Journal of Learning Disabilities最新文献_第5页

Technical Features of Sentence-Level Curriculum-Based Measures and Language Sample Analysis for Students With Writing Difficulties. 面向写作困难学生的句子级课程测量技术特征及语言样本分析。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-08-12 DOI: 10.1177/00222194251361902

Emily A Reno,Seohyeon Choi,Kristen L McMaster,Emma Shanahan

{"title":"Technical Features of Sentence-Level Curriculum-Based Measures and Language Sample Analysis for Students With Writing Difficulties.","authors":"Emily A Reno,Seohyeon Choi,Kristen L McMaster,Emma Shanahan","doi":"10.1177/00222194251361902","DOIUrl":"https://doi.org/10.1177/00222194251361902","url":null,"abstract":"Given oral language's role in writing proficiency and to address measurement issues in oral and written language, we trialed complementary scoring metrics in language sample analysis (LSA) with the sentence-level Picture Word Writing Curriculum-Based Measure (CBM-W). Using the Picture Word CBM-W samples of 123 students with writing difficulties, we investigated (1a) alternate form reliability, (1b) criterion-related validity with existing Picture Word CBM-W metrics, (2) criterion-related validity with a standardized written expression measure, and (3) sensitivity to growth from fall to spring for LSA and Picture Word CBM-W scoring mechanisms. Pearson product-moment correlations, Spearman's correlations, and Bonferroni-corrected paired-samples t-tests revealed two promising LSA metrics with evidence of technical quality and sensitivity to growth as a complementary scoring mechanism for Picture Word CBM-W: mean length of T-Unit in morphemes (MLTU-M) using the mean of two forms in the fall, and number of different words (NDW) using the mean of two forms in fall and spring. Results support the role of oral language in sentence-level writing proficiency, as well as MLTU-M and NDW as complementary scoring mechanisms to provide more specific estimates of oral language skills in grammar/morphosyntax and semantics/lexical diversity not possible with current Picture Word CBM-W scoring mechanisms.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"18 1","pages":"222194251361902"},"PeriodicalIF":3.0,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144819986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reframing the Most Important Special Education Policy Debate in 50 Years: How Versus Where to Educate Students With Disabilities in America's Schools. 重塑50年来最重要的特殊教育政策辩论：美国学校如何与在哪里教育残疾学生。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-07-01 Epub Date: 2025-02-10 DOI: 10.1177/00222194251315196

Douglas Fuchs, Allison F Gilmour, Jeanne Wanzek

{"title":"Reframing the Most Important Special Education Policy Debate in 50 Years: How Versus Where to Educate Students With Disabilities in America's Schools.","authors":"Douglas Fuchs, Allison F Gilmour, Jeanne Wanzek","doi":"10.1177/00222194251315196","DOIUrl":"10.1177/00222194251315196","url":null,"abstract":"For decades, there have been competing visions of how and where to educate students with disabilities (SWDs) in America's K-12 schools. One conception is that general classrooms can accommodate the learning needs of virtually all children. A second approach calls for multiple placement options. Over the years, the context in which this disagreement has played out has changed as educators have shifted from a reliance on special classes to trust in general classes to enthusiasm for intensive instruction beyond the general class. Such variation in practice has influenced how researchers have explored relations between SWDs' placement and their academic performance. Some of this research has been weak, producing unreliable findings. Some has generated more trustworthy results. All stakeholders would benefit from distinguishing the weaker studies from the stronger ones. Yet, to date, there has been an absence of such effort. In this paper, we provide a concise history of placement-achievement research and then review evidence spanning 50 years, bearing on how and where to educate SWDs. We conclude that the research on where to teach has generally been weak and inconclusive; the research on how to teach, stronger and more certain. Implications for educating SWDs are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"257-273"},"PeriodicalIF":2.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Educators' Perspectives of Working Conditions in Inclusive Elementary Schools. 教育工作者对全纳小学工作条件的看法。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-07-01 Epub Date: 2025-03-17 DOI: 10.1177/00222194251325857

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

引用次数: 0

Supporting Teachers' Data-Based Individualization of Early Writing Instruction: An Efficacy Trial. 支持教师基于数据的早期写作个性化教学：效果试验。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-07-01 Epub Date: 2024-12-08 DOI: 10.1177/00222194241300324

Kristen L McMaster, Erica S Lembke, Emma Shanahan, Seohyeon Choi, Jechun An, Christopher Schatschneider, McKinzie D Duesenberg-Marshall, Seyma Birinci, Elizabeth McCollom, Carol Garman, Kim Moore

{"title":"Supporting Teachers' Data-Based Individualization of Early Writing Instruction: An Efficacy Trial.","authors":"Kristen L McMaster, Erica S Lembke, Emma Shanahan, Seohyeon Choi, Jechun An, Christopher Schatschneider, McKinzie D Duesenberg-Marshall, Seyma Birinci, Elizabeth McCollom, Carol Garman, Kim Moore","doi":"10.1177/00222194241300324","DOIUrl":"10.1177/00222194241300324","url":null,"abstract":"In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers' data-based instruction (DBI) for students with intensive early writing needs. Teachers (N = 154; primarily special educators or intervention specialists) were assigned randomly to a treatment group (n = 76), in which they received tools, learning, and coaching to support their DBI implementation over 20 weeks, or to a control group (n = 78). Students either received DBI in early writing (n = 155) from treatment teachers or their usual writing instruction (n = 154) from control teachers. Treatment teachers outperformed controls on measures of DBI knowledge and skills (d = 1.57) and self-efficacy for writing instruction (d = .94), and treatment students outperformed controls on proximal and distal writing outcomes (ds = .14-.29). Student characteristics (grade, special education status, English learner status, and race/ethnicity) did not moderate intervention effects. We discuss findings in terms of the importance of supporting students with intensive learning needs, the efficacy and feasibility of implementing DBI-TLC, and implications for pre- and in-service teacher training and support.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"287-303"},"PeriodicalIF":2.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142796165","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 Time-Use Profiles in Digital Mathematics Assessments for Students With Learning Disabilities 探索学习障碍学生数字数学评估的时间使用概况

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-06-20 DOI: 10.1177/00222194251347965

Xin Wei

{"title":"Exploring Time-Use Profiles in Digital Mathematics Assessments for Students With Learning Disabilities","authors":"Xin Wei","doi":"10.1177/00222194251347965","DOIUrl":"https://doi.org/10.1177/00222194251347965","url":null,"abstract":"This study investigates the time-use patterns of students with learning disabilities during digital mathematics assessments and explores the role of extended time accommodations (ETA) in shaping these patterns. Using latent profile analysis, four distinct time-use profiles were identified separately for students with and without ETA. “Initial Focusers” spend more time on simpler initial items and less time on later, more difficult items, exhibiting high omission rates and low performance. “Rapid Progressors” complete assessments quickly but exhibit shallow engagement across all items, achieving low performance. “Diligent Time Maximizers” allocate time effortfully across items but often run out of time on the last two items when ETA was not granted, achieving the second-highest scores. “Efficient Prioritizers,” excel in strategic time management, score the highest, and report strong persistence and interest in math. The findings reveal that ETA supports students who adopt meticulous strategies, such as Diligent Time Maximizers, but does not universally address the challenges faced by other profiles. This study underscores the need for tailored interventions and accommodations aligned with individual time-use profiles to foster equitable and effective learning and assessment environments.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"44 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144328814","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

Corrigendum to "On the Importance of Place: An Introduction to the Special Issue". “论地方的重要性：特刊导论”的勘误表。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-06-16 DOI: 10.1177/00222194251351058

引用次数: 0

Facilitating Multiplicative Reasoning Among Third-Grade Students With or At-Risk for Mathematics Difficulties: A Pilot Study. 促进有或有数学困难风险的三年级学生的乘法推理：一项试点研究。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-05-27 DOI: 10.1177/00222194251342207

Victoria Sanchez,Asha K Jitendra,Michael Harwell,Barbara Dougherty,Mikaela Pulse,Danielle Zahn

{"title":"Facilitating Multiplicative Reasoning Among Third-Grade Students With or At-Risk for Mathematics Difficulties: A Pilot Study.","authors":"Victoria Sanchez,Asha K Jitendra,Michael Harwell,Barbara Dougherty,Mikaela Pulse,Danielle Zahn","doi":"10.1177/00222194251342207","DOIUrl":"https://doi.org/10.1177/00222194251342207","url":null,"abstract":"This study investigated the efficacy of a Tier 2 multiplicative reasoning (MR) intervention designed to help third-grade students at risk for mathematics difficulties (MD) develop conceptual understanding of MR. The MR intervention included opportunities for students to engage in critical thinking as they generalized big ideas, participated in classroom discourse, and modeled multiplicative relationships with multiple representations. Sixteen elementary teachers were randomly assigned to a treatment or control (business-as-usual, BAU) condition. Participants included 86 third-grade students who demonstrated MD. Data analyzed after 6 weeks of instruction revealed statistically significant and nonnegligible differences between conditions on a researcher-developed MR assessment, with posttest differences favoring treatment classrooms. However, treatment was not a significant predictor of the Group Mathematics Assessment and Diagnostic Evaluation posttest scores. Results demonstrated that the MR intervention was on average more effective than the BAU approach in improving students' ability to reason with multiplicative concepts and procedures.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"33 1","pages":"222194251342207"},"PeriodicalIF":3.0,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144146136","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

High-Incidence Learning-Related Disabilities, Gender, and Educational and Employment Outcomes in Young Adulthood. 高发学习相关残疾、性别、青年成人的教育和就业结果。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-05-20 DOI: 10.1177/00222194251340054

Julia Stamp,Véronique Dupéré,Mathieu Pelletier-Dumas,Jiseul Sophia Ahn,Isabelle Plante,Isabelle Archambault

{"title":"High-Incidence Learning-Related Disabilities, Gender, and Educational and Employment Outcomes in Young Adulthood.","authors":"Julia Stamp,Véronique Dupéré,Mathieu Pelletier-Dumas,Jiseul Sophia Ahn,Isabelle Plante,Isabelle Archambault","doi":"10.1177/00222194251340054","DOIUrl":"https://doi.org/10.1177/00222194251340054","url":null,"abstract":"The transition into post-secondary education or employment presents significant challenges for youth with high-incidence disabilities affecting learning, most commonly learning disabilities and attention-deficit/hyperactivity disorder. To date, few longitudinal studies investigate this transition in youth with learning-related disorders specifically, especially while considering education and employment outcomes simultaneously. This study examined relationships between learning-related disabilities requiring an individual intervention plan (individual educational plan, IEP) in high school and key transition outcomes in early twenties in Quebec (N = 513; 61.4% with an IEP; 51.0% male). Compared with their normative peers, youth with learning-related disabilities were less likely to graduate from high school and enroll in college; more likely to be neither in education, employment, or training (NEET); and equally likely to be employed, regardless of the job type (career-related or not). Young women with disabilities were particularly likely to be NEET, and the gender gap in college enrollment favoring women narrowed among those with disabilities. Gender and disability status appear to intersect to shape critical early adulthood outcomes.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"55 1","pages":"222194251340054"},"PeriodicalIF":3.0,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144097796","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 Special Issue of the Journal of Learning Disabilities: Full Inclusion-Beliefs, Practices, and Evidence. 《学习障碍杂志》特刊：全面包容——信念、实践和证据。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2025-05-15 DOI: 10.1177/00222194251339464

Douglas Fuchs,Lynn S Fuchs

引用次数: 0

Assessing Beliefs About Intrinsic and Extrinsic Determinants of SLD: Evaluating the Factor Structure of a Novel Instrument. 评估对 SLD 内在和外在决定因素的信念：评估新工具的因子结构。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2025-05-01 Epub Date: 2024-07-26 DOI: 10.1177/00222194241263659

Courtenay A Barrett, Kathrin E Maki, Steven R Chesnut

{"title":"Assessing Beliefs About Intrinsic and Extrinsic Determinants of SLD: Evaluating the Factor Structure of a Novel Instrument.","authors":"Courtenay A Barrett, Kathrin E Maki, Steven R Chesnut","doi":"10.1177/00222194241263659","DOIUrl":"10.1177/00222194241263659","url":null,"abstract":"Schools conduct comprehensive psychoeducational evaluations to identify students with specific learning disabilities (SLDs) and determine whether they qualify for special education services. This decision-making process is complex and research has documented many factors influencing SLD identification decisions. One such factor may be decision-makers' beliefs about the underlying causes of SLD, including intrinsic and extrinsic factors. However, no studies to date have examined the underlying factor structure of the responses to prompts about the causes of SLD from intrinsic and extrinsic perspectives. This study was conducted with a sample of 521 U.S. school psychologists as part of a larger study examining decision-making during SLD identification. Using confirmatory factor analyses (CFA) to compare two theoretically plausible models, results suggested that a single latent factor best captured variability in responses to these prompts. Implications for assessing beliefs and how they impact the psychoeducational assessment process to identify SLDs are discussed, along with areas for future research.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"225-237"},"PeriodicalIF":2.4,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761747","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