Journal of Learning Disabilities最新文献

{"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":"<p><p>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 (M_age = 21.25, <i>SD</i> = 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.</p>","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}

{"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":"<p><p>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 (<i>p</i> < .001), with strongest predictive relations at the highest quantiles. Passage comprehension had an overall significant relation to word-problem performance (<i>p</i> < .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.</p>","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}

{"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":"10.1177/00222194251315191","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"459-470"},"PeriodicalIF":2.9,"publicationDate":"2025-11-01","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}

{"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":"<p><p>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 consisted of 140 girls with carefully diagnosed ADHD and 88 neurotypicals, ages 6 to 12 years at baseline, from the United States. 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 <i>SD</i> 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 <i>before</i> concerns emerge or worsen after childhood. Additional research on preventive interventions for math difficulties, including investigation of executive functioning, is warranted.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"431-444"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","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}

{"title":"Domain-General and Domain-Specific Antecedents of Pre-Algebraic Knowledge: Focusing on English-Language Learners With Word-Problem Difficulty.","authors":"Xin Lin, Sarah R Powell","doi":"10.1177/00222194251315197","DOIUrl":"10.1177/00222194251315197","url":null,"abstract":"<p><p>This study investigated the extent to which domain-general and domain-specific antecedents contributed to pre-algebra's initial level and growth rate among students who experience word-problem difficulty (WPD). We examined if such a profile differs for English-language learners (ELLs; <i>n</i> = 75) and non-ELLs (<i>n</i> = 55) with WPD. We assessed 130 U.S. students at the beginning of Grade 3, end of Grade 3, and middle of Grade 4. The latent growth curve analyses revealed only word-problem solving emerged as a predictor of pre-algebraic growth across ELLs and non-ELLs. English-language learners' stronger computational skills, along with their cognitive flexibility, potentially enabled them to effectively leverage working memory and nonverbal reasoning in acquiring pre-algebraic knowledge.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"471-482"},"PeriodicalIF":2.9,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143460199","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}

{"title":"A Family-Based Intervention for Early Elementary Students With Reading and Behavioral Difficulties: A Pilot Study.","authors":"Garrett J Roberts, Philip Capin, Anna Handy, Brooke Coté, Zaira Jimenez","doi":"10.1177/00222194241263649","DOIUrl":"10.1177/00222194241263649","url":null,"abstract":"<p><p>We created and tested a family-based intervention with a sample of U.S. families of children in Grades 1 and 2 with reading and behavioral difficulties to investigate its impact on text comprehension. Developed with input from parents, reading experts, and behavior specialists, Family-RISE (Reading Intervention with Supports for Engagement) integrates evidence-based practices for enhancing students' knowledge of narrative texts with effective behavioral supports to maximize student engagement and minimize disruptive behaviors to help parents engage successfully in shared storybook reading. We assessed the effects of Family-RISE on children's narrative text comprehension using a multiple-baseline design. A functional relation was established between Family-RISE and narrative text comprehension, indicating Family-RISE substantially improved narrative text comprehension. Furthermore, nonoverlap of all pairs, Tau-<i>U</i>, and standard mean difference effect sizes were all considered large in favor of the intervention. Family members reported that the intervention was highly usable, feasible to implement, and socially valid. These findings underscore the promise of the Family-RISE intervention and the value of developing interventions that simultaneously support reading and behavior for children with co-occurring difficulties in these areas.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"343-358"},"PeriodicalIF":2.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141876356","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}

{"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":"10.1177/00222194241283198","url":null,"abstract":"<p><p>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, <i>SD</i> = 0.41) were divided into good (<i>n</i> = 154), competent (<i>n</i> = 147), and struggling (<i>n</i> = 152) readers 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.</p>","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"390-406"},"PeriodicalIF":2.9,"publicationDate":"2025-09-01","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}

{"title":"Predicting State Testing Proficiency with Preschool Assessments","authors":"Patrick Ehrman, Robert J. Duncan, Sara A. Schmitt, David J. Purpura","doi":"10.1177/00222194251364840","DOIUrl":"https://doi.org/10.1177/00222194251364840","url":null,"abstract":"Many children in the United States fail to meet proficiency benchmarks on mathematics and English Language Arts (ELA) tests in elementary school despite those tests being related to future outcomes. Thus, strategies are needed to identify and support children at risk for failing to reach proficiency in mathematics and ELA that consider multiple school readiness domains. The current study tested predictive relations between preschool skills and proficiency status on third and fourth-grade state tests for mathematics and ELA using data from 431 children. Three backward selection ordinal logistic regressions were run for each outcome using nine assessments covering mathematics, language, literacy, and executive function (EF) skills. Models using (a) fall scores, (b) spring scores, and (c) the average and change scores across the preschool year consistently identified early mathematics ( <jats:italic>ORs</jats:italic> from 1.34 to 2.32) and EF ( <jats:italic>ORs</jats:italic> from 1.23 to 1.40) as strong predictors of proficiency in both mathematics and ELA. Children’s vocabulary skills ( <jats:italic>ORs</jats:italic> from 1.29 to 1.55), but not early literacy skills, were consistently strong predictors of proficiency in ELA. Implications for policy and practice to improve children’s early learning outcomes are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"70 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144915536","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}

{"title":"A Meta-Analytic Review of Spelling Interventions for Students With or At-Risk for Learning Disabilities","authors":"Brennan W. Chandler, Jessica R. Toste, Christina Novelli, Derek B. Rodgers, Emily Hardeman","doi":"10.1177/00222194251364836","DOIUrl":"https://doi.org/10.1177/00222194251364836","url":null,"abstract":"Spelling is a vital academic skill that supports students’ writing and reading development (Kim, 2020). We conducted a comprehensive meta-analytic review of spelling interventions with students with or at-risk for learning disabilities (LDs) employing randomized controlled trials, quasi-experimental designs, and single-case designs. Fifty-nine studies met inclusion criteria—39 group design and 20 single-case design (SCD) studies—comprising 2,229 students in Grades K–9, the vast majority of whom were described as with or at-risk for LDs, with only one study including general education students. The studies yielded 327 spelling and word reading effect sizes that were used to answer three research questions regarding the overall average impact of the interventions on spelling and word reading outcomes, differential effects of the spelling intervention approach, and characteristics that may moderate effects. We ran four meta-analytic models on spelling interventions’ effects on spelling and reading outcomes, conducted subgroup analyses on group designs for different spelling approaches, and ran meta-regression models with five covariates on group designs to examine moderating effects. Publication bias analyses were also conducted. Results indicated that group design spelling interventions had a small but significant effect on spelling ( <jats:italic>g</jats:italic> = 0.33, 95% confidence interval [CI] = [0.26, 0.40]) and word reading ( <jats:italic>g</jats:italic> = 0.25, 95% CI = [0.13, 0.37]) outcomes, while SCDs had a large and significant impact on spelling (between-case standardized mean difference [BC-SMD] <jats:italic>=</jats:italic> 2.47, 95% CI = [1.82, 3.13]) and word reading (BC-SMD = 1.52, 95% CI = [0.83, 2.21]) outcomes. Furthermore, results demonstrate that group design spelling interventions employing whole word study ( <jats:italic>g</jats:italic> = 0.56, 95% CI = [0.41, 0.71]) and multilinguistic ( <jats:italic>g</jats:italic> = 0.43, 95% CI = [0.25, 0.60]) approaches benefit spelling outcomes, while phonemic approaches to spelling intervention transfer to word reading outcomes ( <jats:italic>g</jats:italic> = 0.45, 95% CI = [0.35, 0.55]). Findings highlight the need for systematic replication of spelling interventions to further understand the impact on writing and reading outcomes for students with LD.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"16 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144915535","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}

{"title":"SLD Models and Assessment Data Sources: Effects on Identification and Confidence","authors":"Kathrin E. Maki, Courtenay A. Barrett, Matthew K. Burns, Daniel B. Hajovsky, Garrett Stevens","doi":"10.1177/00222194251358502","DOIUrl":"https://doi.org/10.1177/00222194251358502","url":null,"abstract":"This study experimentally examined whether specific learning disability (SLD) identification model (i.e., ability-achievement discrepancy [Ab-Ach], response-to-intervention [RtI], and patterns of strengths and weaknesses [PSW]) was associated with SLD identification decisions, the confidence in the decision, and the perceived importance of different assessment data sources in identifying SLD. Participants ( <jats:italic>N</jats:italic> = 264) reviewed a psychoeducational evaluation vignette and determined whether the student should be identified with SLD based on the identification criteria for their randomly assigned condition (i.e., Ab-Ach, RtI, or PSW). Results indicated that type of SLD identification model used did not predict SLD identification decision or the confidence in the decision. However, participant race was related to SLD identification decisions, and participant race, national certification, and years of experience were related to decision confidence. School psychologists rated progress monitoring data, standardized tests, and educational record reviews as the most salient assessment data sources in identifying SLD.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"26 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898759","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}