Journal of Learning Disabilities最新文献_第4页

Extended Time Accommodation and the Academic, Behavioral, and Psychological Outcomes of Students With Learning Disabilities. 延长住宿时间与学习障碍学生的学业、行为和心理成果》（Extended Time Accommodation and Academic, Behavioral, and Psychological Outcomes of Students With Learning Disabilities）。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-07-01 Epub Date: 2023-08-30 DOI: 10.1177/00222194231195624

Xin Wei, Susu Zhang

{"title":"Extended Time Accommodation and the Academic, Behavioral, and Psychological Outcomes of Students With Learning Disabilities.","authors":"Xin Wei, Susu Zhang","doi":"10.1177/00222194231195624","DOIUrl":"10.1177/00222194231195624","url":null,"abstract":"This study analyzed performance, process, and survey data of eighth graders with learning disabilities (LDs) who took the 2017 National Assessment of Educational Progress (NAEP) digital math test. Compared with students with LDs who did not receive extended time accommodations (ETAs), students with LDs who received and used ETA scored significantly higher on the test, whereas students with LDs who received but did not use ETA scored significantly lower on the test. In addition, students with LDs in the two ETA groups reported a lower level of perceived time pressure and a higher level of math interest and enjoyment than their peers who did not receive ETA. For students with LDs who received ETA, optimal performance was achieved with 50% additional time, while their peers who did not receive ETA typically performed best when utilizing most of their allotted time. The analysis of process data revealed that students with LDs who used ETA performed more actions, had a higher number of revisits, used universal design digital tools more frequently, and performed better on time-consuming items than their peers who did not receive ETA at the same level of math performance.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"242-254"},"PeriodicalIF":3.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10113025","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

Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties. 典型成就儿童和数学困难儿童的差异转换成本。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-07-01 Epub Date: 2023-10-31 DOI: 10.1177/00222194231204619

Darius Endlich, Wolfgang Lenhard, Peter Marx, Tobias Richter

{"title":"Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties.","authors":"Darius Endlich, Wolfgang Lenhard, Peter Marx, Tobias Richter","doi":"10.1177/00222194231204619","DOIUrl":"10.1177/00222194231204619","url":null,"abstract":"Children with mathematical difficulties need to spend more time than typically achieving children on solving even simple equations. Since these tasks already require a larger share of their cognitive resources, additional demands imposed by the need to switch between tasks may lead to a greater decline of performance in children with mathematical difficulties. We explored differential task switch costs with respect to switching between addition versus subtraction with a tablet-based arithmetic verification task and additional standardized tests in German elementary school children in Grades 1 to 4. Two independent studies were conducted. In Study 1, we assessed the validity of a newly constructed tablet-based arithmetic verification task in a controlled classroom-setting (n = 165). Then, effects of switching between different types of arithmetic operations on accuracy and response latency were analyzed through generalized linear mixed models in an online-based testing (Study 2; n = 3,409). Children with mathematical difficulties needed more time and worked less accurately overall. They also exhibited a stronger performance decline when working in a task-switching condition, when working on subtraction (vs. addition) items and in operations with two-digit (vs. one-digit) operations. These results underline the value of process data in the context of assessing mathematical difficulties.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"255-271"},"PeriodicalIF":3.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71414787","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

Proficiency With Number Concepts and Operations: Replicating the Efficacy of a First-Grade Mathematics Intervention. 熟练掌握数字概念和运算:再现一年级数学干预的效果。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-07-01 Epub Date: 2023-11-28 DOI: 10.1177/00222194231209017

Christian T Doabler, Ben Clarke, Jessica E Turtura, Marah Sutherland, Jenna A Gersib, Taylor Lesner, Madison Cook, Georgia L Kimmel, Keith Smolkowski, Derek Kosty

{"title":"Proficiency With Number Concepts and Operations: Replicating the Efficacy of a First-Grade Mathematics Intervention.","authors":"Christian T Doabler, Ben Clarke, Jessica E Turtura, Marah Sutherland, Jenna A Gersib, Taylor Lesner, Madison Cook, Georgia L Kimmel, Keith Smolkowski, Derek Kosty","doi":"10.1177/00222194231209017","DOIUrl":"10.1177/00222194231209017","url":null,"abstract":"Conceptual replications are part and parcel of education science. Methodologically rigorous conceptual replication studies permit researchers to test and strengthen the generalizability of a study's initial findings. The current conceptual replication sought to replicate the efficacy of a small-group, first-grade mathematics intervention with 240 first-grade students with mathematics difficulties in a new geographical region. Participating students were randomized into one of three conditions: (a) 2:1 mathematics intervention group, (b) 5:1 mathematics intervention group, or (c) business-as-usual instruction. Relative to the original study, findings from the replication varied. When comparing the treatment groups to the control, results suggested positive effects on all outcome measures, including a follow-up assessment administered one year later. However, differences between the two treatment groups based on group size were not found in the mathematics outcome measures. Both groups also received commensurate levels of observed instructional interactions. Implications for unpacking contextual differences between original research and their replications as well as using future research to explore the quantity and quality of instructional interactions as ways to explain variation in findings of group size are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"224-241"},"PeriodicalIF":2.4,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138446653","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

Teaching Constant Rate-of-Change Problem-Solving to Secondary Students With or at Risk of Learning Disabilities. 向有学习障碍或有学习障碍风险的中学生教授恒定变化率问题解决方法。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-05-21 DOI: 10.1177/00222194241254094

Kaitlin Bundock, Gregory Callan, Maryellen Brunson McClain, Chandler M Benney, David N Longhurst, Kristen R Rolf

{"title":"Teaching Constant Rate-of-Change Problem-Solving to Secondary Students With or at Risk of Learning Disabilities.","authors":"Kaitlin Bundock, Gregory Callan, Maryellen Brunson McClain, Chandler M Benney, David N Longhurst, Kristen R Rolf","doi":"10.1177/00222194241254094","DOIUrl":"https://doi.org/10.1177/00222194241254094","url":null,"abstract":"Rate of change (i.e., slope) is a critical mathematics concept for success in everyday life, academics, and professional careers. Students with or at risk of learning disabilities struggle with solving rate-of-change problems, especially word problems. Interventions that incorporate representations and problem-solving strategies are effective for improving the word problem-solving performance of students with disabilities. This multiple-probe, multiple-baseline, single-case design study evaluated the effects of an intervention that included an integrated, concrete-representational-abstract teaching framework with an embedded problem-solving strategy (POD Check) on students' rate-of-change word problem-solving performance. The intervention was delivered virtually via video conferencing technology. Four middle- and high-school students with or at risk of mathematics learning disabilities in the Intermountain West participated in the intervention. Results indicate evidence of a functional relation between the intervention and students' word problem-solving performance, and effects were maintained 2-4 weeks after the intervention. The findings of this study provide implications for mathematics intervention research and practice for students with learning disabilities.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194241254094"},"PeriodicalIF":3.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141071933","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

Concept-Focused and Procedure-Focused Instruction on the Algebra Performance of Grade 9 Students With and Without Mathematics Difficulty. 以概念为重点的教学和以程序为重点的教学对有数学困难和没有数学困难的九年级学生代数成绩的影响。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-05-18 DOI: 10.1177/00222194241249960

Jihyun Lee

{"title":"Concept-Focused and Procedure-Focused Instruction on the Algebra Performance of Grade 9 Students With and Without Mathematics Difficulty.","authors":"Jihyun Lee","doi":"10.1177/00222194241249960","DOIUrl":"https://doi.org/10.1177/00222194241249960","url":null,"abstract":"Developing both conceptual and procedural knowledge is important for students' mathematics competence. This study examined whether Grade 9 general education mathematics teachers' self-reported use of concept-focused instruction (CFI) and procedure-focused instruction (PFI) were associated differently with ninth graders' algebra achievement after 2.5 years, depending on students' mathematics difficulty (MD) status. Data for this study were drawn from the High School Longitudinal Study for the years 2009-2010 and 2011-2012 (N = 19,104). Multiple regression analyses indicated that students with MD who participated in Grade 9 mathematics classrooms where teachers self-reported the use of less CFI and more PFI were more positively associated with having higher algebra achievement after 2.5 years. Conversely, students without MD in classrooms where mathematics teachers self-reported the use of more CFI and less PFI were positively associated with having higher algebra achievement after 2.5 years. However, this study's findings do not suggest that teachers should disregard CFI and provide only PFI when teaching students with MD. Because the data set did not include any variable to discover whether teachers provided sufficient support (i.e., evidence-based practices) for students with MD, who have more constraints in their cognitive skills compared to students without MD, to benefit from CFI, the findings of this study should be interpreted cautiously. Directions for future research and practical implications are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"222194241249960"},"PeriodicalIF":3.0,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140960127","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

Response to Intervention and Specific Learning Disability Identification: Evidence From Tennessee. 干预反应与特殊学习障碍鉴定:来自田纳西州的证据。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-05-01 Epub Date: 2023-12-04 DOI: 10.1177/00222194231215013

Allison F Gilmour, Justin Harper, Blair Lloyd, Alyssa Van Camp

{"title":"Response to Intervention and Specific Learning Disability Identification: Evidence From Tennessee.","authors":"Allison F Gilmour, Justin Harper, Blair Lloyd, Alyssa Van Camp","doi":"10.1177/00222194231215013","DOIUrl":"10.1177/00222194231215013","url":null,"abstract":"Response to intervention (RTI) is a method for providing academic support to students and for identifying specific learning disabilities (SLDs). Using interrupted time series and hazard models, we examined if statewide RTI adoption in the U.S. state of Tennessee was associated with changes in rates of SLD and first-time SLD identification in elementary schools, and if these associations varied across student groups. Response to intervention was associated with an initial decline in the percentage of students with SLD in the state that continued over time, with larger decreases for students who were Black or economically disadvantaged. Response to intervention was associated with a 61% average decrease in the odds of first-time SLD identification by third grade (about a 0.006 change in the predicted probability), with greater declines for students who were Black or economically disadvantaged. We discuss these results in the context of disproportionality in special education and the need for research examining whether declines in SLD were due to improved academic outcomes, as opposed to delays in identification.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"168-180"},"PeriodicalIF":3.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138478992","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

A Model of the Home Literacy Environment and Family Risk of Reading Difficulty in Relation to Children's Preschool Emergent Literacy. 家庭识字环境和家庭阅读困难风险与儿童学前启蒙识字的关系模型》（A Model of the Home Literacy Environment and Family Risk of Reading Difficulties in Relation to Children's Preschool Emergent Literacy）。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-05-01 Epub Date: 2023-09-16 DOI: 10.1177/00222194231195623

Sara Esmaeeli

{"title":"A Model of the Home Literacy Environment and Family Risk of Reading Difficulty in Relation to Children's Preschool Emergent Literacy.","authors":"Sara Esmaeeli","doi":"10.1177/00222194231195623","DOIUrl":"10.1177/00222194231195623","url":null,"abstract":"This study extends the research on the preschool home literacy environment (HLE) in the context of the family risk (FR) of reading disability (RD) by examining a multiple-deficit model of RD. A total of 1,171 six-year-old Norwegian children were assessed at school entry, the onset of formal reading instruction in Norway. Their parents completed a questionnaire regarding their own RD, education, and the HLE. The final sample after applying the inclusion criteria was 794 children and their parents. The findings suggest, first, that two HLE factors (access to print and reading-related activities) should be distinguished rather than treated as a single factor (\"exposure to print\") as the majority of previous studies have done. This finding suggests a three-factor HLE model that includes parents' reading interests and habits, reading-related activities, and access to print. Second, family risk of RD is related to some extent to the HLE, even after controlling for parents' education. Third, children's experiences in their home environments and their emergent literacy may not be independent of their family risk of RD. More importantly, this study highlights the potential protective role of the HLE, especially when there is a history of RD within the family. The reason is that the positive association between the HLE and children's code-related emergent literacy remains significant when controlling for family risk of RD (access to print → emergent literacy: 0.39 [0.01, 0.68], p < 0.01; reading-related activities → emergent literacy: 0.37 [0.02, 0.35], p < 0.01; parents' reading interests and habits → emergent literacy: 0.26 [0.001, 0.15], p < 0.01). This finding supports that children's emergent literacy can be improved via a modifiable, dynamic factor such as the HLE.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"181-196"},"PeriodicalIF":3.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11044524/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10268154","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

Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee. 特殊教育的代表性趋势因语言状况而异：田纳西州代表性不足的证据。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-05-01 Epub Date: 2023-06-13 DOI: 10.1177/00222194231178285

Jeannette Mancilla-Martinez, Min Hyun Oh, Gigi Luk, Adam Rollins

{"title":"Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee.","authors":"Jeannette Mancilla-Martinez, Min Hyun Oh, Gigi Luk, Adam Rollins","doi":"10.1177/00222194231178285","DOIUrl":"10.1177/00222194231178285","url":null,"abstract":"Using U.S. state-level data, we report unadjusted and adjusted odds ratio of special education (SPED) trends in Tennessee from 2009 to 2019 for students in Grades 3 to 8 by three language groups: native English speakers (NES), English-proficient bilinguals (EPB), and Current English learners (Current EL). We report trends across all SPED disability categories and across five prevalent disability categories (specific learning disability, specific language impairment, intellectual disability, other health impairments, and autism). The cross-sectional analytic sample included 812,783 students from 28 districts that met the SPED risk ratio threshold set by the state. Results revealed that, compared with NES students, both EPB and Current EL students were generally less likely to receive SPED services, suggesting evidence of language status disparities in SPED representation. Furthermore, findings varied depending on whether adjustments were made to generate odds ratios, especially for higher-incidence disabilities (specific learning disability, specific language impairment, and intellectual disability). Finally, the most severe evidence of underrepresentation was in lower-incidence disabilities (other health impairments and autism). Our results underscore the need for further examination into low rates of SPED identification among learners whose first language is not English (EPB and Current EL). We discuss the contextualized research, practice, and policy implications of our findings.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"153-167"},"PeriodicalIF":3.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11044507/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9675308","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

Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial. 基于技术的早期语言理解干预的效果：随机对照试验

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-05-01 Epub Date: 2023-06-27 DOI: 10.1177/00222194231182974

Kristen L McMaster, Panayiota Kendeou, Jasmine Kim, Reese Butterfuss

{"title":"Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial.","authors":"Kristen L McMaster, Panayiota Kendeou, Jasmine Kim, Reese Butterfuss","doi":"10.1177/00222194231182974","DOIUrl":"10.1177/00222194231182974","url":null,"abstract":"We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. A group of Grades 1 and 2 students from 2 elementary schools in the U.S. Midwest identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period. TeLCI comprised three learning modules per week that involved (a) learning new vocabulary, (b) watching fiction or nonfiction videos, and (c) answering inferential questions. Students also engaged in small-group read-alouds with their teachers once per week. Students who experienced TeLCI improved their inferencing and benefited from scaffolding and feedback provided during the intervention. Students' pre- to posttest inferencing gains were comparable with those of control students. Female students and those receiving special education services appeared less likely to benefit from TeLCI, whereas multilingual students were more likely to respond. Further work is needed to determine the optimal conditions under which TeLCI will benefit young children.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"139-152"},"PeriodicalIF":3.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10063437","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

Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade 一年级开始时合并存在的文字阅读和数学计算困难

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-04-30 DOI: 10.1177/00222194241248188

Lynn S. Fuchs, Douglas Fuchs, Eunsoo Cho, Marcia A. Barnes, Tuire Koponen, Daniel R. Espinas

引用次数: 0