Journal of Learning Disabilities最新文献_第3页

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

Specificity, Co-Occurrence, and Growth: Math and Reading Skill Development in Children With Learning Disabilities 特异性、共现性和成长：学习障碍儿童的数学和阅读技能发展

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-02-10 DOI: 10.1177/00222194241312189

Katherine Helene Connors, Emily L. Guertin, Melissa Nichol, Joan M. Bosson-Heenan, Jeffrey R. Gruen, Jan C. Frijters

{"title":"Specificity, Co-Occurrence, and Growth: Math and Reading Skill Development in Children With Learning Disabilities","authors":"Katherine Helene Connors, Emily L. Guertin, Melissa Nichol, Joan M. Bosson-Heenan, Jeffrey R. Gruen, Jan C. Frijters","doi":"10.1177/00222194241312189","DOIUrl":"https://doi.org/10.1177/00222194241312189","url":null,"abstract":"Learning disabilities are challenging to characterize because they evolve throughout development, frequently co-occur, and have varying domain specificity. Addressing these challenges, we analyzed longitudinal patterns of growth, co-occurrence, and specificity manifesting in the math and reading skills of children with and without learning disabilities. With a sample of 498 Grade 1 children followed for 5 years, we used linear mixed-effects models to explore group-level differences among children with math disability (MD), reading disability (RD), co-occurring disability, and no disability. Findings revealed: Math and reading trajectories of children with learning disabilities parallel those of children without disabilities. Skill growth slows over time, regardless of skill level, suggesting disability-related impairments will not resolve without intervention. Impairment levels and growth trajectories of children with co-occurring disabilities match the within-domain patterns of children with isolated disabilities, supporting a longitudinally maintained additive model of co-occurrence. MD and RD show varying specificity. MD impairments are domain-specific and become more pronounced over time. RD impairments impact both domains early, become more domain-specific over time, but maintain curriculum-contingent math deficits. Findings suggest early math intervention should balance linguistic and conceptual support, as the source of a child’s math difficulties may not be clear until well into elementary school.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"6 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143375306","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

An Examination of Implementation Fidelity Within the Context of a Tier 2 Mathematics Intervention. 二级数学干预背景下的实施保真度检验。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-02-09 DOI: 10.1177/00222194251315191

Cayla Lussier, Ben Clarke, Derek Kosty, Geovanna Rodriguez, Kathleen Scalise, Christian Doabler, Jessica Turtura

{"title":"An Examination of Implementation Fidelity Within the Context of a Tier 2 Mathematics Intervention.","authors":"Cayla Lussier, Ben Clarke, Derek Kosty, Geovanna Rodriguez, Kathleen Scalise, Christian Doabler, Jessica Turtura","doi":"10.1177/00222194251315191","DOIUrl":"https://doi.org/10.1177/00222194251315191","url":null,"abstract":"Evidenced-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multifaceted, including examinations of adherence, instructional quality, and student engagement, though mathematics intervention studies rarely report on fidelity components outside of adherence. The current study examined the relationships between these different components of fidelity and whether they are associated with student mathematics outcomes and intervention group size within the context of a first-grade mathematics intervention. Findings revealed relationships between components of fidelity with student's initial mathematics skill; however, no relationship was observed between fidelity components and student mathematics growth. Findings for group size were mixed. Limitations, implications for research and practice, and future directions are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194251315191"},"PeriodicalIF":2.4,"publicationDate":"2025-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143383824","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

Misalignments Between Student Teaching Placements and Initial Teaching Positions: Implications for the Early-Career Attrition of Special Education Teachers 学生教学实习与初始教学岗位的错位：对特殊教育教师早期职业磨耗的影响

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-01-17 DOI: 10.1177/00222194241312193

Ben Backes, James Cowan, Dan Goldhaber, Zeyu Jin, Roddy Theobald

{"title":"Misalignments Between Student Teaching Placements and Initial Teaching Positions: Implications for the Early-Career Attrition of Special Education Teachers","authors":"Ben Backes, James Cowan, Dan Goldhaber, Zeyu Jin, Roddy Theobald","doi":"10.1177/00222194241312193","DOIUrl":"https://doi.org/10.1177/00222194241312193","url":null,"abstract":"Graduates of special education teacher education programs can teach in a range of special education settings, raising the potential that their training can occur in very different settings than where they find their first jobs. We follow 263 completers of Moderate Disabilities programs in Massachusetts from their field placements to their early-career teaching positions and study the characteristics of their field placements and the degree to which these are aligned with their early-career teaching positions. We also assess the degree to which alignment is associated with early-career teacher turnover. We found that many of these teachers student taught in an inclusive setting but were hired into a self-contained special education setting and vice versa, and teachers who experienced this misalignment were more likely to leave the workforce early in their careers. Teachers who student taught with a supervising practitioner without a special education license were also more likely to leave early. Findings suggest that teachers training to educate students with learning disabilities should student teach in a setting that is aligned with where they are likely to be hired and with a supervising practitioner who is trained in special education.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"27 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142987354","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 2.4 2区教育学

Journal of Learning Disabilities Pub 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":"https://doi.org/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 included 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":"222194241311979"},"PeriodicalIF":2.4,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mathematics Achievement in Women With and Without ADHD: Childhood Predictors and Developmental Trajectories Into Adulthood. 有和没有ADHD的女性的数学成绩：童年预测因素和成年后的发展轨迹。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-01-06 DOI: 10.1177/00222194241301044

Laura N Henry, Rachel A Gross, Stephen P Hinshaw

{"title":"Mathematics Achievement in Women With and Without ADHD: Childhood Predictors and Developmental Trajectories Into Adulthood.","authors":"Laura N Henry, Rachel A Gross, Stephen P Hinshaw","doi":"10.1177/00222194241301044","DOIUrl":"10.1177/00222194241301044","url":null,"abstract":"Youth with attention-deficit/hyperactivity disorder (ADHD) often exhibit impairments in mathematics, but long-term math development into adulthood, particularly in females, is underexplored. We characterized trajectories of math achievement in girls with ADHD and an age- and ethnicity-matched comparison sample from childhood through early adulthood across four waves and examined childhood cognitive predictors (global executive functioning, working memory, processing speed) of trajectories. The ethnically and socioeconomically diverse sample comprised 140 girls with carefully diagnosed ADHD and 88 neurotypicals, ages 6 to 12 years at baseline. Using latent growth curve models, we examined predictors of 16-year math achievement trajectories. In both the ADHD and neurotypical groups, scores declined over time; rates of change did not differ significantly. Yet in the ADHD sample, math difficulties (defined as scores at least 1 SD below the national average) increased notably over time, with many such difficulties emerging after childhood. By adulthood, nearly half of women with ADHD exhibited clear math difficulties. Worse baseline global executive functioning predicted slower math growth over time. Girls with ADHD may benefit from math supports before concerns emerge or worsen after childhood. Additional research on preventive interventions for math difficulties, including investigation of executive functioning, is warranted.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194241301044"},"PeriodicalIF":2.4,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228839/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142933116","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

What Environments Support Reading Growth Among Current Compared With Former Reading Intervention Recipients? A Multilevel Analysis of Students and Their Schools. 与以前的阅读干预接受者相比，现在的阅读干预接受者在哪些环境下阅读能力有所提高？对学生及其学校的多层次分析。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-01-01 Epub Date: 2024-04-02 DOI: 10.1177/00222194241236164

Garret J Hall, Peter M Nelson, David C Parker

{"title":"What Environments Support Reading Growth Among Current Compared With Former Reading Intervention Recipients? A Multilevel Analysis of Students and Their Schools.","authors":"Garret J Hall, Peter M Nelson, David C Parker","doi":"10.1177/00222194241236164","DOIUrl":"10.1177/00222194241236164","url":null,"abstract":"School context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from 16,000 U.S. Grade 3 students in a community-based supplemental reading intervention program to investigate the degree to which school context factors (percentage eligible for free/reduced-price lunch [FRPL], school-level achievement) relate to the differences in triannual reading fluency growth rates between students actively receiving supplemental intervention (active recipients) and those that formerly received intervention (and therefore only received general class instruction at this time; former recipients). Using Bayesian multilevel modeling, our findings indicate that school-level FRPL eligibility played a more prominent factor in growth rate differences between these two groups than school-level reading achievement. However, school-level reading achievement was much more strongly related to reading fluency differences between active and former intervention recipients at the beginning of the school year (when controlling for FRPL). Implications for investigating school-level heterogeneity in intervention response and sustainability are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"46-61"},"PeriodicalIF":2.4,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140337283","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

Derivational Morphology Training in French-Speaking 9- to 14- Year-Old Children and Adolescents With Developmental Dyslexia: Does It Improve Morphological Awareness, Reading, and Spelling Outcome Measures? 对患有发育性阅读障碍的 9-14 岁法语儿童和青少年进行派生词词形训练：它能提高语法认知能力、阅读能力和拼写能力吗？

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-01-01 Epub Date: 2024-02-07 DOI: 10.1177/00222194231223526

Estelle Ardanouy, Pascal Zesiger, Hélène Delage

{"title":"Derivational Morphology Training in French-Speaking 9- to 14- Year-Old Children and Adolescents With Developmental Dyslexia: Does It Improve Morphological Awareness, Reading, and Spelling Outcome Measures?","authors":"Estelle Ardanouy, Pascal Zesiger, Hélène Delage","doi":"10.1177/00222194231223526","DOIUrl":"10.1177/00222194231223526","url":null,"abstract":"Children with developmental dyslexia (DD) display partially preserved morphology skills which they rely upon for reading and spelling. Therefore, we conducted explicit and intensive training of derivational morphology in French and Swiss individuals with DD, ages 9 to 14 years, in order to assess its effect on: morphological awareness, reading (speed and accuracy), and spelling. Our pre-posttest design included a group trained in derivational morphology and a group of children who continued their business-as-usual rehabilitation program with their speech-language therapist. Results showed effects on morphological awareness and on the spelling of complex words, with a large between-group effect size for trained items and a large to moderate effect size for untrained items. All these gains tended to be maintained over time on the delayed posttest, 2 months later. For reading, the results were more contrasted, with large between-group effect sizes for accuracy and speed for trained items, reducing to a small effect for accuracy on the delayed posttest. For untrained items, small effects were observed on accuracy (at both posttests) but not on speed. These results are very promising and argue in favor of using derivational morphology as a medium to improve literacy skills in French-speaking children and adolescents with DD.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"62-77"},"PeriodicalIF":2.4,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636023/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139698717","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