Journal of Learning Disabilities最新文献_第8页

Sustaining the Use of Evidence-Based Tier 1 Literacy Practices That Benefit Students With Disabilities. 坚持使用基于证据的一级识字实践，使残疾学生受益。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-03-01 DOI: 10.1177/00222194211065499

Jade Wexler, Elizabeth Swanson, Alexandra Shelton, Leigh Ann Kurz, Laura Bray, Erin Hogan

{"title":"Sustaining the Use of Evidence-Based Tier 1 Literacy Practices That Benefit Students With Disabilities.","authors":"Jade Wexler, Elizabeth Swanson, Alexandra Shelton, Leigh Ann Kurz, Laura Bray, Erin Hogan","doi":"10.1177/00222194211065499","DOIUrl":"https://doi.org/10.1177/00222194211065499","url":null,"abstract":"The adoption and sustainability of evidence-based Tier 1 literacy practices in secondary content-area classes is important to improve reading success for students with learning disabilities. We conducted an exploratory multiple-case study investigating teachers' adoption and sustained use of evidence-based Tier 1 literacy practices that benefit students with learning disabilities. The study was conducted within the context of an adolescent literacy model demonstration project funded by the U.S. Office of Special Education Programs (i.e., Promoting Adolescents' Comprehension of Text [PACT] Plus). Interviews were conducted with two administrators and seven teachers who sustained implementation of the PACT practices beyond 1 year of researcher support. Analyses revealed practice and school-level factors that influenced teachers' sustained use of the practices. We used findings from this study to propose a model of sustainability of Tier 1 evidence-based literacy practices used to improve outcomes for students with learning disabilities. Limitations and implications for future research are provided.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 2","pages":"145-160"},"PeriodicalIF":3.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10851023","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: 3

Longitudinal Trajectories of Reading and Mathematics Achievement for Students With Learning Disabilities. 学习障碍学生阅读和数学成绩的纵向轨迹。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-03-01 DOI: 10.1177/00222194221085668

Richard E Mattison, Adrienne D Woods, Paul L Morgan, George Farkas, Marianne M Hillemeier

{"title":"Longitudinal Trajectories of Reading and Mathematics Achievement for Students With Learning Disabilities.","authors":"Richard E Mattison, Adrienne D Woods, Paul L Morgan, George Farkas, Marianne M Hillemeier","doi":"10.1177/00222194221085668","DOIUrl":"https://doi.org/10.1177/00222194221085668","url":null,"abstract":"We examined to what extent subgroups of students identified with learning disabilities (LDs; N = 630) in the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999 (ECLS-K): 1998 national longitudinal study displayed heterogeneity in longitudinal profiles of reading and mathematics achievement from first to eighth grades. Multivariate growth mixture modeling yielded four classes of combined reading and mathematics trajectories for students with LD. The largest class of students with LD (Class 2, 54.3%) showed mean T-scores for both achievement domains that averaged about 1 SD below the mean, with modest decline over time. Almost a quarter of the sample (Class 1, 22.3%) displayed mean T-scores in both achievement areas near the peer-normed average; these students were mostly White, from higher socioeconomic status (SES) backgrounds, and had experienced earlier identification as having an LD as well as shorter duration of LD service. Classifying heterogeneity in longitudinal trajectories of both achievement areas shows promise to better understand the educational needs of students identified with an LD.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 2","pages":"132-144"},"PeriodicalIF":3.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/34/88/10.1177_00222194221085668.PMC9939928.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9697744","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: 3

Writing Motivation of College Students in Basic Writing and First-Year Composition Classes: Confirmatory Factor Analysis of Scales on Goals, Self-Efficacy, Beliefs, and Affect. 大学生基础写作与一年级作文写作动机:目标、自我效能感、信念与情感量表的验证性因子分析

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-01-01 DOI: 10.1177/00222194211053238

Zoi A Traga Philippakos, Chuang Wang, Charles MacArthur

{"title":"Writing Motivation of College Students in Basic Writing and First-Year Composition Classes: Confirmatory Factor Analysis of Scales on Goals, Self-Efficacy, Beliefs, and Affect.","authors":"Zoi A Traga Philippakos, Chuang Wang, Charles MacArthur","doi":"10.1177/00222194211053238","DOIUrl":"https://doi.org/10.1177/00222194211053238","url":null,"abstract":"The purpose of the study was to validate a writing motivation questionnaire that consists of four scales for first-year college writers-students with low writing skills in basic writing classes and students in typical first-year composition (FYC)-to investigate differences between these two groups and to examine the relationship of motivational constructs with writing quality. Participants were 371 college students (142 in basic writing classes and 229 in FYC). Students completed a 49-item motivation questionnaire with scales for goal-orientation, self-efficacy, beliefs, and affect about writing and wrote an argumentative essay. Confirmatory factor analysis provided evidence for the structural construct validity of all scales for both groups. Statistically significant differences between basic writers and FYC students were found on self-efficacy for grammar and strategies and on beliefs about the importance of substance and mechanics. Structural equation modeling found statistically significant positive relationships of essay quality with all three self-efficacy scales and belief about the importance of substance to good writing, as well as negative relationships with avoidance goal orientation and belief in the importance of mechanics. Limitations and implications for motivation and instruction of basic writing students and of adults with learning disabilities are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 1","pages":"72-92"},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10661903","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: 2

Rate of Stuttering and Factors Associated With Speech Fluency Characteristics in Adult Struggling Readers. 成人阅读困难的口吃率及与言语流畅性特征相关的因素。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-01-01 DOI: 10.1177/00222194221095265

Ai Leen Choo, Daphne Greenberg, Hongli Li, Amani Talwar

{"title":"Rate of Stuttering and Factors Associated With Speech Fluency Characteristics in Adult Struggling Readers.","authors":"Ai Leen Choo, Daphne Greenberg, Hongli Li, Amani Talwar","doi":"10.1177/00222194221095265","DOIUrl":"https://doi.org/10.1177/00222194221095265","url":null,"abstract":"Stuttering is a disorder that affects about 1% of the population and manifests as speech disfluencies. Reading difficulties and disabilities are commonly found in this population. Nonetheless, speech disfluencies have not been explored in adult struggling readers (ASRs). In the current study, we examined the rate of stuttering in ASRs as well as the relationships between their speech fluency and reading skills. A total of 120 participants were interviewed about their experiences with reading and administered standardized reading and reading-related assessments. Speech fluency and the criterion for stuttering were based on the interview. About 18.3% of the sample met the criterion for stuttering. ASRs who stutter (ASRs-S) and ASRs who do not stutter (ASRs-NS) did not differ in their reading and reading-related skills. ASRs-S had higher rates of negative correlations between reading and reading-related skills compared with ASRs-NS. Correlation patterns between performance on standardized assessments point to higher rates of uneven skills or dissociations in ASRs-S. These findings may have implications for the assessment and instruction for ASRs.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 1","pages":"7-24"},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9240162","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

Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers. 探索高等教育背景下阅读和理解基本技能的阈值。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-01-01 DOI: 10.1177/00222194221087387

Joseph P Magliano, Amani Talwar, Daniel P Feller, Zuowei Wang, Tenaha O'Reilly, John Sabatini

{"title":"Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers.","authors":"Joseph P Magliano, Amani Talwar, Daniel P Feller, Zuowei Wang, Tenaha O'Reilly, John Sabatini","doi":"10.1177/00222194221087387","DOIUrl":"https://doi.org/10.1177/00222194221087387","url":null,"abstract":"There is a range of reasons why college students may be underprepared to read, but one possibility is that some college students are below a threshold of proficiency in the component skills of reading. The presence of thresholds means that when students fall below that threshold, their proficiency in that component skill of reading is not sufficient for there to be a relationship with comprehension performance. The present study assessed (a) whether there were thresholds in proficiencies in foundational skills, (b) whether students falling below the thresholds were disproportionately in developmental literary programs (i.e., institutionally designated as underprepared), and (c) the implications of being below the thresholds on engaging in strategic processing during reading. College students were administered assessments of foundational literacy skills, text comprehension, and strategic processing of texts. The sample included students who were enrolled in developmental literacy programs and students who were not. Thresholds were found in the foundational skills associated with word-, sentence-, and discourse-level processing. Participants below these thresholds were represented disproportionately by students determined to be underprepared for college and assigned to developmental literacy programs. Finally, students falling below the thresholds demonstrated lower reading strategy scores than students above the threshold.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 1","pages":"43-57"},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10677081","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: 7

Introduction to Special Series: Adults With Low Academic Skills. 特别系列简介:低学术能力的成年人。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-01-01 DOI: 10.1177/00222194221132879

Daphne Greenberg, Dolores Perin

引用次数: 0

MOCCA-College: Preliminary Validity Evidence of a Cognitive Diagnostic Reading Comprehension Assessment. 认知诊断性阅读理解评估的初步效度证据。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-01-01 DOI: 10.1177/00222194221121340

Ben Seipel, Patrick C Kennedy, Sarah E Carlson, Virginia Clinton-Lisell, Mark L Davison

{"title":"MOCCA-College: Preliminary Validity Evidence of a Cognitive Diagnostic Reading Comprehension Assessment.","authors":"Ben Seipel, Patrick C Kennedy, Sarah E Carlson, Virginia Clinton-Lisell, Mark L Davison","doi":"10.1177/00222194221121340","DOIUrl":"https://doi.org/10.1177/00222194221121340","url":null,"abstract":"As access to higher education increases, it is important to monitor students with special needs to facilitate the provision of appropriate resources and support. Although metrics such as the \"reading readiness\" ACT (formerly American College Testing) of provide insight into how many students may need such resources, they do not specify why a student may need support or how to provide that support. Increasingly, students are bringing reading comprehension struggles to college. Multiple-choice Online Causal Comprehension Assessment-College (MOCCA-College) is a new diagnostic reading comprehension assessment designed to identify who is a poor comprehender and also diagnose why they are a poor comprehender. Using reliability coefficients, receiver-operating characteristic curve analysis, and correlations, this study reports findings from the first year of a 3-year study to validate the assessment with 988 postsecondary students who took MOCCA-College, a subset of whom also provided data on other reading assessments (i.e., ACT, n = 377; Scholastic Aptitude Test [SAT], n = 192; and Nelson-Denny Reading Test [NDRT], n = 78). Despite some limitations (e.g., the sample is predominantly females from 4-year institutions), results indicate that MOCCA-College has good internal reliability, and scores are correlated with other reading assessments. Through a series of analyses of variance (ANOVAs), we also report how students identified by MOCCA-College as good and poor comprehenders differ in terms of demographics, cognitive processes used while reading, overall comprehension ability, and scores on admissions tests. Findings are discussed in terms of using MOCCA-College to help gauge which students may be at risk of reading comprehension difficulties, identify why they may be struggling, and inform directions in actionable instructional changes based on comprehension processing data.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 1","pages":"58-71"},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10663338","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

Do Struggling Adult Readers Monitor Their Reading? Understanding the Role of Online and Offline Comprehension Monitoring Processes During Reading. 阅读困难的成人是否会监控自己的阅读?理解阅读过程中在线和离线理解监测过程的作用。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-01-01 DOI: 10.1177/00222194221081473

Elizabeth L Tighe, Gal Kaldes, Amani Talwar, Scott A Crossley, Daphne Greenberg, Stephen Skalicky

{"title":"Do Struggling Adult Readers Monitor Their Reading? Understanding the Role of Online and Offline Comprehension Monitoring Processes During Reading.","authors":"Elizabeth L Tighe, Gal Kaldes, Amani Talwar, Scott A Crossley, Daphne Greenberg, Stephen Skalicky","doi":"10.1177/00222194221081473","DOIUrl":"https://doi.org/10.1177/00222194221081473","url":null,"abstract":"Comprehension monitoring is a meta-cognitive skill that is defined as the ability to self-evaluate one's comprehension of text. Although it is known that struggling adult readers are poor at monitoring their comprehension, additional research is needed to understand the mechanisms underlying comprehension monitoring and their role in reading comprehension in this population. This study used a comprehension monitoring task with struggling adult readers, which included online eye movements (reread and regression path durations) and an offline verbal protocol (oral explanations of key information). We examined whether eye movements predicted accuracy on the passages' reading comprehension questions, a norm-referenced reading assessment, and an offline verbal protocol after controlling for age and traditional component skills (i.e., decoding, oral language, working memory). Regression path duration uniquely predicted accuracy on the questions; however, decoding and oral vocabulary were the most salient predictors of the norm-referenced reading comprehension measure. Regression path duration also predicted the offline verbal protocol, such that those who exhibited longer regression path duration were also better at explaining key information. These results contribute to the literature regarding struggling adults' reading component skills, eye movement behaviors involved in processing connected text, and future considerations in assessing comprehension monitoring.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 1","pages":"25-42"},"PeriodicalIF":3.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9239794","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: 2

Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners. 阅读理解和文字问题解决困难的并发症：探索共同的风险因素及其对语言少数群体学习者的影响。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2022-11-01 Epub Date: 2022-01-10 DOI: 10.1177/00222194211068355

Eunsoo Cho, Jeannette Mancilla-Martinez, Jin Kyoung Hwang, Lynn S Fuchs, Pamela M Seethaler, Douglas Fuchs

{"title":"Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners.","authors":"Eunsoo Cho, Jeannette Mancilla-Martinez, Jin Kyoung Hwang, Lynn S Fuchs, Pamela M Seethaler, Douglas Fuchs","doi":"10.1177/00222194211068355","DOIUrl":"10.1177/00222194211068355","url":null,"abstract":"The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to as higher order comorbidity (reading comprehension and word-problem solving difficulties), and to examine the profiles of at-risk LM learners compared with at-risk non-LM learners. At-risk (LM n = 70; non-LM n = 89) and not-at-risk (LM n = 44; non-LM n = 114) students were evaluated on foundational academic (word reading, calculation), behavioral (behavioral attention), cognitive (working memory, processing speed, nonverbal reasoning), and language (vocabulary, listening comprehension) measures in English. Results indicated listening comprehension was the only shared risk factor for higher order comorbidity. Furthermore, LM learners were 3 times more likely to be identified as at risk compared with non-LM learners. Finally, among at-risk learners, no differences were found on cognitive dimensions by language status, but LM learners had lower reading and listening comprehension skills than non-LM learners, with a relative advantage in behavioral attention. Results have implications for understanding higher order comorbidity and for developing methods to identify and intervene with higher order comorbidity among the growing population of LM learners.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"55 6","pages":"513-527"},"PeriodicalIF":2.4,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9271137/pdf/nihms-1767605.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10676956","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

Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model. 阅读和写作困难的共同发生：互动动态识字模型的应用。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2022-11-01 Epub Date: 2022-01-08 DOI: 10.1177/00222194211060868

Young-Suk Grace Kim

{"title":"Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model.","authors":"Young-Suk Grace Kim","doi":"10.1177/00222194211060868","DOIUrl":"10.1177/00222194211060868","url":null,"abstract":"This article presents the application of the interactive dynamic literacy (IDL) model (Kim, 2020b) toward understanding difficulties in learning to read and write. According to the IDL model, reading and writing are part of communicative acts that draw on largely shared processes and skills as well as unique processes and skills. As such, reading and writing are dissociable but interdependent systems that have hierarchical, interactive, and dynamic relations. These key tenets of the IDL model are applied to the disruption of reading and writing development to explain co-occurrence of reading-writing difficulties using a single framework. The following hypotheses are presented: (a) co-occurrence between word reading and spelling and handwriting difficulties; (b) co-occurrence of dyslexia with written composition difficulties; (c) co-occurrence between reading comprehension and written composition difficulties; (d) co-occurrence of language difficulties with reading difficulties and writing difficulties; (e) co-occurrence of reading, writing, and language difficulties with weak domain-general skills or executive functions such as working memory and attentional control (including attention-deficit/ hyperactivity disorder [ADHD]); and (f) multiple pathways for reading and writing difficulties. Implications are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"55 6","pages":"447-464"},"PeriodicalIF":3.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9262993/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10684243","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: 11