Journal of Learning Disabilities最新文献_第8页

Review of State Policies and Guidance for the Identification of Culturally and Linguistically Minoritized Students With Specific Learning Disabilities. 关于识别文化和语言上少数民族的特殊学习障碍学生的国家政策和指导的审查。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-01-01 Epub Date: 2023-03-20 DOI: 10.1177/00222194231158070

Bryn Harris, Tara Kulkarni, Amanda L Sullivan

引用次数: 0

A Register Study Suggesting Homotypic and Heterotypic Comorbidity Among Individuals With Learning Disabilities. 一项关于学习障碍患者同型和异型共病的登记研究。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2024-01-01 Epub Date: 2023-02-11 DOI: 10.1177/00222194221150230

Tuija Aro, Reeta Neittaanmäki, Elisa Korhonen, Heli Riihimäki, Minna Torppa

{"title":"A Register Study Suggesting Homotypic and Heterotypic Comorbidity Among Individuals With Learning Disabilities.","authors":"Tuija Aro, Reeta Neittaanmäki, Elisa Korhonen, Heli Riihimäki, Minna Torppa","doi":"10.1177/00222194221150230","DOIUrl":"10.1177/00222194221150230","url":null,"abstract":"The present study examined whether learning disabilities (LD) in reading and/or math (i.e., reading disability [RD], math disability [MD], and RD+MD) co-occur with other diagnoses. The data comprised a clinical sample (n = 430) with LD identified in childhood and a sample of matched controls (n = 2,140). Their medical diagnoses (according to the International Classification of Diseases nosology) until adulthood (20-39 years) were analyzed. The co-occurrence of LD with neurodevelopmental disorders was considered a homotypic comorbidity, and co-occurrence with disorders or diseases from the other diagnostic categories (i.e., mental and behavioral disorders, diseases of the nervous system, injuries, other medical or physical diagnoses) was considered a heterotypic comorbidity. Both homotypic and heterotypic comorbidity were more common in the LD group. Co-occurring neurodevelopmental disorders were the most prominent comorbid disorders, but mental and behavioral disorders, diseases of the nervous system, and injuries were also pronounced in the LD group. Accumulation of diagnoses across the diagnostic categories was more common in the LD group. No differences were found among the RD, MD, and RD+MD subgroups. The findings are relevant from the theoretical perspective, as well as for clinical and educational practice, as they provide understanding regarding individual distress and guiding for the planning of support.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"30-42"},"PeriodicalIF":3.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10704890/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9242046","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: 2

Sequence Processing in Music Predicts Reading Skills in Young Readers: A Longitudinal Study. 音乐中的序列处理预测青少年读者的阅读能力:一项纵向研究。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2024-01-01 Epub Date: 2023-03-20 DOI: 10.1177/00222194231157722

Paulo E Andrade, Daniel Müllensiefen, Olga V C A Andrade, Jade Dunstan, Jennifer Zuk, Nadine Gaab

{"title":"Sequence Processing in Music Predicts Reading Skills in Young Readers: A Longitudinal Study.","authors":"Paulo E Andrade, Daniel Müllensiefen, Olga V C A Andrade, Jade Dunstan, Jennifer Zuk, Nadine Gaab","doi":"10.1177/00222194231157722","DOIUrl":"10.1177/00222194231157722","url":null,"abstract":"Musical abilities, both in the pitch and temporal dimension, have been shown to be positively associated with phonological awareness and reading abilities in both children and adults. There is increasing evidence that the relationship between music and language relies primarily on the temporal dimension, including both meter and rhythm. It remains unclear to what extent skill level in these temporal aspects of music may uniquely contribute to the prediction of reading outcomes. A longitudinal design was used to test a group-administered musical sequence transcription task (MSTT). This task was designed to preferentially engage sequence processing skills while controlling for fine-grained pitch discrimination and rhythm in terms of temporal grouping. Forty-five children, native speakers of Portuguese (Mage = 7.4 years), completed the MSTT and a cognitive-linguistic protocol that included visual and auditory working memory tasks, as well as phonological awareness and reading tasks in second grade. Participants then completed reading assessments in third and fifth grades. Longitudinal regression models showed that MSTT and phonological awareness had comparable power to predict reading. The MSTT showed an overall classification accuracy for identifying low-achievement readers in Grades 2, 3, and 5 that was analogous to a comprehensive model including core predictors of reading disability. In addition, MSTT was the variable with the highest loading and the most discriminatory indicator of a phonological factor. These findings carry implications for the role of temporal sequence processing in contributing to the relationship between music and language and the potential use of MSTT as a language-independent, time- and cost-effective tool for the early identification of children at risk of reading disability.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"43-60"},"PeriodicalIF":2.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9139097","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

Teacher Predictors of Student Progress in Data-Based Writing Instruction: Knowledge, Skills, Beliefs, and Instructional Fidelity. 在基于数据的写作指导中，教师对学生进步的预测:知识、技能、信念和教学忠诚。

IF 2.9 2区教育学

Journal of Learning Disabilities Pub Date : 2023-11-01 Epub Date: 2023-03-19 DOI: 10.1177/00222194231157720

Emma Shanahan, Kristen L McMaster, Britta Cook Bresina, Nicole M McKevett, Seohyeon Choi, Erica S Lembke

{"title":"Teacher Predictors of Student Progress in Data-Based Writing Instruction: Knowledge, Skills, Beliefs, and Instructional Fidelity.","authors":"Emma Shanahan, Kristen L McMaster, Britta Cook Bresina, Nicole M McKevett, Seohyeon Choi, Erica S Lembke","doi":"10.1177/00222194231157720","DOIUrl":"10.1177/00222194231157720","url":null,"abstract":"Teacher-level factors are theoretically linked to student outcomes in data-based instruction (DBI; Lembke et al., 2018). Professional development and ongoing support can increase teachers' knowledge, skills, and beliefs related to DBI, as well as their instructional fidelity (McMaster et al., 2020). However, less is known about how each of these teacher-level factors influences student progress during an intervention. The purpose of this study was to examine the association between several important teacher-level factors-teachers' writing instruction fidelity, knowledge and skills related to DBI, explicit writing orientation, and writing instruction self-efficacy-and students' writing growth. Participants were 49 U.S. elementary teachers and their 118 students struggling with early writing skills. Using hierarchical linear modeling, we found a significant positive relation between DBI knowledge and skills and student writing growth, but no relation was found between writing instruction fidelity, writing orientation, or self-efficacy and student writing growth. Implications for writing instruction fidelity measurement in DBI and professional development related to teachers' DBI knowledge and skills are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"440-452"},"PeriodicalIF":2.9,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9146313","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

Educational Technology in Support of Elementary Students With Reading or Language-Based Disabilities: A Cluster Randomized Control Trial. 教育技术对有阅读或语言障碍的小学生的支持:一项聚类随机对照试验。

IF 2.9 2区教育学

Journal of Learning Disabilities Pub Date : 2023-11-01 Epub Date: 2022-12-15 DOI: 10.1177/00222194221141093

Lisa B Hurwitz, Kirk P Vanacore

{"title":"Educational Technology in Support of Elementary Students With Reading or Language-Based Disabilities: A Cluster Randomized Control Trial.","authors":"Lisa B Hurwitz, Kirk P Vanacore","doi":"10.1177/00222194221141093","DOIUrl":"10.1177/00222194221141093","url":null,"abstract":"Experts laud the potential of educational technology (edtech) to promote reading among students with disabilities, but supporting evidence is lacking. This study evaluated the effectiveness of the Lexia® Core5® Reading edtech program (Core5) on the Measures of Academic Progress® (MAP) Growth Reading™ and easyCBM oral reading fluency performance of students with reading or language-based disabilities in Grades K to 5. Core5 systematically addresses multiple reading domains and previously was effective in general education. We hypothesized treatment students using Core5 would outperform controls on the reading assessments. This was a cluster randomized effectiveness evaluation, with condition assignment by school (three treatment and two business-as-usual control schools). Participating students in Grades K to 5 (N = 115; nTreatment = 65) were flagged by their Chicago-area district as needing reading intervention and had Individualized Education Program (IEP) designations of specific learning disability, speech or language impairment, or developmental delay. Treatment students used Core5 to supplement Tier 1 instruction for an average of 58.76 minutes weekly for 24.58 weeks. Regressions revealed treatment students outperformed controls on MAP (B = 3.85, CI = 0.57-7.13, p = .022, d = .24), but there were no differences for oral reading fluency. MAP findings confirm edtech can effectively supplement reading instruction for this population.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":" ","pages":"453-466"},"PeriodicalIF":2.9,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10631285/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10732353","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

Copy Skills and Writing Abilities in Children With and Without Specific Learning Disabilities. 有和没有特定学习障碍儿童的复制技能和写作能力。

IF 2.9 2区教育学

Journal of Learning Disabilities Pub Date : 2023-09-01 Epub Date: 2023-03-10 DOI: 10.1177/00222194231157089

Anna Maria Re, Francesca De Vita, Cesare Cornoldi, Susanna Schmidt

{"title":"Copy Skills and Writing Abilities in Children With and Without Specific Learning Disabilities.","authors":"Anna Maria Re, Francesca De Vita, Cesare Cornoldi, Susanna Schmidt","doi":"10.1177/00222194231157089","DOIUrl":"10.1177/00222194231157089","url":null,"abstract":"Copying a text quickly and accurately is important both in school and in daily life. However, this skill has never been systematically studied, either in children with typical development (TD) or in children with specific learning disabilities (SLD). The aim of this research was to study the features of a copy task and its relationship with other writing tasks. For this purpose, 674 children with TD and 65 children with SLD from Grades 6 through 8 in Italy were tested with a copy task and other writing assessment tasks, measuring three aspects of writing: handwriting speed, spelling, and expressive writing. Children with SLD performed worse on the copy task, both in terms of speed and accuracy, than children with TD. Copy speed was predicted by grade level and by all three major writing skills for children with TD but only by handwriting speed and spelling for children with SLD. Copy accuracy was predicted by gender and the three major writing skills for children with TD but only by spelling for children with SLD. These results suggest that children with SLD also have difficulty copying a text and benefit less than children with TD from their other writing skills.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 5","pages":"410-420"},"PeriodicalIF":2.9,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10037976","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

Sociodemographic Disparities in Attention-Deficit/Hyperactivity Disorder Overdiagnosis and Overtreatment During Elementary School. 小学阶段注意缺陷/多动障碍过度诊断和过度治疗的社会人口差异。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-09-01 DOI: 10.1177/00222194221099675

Paul L Morgan, Adrienne D Woods, Yangyang Wang

{"title":"Sociodemographic Disparities in Attention-Deficit/Hyperactivity Disorder Overdiagnosis and Overtreatment During Elementary School.","authors":"Paul L Morgan, Adrienne D Woods, Yangyang Wang","doi":"10.1177/00222194221099675","DOIUrl":"https://doi.org/10.1177/00222194221099675","url":null,"abstract":"Attention-deficit/hyperactivity disorder (ADHD) overdiagnosis and overtreatment unnecessarily exposes children to potential harm and contributes to provider and community skepticism toward those with moderate or severe symptoms and significant impairments, resulting in less supportive care. Yet, which sociodemographic groups of children are overdiagnosed and overtreated for ADHD is poorly understood. We conducted descriptive and logistic regression analyses of a population-based subsample of 1,070 U.S. elementary schoolchildren who had displayed above-average levels of independently assessed behavioral, academic, or executive functioning the year prior to their initial ADHD diagnoses and who did not have prior diagnostic histories. Among these children, (a) 27% of White children versus 19% of non-White children were later diagnosed with ADHD and (b) 20% of White children versus 14% of non-White children were later using medication. In adjusted analyses, White children are more likely to later be diagnosed (odds ratio [OR] range = 1.70-2.62) and using medication (OR range = 1.70-2.37) among those whose prior behavioral, academic, and executive functioning suggested that they were unlikely to have ADHD.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 5","pages":"359-370"},"PeriodicalIF":3.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/62/a3/10.1177_00222194221099675.PMC10426255.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10006112","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: 1

Compounding Effects of Domain-General Cognitive Weaknesses and Word Reading Difficulties on Anxiety Symptoms in Youth. 青少年领域性认知缺陷和文字阅读困难对焦虑症状的复合效应。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2023-09-01 Epub Date: 2022-06-05 DOI: 10.1177/00222194221098719

Nina J Anderson, Michelle Rozenman, Bruce F Pennington, Erik G Willcutt, Lauren M McGrath

{"title":"Compounding Effects of Domain-General Cognitive Weaknesses and Word Reading Difficulties on Anxiety Symptoms in Youth.","authors":"Nina J Anderson, Michelle Rozenman, Bruce F Pennington, Erik G Willcutt, Lauren M McGrath","doi":"10.1177/00222194221098719","DOIUrl":"10.1177/00222194221098719","url":null,"abstract":"This study examined whether domain-general cognitive weaknesses in processing speed (PS) or executive functioning (EF) moderate the relation between word reading scores and anxiety such that lower word reading scores in combination with lower cognitive scores are associated with higher anxiety symptoms. The sample consisted of 755 youth ages 8-16 who were recruited as part of the Colorado Learning Disabilities Research Center twins study. Lower scores on PS (R2 = .007, p = .014), EF (R2 = .009, p = .006), and word reading (R2 = .006-.008, p = .010-.032) were associated with higher anxiety scores. In addition, the word reading × cognitive interactions were significant such that lower scores on PS (R2 = .010, p = .005) or EF (R2 = .013, p = .010) combined with lower word reading were associated with higher-than-expected anxiety symptoms. Results suggest that weaknesses in PS, EF, and word reading are modestly associated with higher anxiety symptoms, and these anxiety symptoms may be compounded in youth with both PS or EF weaknesses and word reading difficulties. These findings can guide assessment approaches for identifying youth with word reading challenges who may be at increased risk for anxiety.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 5","pages":"343-358"},"PeriodicalIF":2.4,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9720039/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10020926","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

Executive Functions Training for 7- to 10-Year-Old Students With Mathematics Difficulty: Instant Effects and 6-Month Sustained Effects. 7 ~ 10岁数学困难学生执行功能训练:即时效果和6个月持续效果。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-09-01 DOI: 10.1177/00222194221117513

Dan Cai, Jing Zhao, Zhijun Chen, Di Liu

{"title":"Executive Functions Training for 7- to 10-Year-Old Students With Mathematics Difficulty: Instant Effects and 6-Month Sustained Effects.","authors":"Dan Cai, Jing Zhao, Zhijun Chen, Di Liu","doi":"10.1177/00222194221117513","DOIUrl":"https://doi.org/10.1177/00222194221117513","url":null,"abstract":"Executive function (EF) training has shown promise for remedying general EF deficiencies faced by students with mathematics difficulty (MD) and for improving their performance. However, latest research also suggests that the instant and sustained effects of EF training remain inconsistent. In this study, 32 Chinese students with MD, age 7 to 10 years, were recruited and randomly divided into two groups: the training group (n = 16, 25 training sessions) and the control group (n = 16). Both groups took a pretest, a posttest, and a follow-up test (after 6 months) on EF, fluid intelligence, and mathematics skills. In the posttest, the training group's performance significantly improved in 2-back, number shifting, letter shifting, calculation fluency, and mathematics problem-solving tasks, but not in Stroop, Flanker, 1-back, numerical operations, and colored progressive matrices tasks. In the follow-up test after 6 months, the effects of training only on the 2-back and letter shifting tasks were sustained. The effect on the numerical operations task appeared; however, the effects on number shifting, calculation fluency, and mathematics problem-solving tasks disappeared. The results of this study show that EF training has instant effects of improving EF and mathematics skills of students with MD, and 6-month sustained effects on some of the improved skills. However, for fluid intelligence, the effects may be very limited.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 5","pages":"392-409"},"PeriodicalIF":3.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9983131","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: 1

Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades. 阅读障碍、发展性语言障碍或典型发展儿童的阅读和数学成绩:成绩差距从二年级持续到四年级。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-09-01 DOI: 10.1177/00222194221105515

Dawna M Duff, Alison E Hendricks, Lisa Fitton, Suzanne M Adlof

{"title":"Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades.","authors":"Dawna M Duff, Alison E Hendricks, Lisa Fitton, Suzanne M Adlof","doi":"10.1177/00222194221105515","DOIUrl":"https://doi.org/10.1177/00222194221105515","url":null,"abstract":"We examined how children (N = 448) with separate or co-occurring developmental language disorder (DLD) and dyslexia performed on school-based measures of academic functioning between second and fourth grades. Children were recruited from 1 school district in the U.S. state of South Carolina via classroom screenings and met common research criteria for DLD and dyslexia. Growth curve models were used to examine the overall form of growth and differences between groups. Children with DLD and/or dyslexia in second grade showed early and persistent deficits on school-administered measures of reading and math. In second grade, children with typical development (TD) scored significantly higher than children with dyslexia-only and DLD-only, who did not differ from each other. Children with DLD+dyslexia scored significantly lower than all other groups. Only small differences in growth rates were observed, and gaps in second grade did not close. Despite lower academic performance, few children (20%-27%) with dyslexia and/or DLD had received specialized support services. Children with DLD-only received services at less than half the rate of dyslexia-only or DLD+dyslexia despite similar impacts on academic performance. Evidence of significant and persistent functional impacts in the context of low rates of support services in these children-especially those with DLD-only-highlights the need to raise awareness of these disorders.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 5","pages":"371-391"},"PeriodicalIF":3.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/65/92/10.1177_00222194221105515.PMC10426256.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10008505","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: 10