"abstract":"The purpose of this logistic regression study was to identify predictors of teacher-reported sustained use of data-based instruction (DBI) during the COVID-19 pandemic and assess the extent to which the identified predictors explained teachers' sustained use after completing programmatic support for intensive early writing instruction. We surveyed 58 teachers who participated in a professional development efficacy trial regarding their sustained use of DBI in writing. The model indicated a higher predicted probability of sustaining DBI for teachers who received the full treatment (tools, learning modules, and coaching for 20 weeks of intervention during their year of participation in the efficacy trial) compared to teachers in the control group who only received tools and learning modules at the end of their participation year. In addition, teachers who taught in-person were more likely to sustain compared to those who taught in remote or hybrid models, controlling for other variables. Furthermore, as the number of facilitators that teachers reported increased, teachers were more likely to sustain their use of DBI components, controlling for other variables. Further research could shed light on the relative impact of different types of facilitators and different levels of support.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"7 1","pages":"222194241275636"},"PeriodicalIF":3.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142245394","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