Journal of Learning Disabilities最新文献_第7页

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 2.4 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":2.4,"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

Erratum to Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors 对《有特殊学习障碍的大学生的学业成就和满意度》的勘误：软技能和学习相关因素的作用

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-04-12 DOI: 10.1177/00222194241247904

引用次数: 0

Contrasting Direct Instruction in Morphological Decoding and Morphological Inquiry-Analysis Interventions in Grade 3 Children With Poor Morphological Awareness. 对语法认知较差的三年级儿童进行语法解码直接教学与语法探究-分析干预的对比研究。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-03-01 Epub Date: 2023-04-13 DOI: 10.1177/00222194231161117

Robert Savage, Kristina Maiorino, Kristina Gavin, Hannah Horne-Robinson, George Georgiou, Hélène Deacon

{"title":"Contrasting Direct Instruction in Morphological Decoding and Morphological Inquiry-Analysis Interventions in Grade 3 Children With Poor Morphological Awareness.","authors":"Robert Savage, Kristina Maiorino, Kristina Gavin, Hannah Horne-Robinson, George Georgiou, Hélène Deacon","doi":"10.1177/00222194231161117","DOIUrl":"10.1177/00222194231161117","url":null,"abstract":"We report on a school-based randomized control trial study comparing two morphological interventions with untaught controls: one focusing on direct instruction targeting print morphological decoding (direct decoding condition) and the other on inquiry-focused pedagogy using oral morphological analysis (inquiry-analysis condition). We identified 63 Grade 3 children with below-average morphological awareness following screening (from N = 163). This sub-sample showed average pseudoword decoding but poor language and word reading abilities. Following a 13-week supplemental intervention randomized within the 63 children, results showed a statistically significant main effect of intervention on standardized reading vocabulary measures at immediate post-test in the direct decoding condition. Pre-test morphological awareness moderated reading vocabulary effects for the untaught control group. Statistically significant moderation of growth in sentence comprehension at post- by pre-test morphological awareness was also evident in the inquiry-analysis condition. Universal screening for below-average morphological awareness followed by inquiry-based or direct instruction interventions focusing on the meaning dimensions of morphemes may be modestly efficacious for supporting reading vocabulary and sentence comprehension in such at risk learners, potentially aiding school-wide literacy improvement.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"120-136"},"PeriodicalIF":3.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9418849","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

Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia? 有阅读障碍和没有阅读障碍的中国青少年的一般焦虑、阅读焦虑和阅读自我概念是否与阅读能力有关？

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-03-01 Epub Date: 2023-07-07 DOI: 10.1177/00222194231181914

Kevin Kien Hoa Chung, Chun Bun Lam, Kevin Shing-Chi Chan, Alfred S Y Lee, Catrina Cuina Liu, Li-Chih Wang

{"title":"Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?","authors":"Kevin Kien Hoa Chung, Chun Bun Lam, Kevin Shing-Chi Chan, Alfred S Y Lee, Catrina Cuina Liu, Li-Chih Wang","doi":"10.1177/00222194231181914","DOIUrl":"10.1177/00222194231181914","url":null,"abstract":"This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants were 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also assessed on measures of rapid digit naming, verbal working memory, word reading, reading fluency, and reading comprehension. The results showed that readers with dyslexia reported higher levels of general anxiety and reading anxiety and lower levels of reading self-concept than typical readers. They also showed difficulties in rapid digit naming and verbal working memory. Importantly, controlling for rapid digit naming and verbal working memory, reading self-concept was uniquely associated with word reading and reading fluency for readers with and without dyslexia. Furthermore, reading anxiety and reading self-concept were uniquely associated with reading comprehension for the two groups of readers. The findings point to the importance of considering affective factors when examining the reading skills of Chinese readers and the utility of targeting these factors when supporting the learning of adolescents with and without dyslexia.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"106-119"},"PeriodicalIF":3.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10117557","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

Do Special and General Education Teachers' Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices? 特殊教育教师和普通教育教师关于写作和智力可塑性的思维理论能否预测他们的写作实践？

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-03-01 Epub Date: 2023-07-07 DOI: 10.1177/00222194231181915

Steve Graham, Stephen Ciullo, Alyson Collins

{"title":"Do Special and General Education Teachers' Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices?","authors":"Steve Graham, Stephen Ciullo, Alyson Collins","doi":"10.1177/00222194231181915","DOIUrl":"10.1177/00222194231181915","url":null,"abstract":"Seventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different U.S. school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of writing and intelligence. Collectively, these teachers' mindsets predicted writing frequency (i.e., frequency of students' writing) and how often they taught writing skills and processes once variance due to teachers' preparation, efficacy to teach writing, teaching experience, and type of teacher was first controlled. The observed relationships between teachers' mindsets and reported practices for teaching writing were not mediated by type of teacher (i.e., general or special education). General and special education teachers did not differ in writing frequency for three types of writing collectively (narrative, informative, and persuasive) or how frequently they made 18 adaptations for teaching writing collectively, but general education teachers reported teaching writing skills and processes more often than their special education counterparts. Recommendations for future research and implications for practice are presented.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"63-78"},"PeriodicalIF":3.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10117551","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 Reading Challenges, Strategies, and Habits of University Students With a History of Reading Difficulties and Their Relations to Academic Achievement. 有阅读障碍史的大学生的阅读挑战、策略和习惯及其与学业成绩的关系。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-03-01 Epub Date: 2023-08-03 DOI: 10.1177/00222194231190678

Abigail Howard-Gosse, Bradley W Bergey, S Hélène Deacon

{"title":"The Reading Challenges, Strategies, and Habits of University Students With a History of Reading Difficulties and Their Relations to Academic Achievement.","authors":"Abigail Howard-Gosse, Bradley W Bergey, S Hélène Deacon","doi":"10.1177/00222194231190678","DOIUrl":"10.1177/00222194231190678","url":null,"abstract":"Given the increase in students with learning disabilities entering university, we investigated a broader group-students with a history of reading difficulties (HRD)-who are known to be at risk of academic struggles. We identified the self-reported reading challenges and strategies of university students with HRD (n = 49) and those with no history of reading difficulties (NRD; n = 88) and examined group differences and relations with first-year grade point average (GPA). Students with HRD reported more difficulties with perceived reading comprehension, concentration, and reading speed than students with NRD. Groups differed in use of reading strategies: Students with HRD were descriptively more likely to reduce reading volume by using alternative materials and chose to read based on text length and availability of alternative materials. For both groups, reading completion and concentration strategies were positively related to GPA, while perceived difficulty with reading comprehension and choosing to read based on interest were negatively related to GPA. Some strategies were negatively associated with GPA for students with NRD, but not for students with HRD. Findings revealed the challenges that students with HRD experience with reading in university and identified strategies, potentially adaptive or maladaptive, that they used to manage their academic reading load.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"91-105"},"PeriodicalIF":3.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9929894","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

Disability Acceptance and Affirmation Among U.S. Adults With Learning Disabilities and ADHD. 美国有学习障碍和多动症的成年人对残疾的接受和肯定。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-03-01 Epub Date: 2023-07-25 DOI: 10.1177/00222194231186665

Mercedes A Zapata, Frank C Worrell

{"title":"Disability Acceptance and Affirmation Among U.S. Adults With Learning Disabilities and ADHD.","authors":"Mercedes A Zapata, Frank C Worrell","doi":"10.1177/00222194231186665","DOIUrl":"10.1177/00222194231186665","url":null,"abstract":"Personal disability identity is a predictor of psychosocial functioning among adults with predominantly physical disabilities. In the present study, we examined personal disability identity in adults with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). In samples of 541 adults with LD, 475 with ADHD, and 433 with comorbid LD and ADHD, we examined the structural validity of disability acceptance and disability affirmation scores and the association between these scores and anxiety/depression, life satisfaction, and general self-efficacy. Factor analyses supported a 4-item disability acceptance and 3-item disability affirmation scale in LD-only and ADHD-only samples. Among adults with LD or ADHD, disability affirmation was a meaningful predictor of life satisfaction, and disability acceptance predicted general self-efficacy. Disability identity attitudes are worthy of clinical and scholarly attention in adults with LD and ADHD, and adults with comorbid LD and ADHD may warrant special consideration in the personal disability identity literature.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"79-90"},"PeriodicalIF":3.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10935616/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10372364","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

Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors. 特殊学习障碍大学生学业成就与满意度:软技能与学习相关因素的作用。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-01-01 Epub Date: 2023-02-15 DOI: 10.1177/00222194221150786

Nicole Casali, Chiara Meneghetti, Carla Tinti, Anna MariaRe, Barbara Sini, Maria Chiara Passolunghi, Antonella Valenti, Lorena Montesano, Gerardo Pellegrino, Barbara Carretti

{"title":"Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors.","authors":"Nicole Casali, Chiara Meneghetti, Carla Tinti, Anna MariaRe, Barbara Sini, Maria Chiara Passolunghi, Antonella Valenti, Lorena Montesano, Gerardo Pellegrino, Barbara Carretti","doi":"10.1177/00222194221150786","DOIUrl":"10.1177/00222194221150786","url":null,"abstract":"Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic and nonacademic outcomes (achievement, academic and life satisfaction), and the relationships between such intraindividual factors and the three outcomes. A total of 318 students (79 males; Mage = 22.7; SD = 3.56; age range = 19-45 years; 147 with SLDs) completed self-reported questionnaires and a measure of fluid intelligence. The results showed that students with SLDs reported higher creativity but lower academic self-efficacy, study resilience, and academic achievement, with small-to-medium effect sizes. In both groups, achievement significantly positively related to academic self-efficacy and negatively to creativity. Life satisfaction was positively related to study resilience; and academic satisfaction was related to critical thinking, curiosity, and academic self-efficacy. Nurturing such intraindividual factors can benefit students with and without SLDs.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"16-29"},"PeriodicalIF":3.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10716837","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