Journal of Learning Disabilities最新文献_第8页

Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty. 严重的流行病学习损失和对阅读和数学学习困难学生进行远程干预的前景。

IF 2.4 2区教育学

Journal of Learning Disabilities Pub Date : 2023-07-01 Epub Date: 2023-05-17 DOI: 10.1177/00222194231170313

Lynn S Fuchs, Pamela M Seethaler, Douglas Fuchs, Daniel Espinas

{"title":"Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty.","authors":"Lynn S Fuchs, Pamela M Seethaler, Douglas Fuchs, Daniel Espinas","doi":"10.1177/00222194231170313","DOIUrl":"10.1177/00222194231170313","url":null,"abstract":"Analyses were conducted with second graders, drawn from an ongoing multi-cohort randomized controlled trial (RCT), who had been identified for RCT entry based on comorbid reading comprehension and word-problem solving difficulty. To estimate pandemic learning loss, we contrasted fall performance for 3 cohorts: fall of 2019 (pre-pandemic; n = 47), 2020 (early pandemic, when performance was affected by the truncated preceding school year; n = 35), and 2021 (later pandemic, when performance was affected by the truncated 2019 to 2020 school year plus the subsequent year's ongoing interruptions; n = 75). Across the 2 years, declines (standard deviations below expected growth) were approximately 3 times larger than those reported for the general population and for students in high-poverty schools. To estimate the promise of structured remote intervention for addressing such learning loss during extended school closures, we contrasted effects in the RCT's 2018 to 2019 cohort (entirely in-person intervention delivery; n = 66) against the same intervention's effects in the 2020 to 2021 cohort (alternating periods of remote and in-person delivery; n = 29). Large intervention effects were not moderated by pandemic status, suggesting potential for structured remote intervention to address student needs during extended school closures.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 4","pages":"278-294"},"PeriodicalIF":2.4,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/39/bf/10.1177_00222194231170313.PMC10201276.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10125259","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

Examining Interactions Across Instructional Tiers: Do Features of Tier 1 Predict Student Responsiveness to Tier 2 Mathematics Intervention? 检查教学层之间的相互作用:第一层的特征是否预测学生对第二层数学干预的反应?

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-07-01 DOI: 10.1177/00222194221102644

Marah Sutherland, Taylor Lesner, Derek Kosty, Cayla Lussier, Keith Smolkowski, Jessica Turtura, Christian T Doabler, Ben Clarke

{"title":"Examining Interactions Across Instructional Tiers: Do Features of Tier 1 Predict Student Responsiveness to Tier 2 Mathematics Intervention?","authors":"Marah Sutherland, Taylor Lesner, Derek Kosty, Cayla Lussier, Keith Smolkowski, Jessica Turtura, Christian T Doabler, Ben Clarke","doi":"10.1177/00222194221102644","DOIUrl":"https://doi.org/10.1177/00222194221102644","url":null,"abstract":"High-quality Tier 1 instruction is frequently conceptualized as the \"foundation\" for other tiers of intervention within multitiered systems of support (MTSS) models. However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness. The purpose of this study was to examine Tier 1 predictors, or \"quality indicators,\" of differential responsiveness to Tier 2 mathematics intervention. Data were drawn from a large-scale data set where all teachers taught the Early Learning in Mathematics (Tier 1) core program across the academic year, and a subset of students were selected for the ROOTS (Tier 2) mathematics intervention. We examined the following Tier 1 variables: (a) classroom-level mathematics gains, (b) Tier 1 fidelity of implementation, (c) Tier 1 classroom management and instructional support, and (d) class size. Response to Tier 2 intervention was not significantly predicted by any of the Tier 1 variables examined; however, the pattern of Hedges' g effect sizes suggested that students with higher quality of Tier 1 instruction tended to benefit less from the Tier 2 ROOTS intervention. Results are discussed in the context of implications for research and practice.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 4","pages":"243-256"},"PeriodicalIF":3.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9678751","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

Small-Group, Emergent Literacy Intervention Under Two Implementation Models: Intent-to-Treat and Dosage Effects for Preschoolers at Risk for Reading Difficulties. 两种实施模式下的小群体紧急读写干预:意向治疗和剂量效应对有阅读困难风险的学龄前儿童的影响。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-05-01 DOI: 10.1177/00222194221079355

Shayne B Piasta, Jessica A R Logan, Cynthia M Zettler-Greeley, Laura L Bailet, Kandia Lewis, Leiah J G Thomas

{"title":"Small-Group, Emergent Literacy Intervention Under Two Implementation Models: Intent-to-Treat and Dosage Effects for Preschoolers at Risk for Reading Difficulties.","authors":"Shayne B Piasta, Jessica A R Logan, Cynthia M Zettler-Greeley, Laura L Bailet, Kandia Lewis, Leiah J G Thomas","doi":"10.1177/00222194221079355","DOIUrl":"https://doi.org/10.1177/00222194221079355","url":null,"abstract":"Preschool-age children identified as at risk for later reading difficulties can benefit from supplemental, small-group emergent literacy intervention. As such interventions become commercially available and marketed to preschool programs, it is important to understand their impacts when implemented by intended end users under routine conditions. In this study, we examined the effects of the Nemours BrightStart! (NBS!) intervention on children's emergent literacy skills when implemented by teachers and community aides in authentic preschool classrooms. We randomly assigned 98 classrooms to one of three conditions (NBS! teacher-implemented, NBS! community aide-implemented, or control). Children enrolled in these classrooms who met eligibility criteria and were identified as at risk via an early literacy screener (n = 281) completed pretest and posttest emergent literacy assessments; those assigned to NBS! conditions received intervention from their classroom teacher or a community aide affiliated with a local kindergarten-readiness initiative. Intent-to-treat analyses showed no significant impacts of NBS! on any outcome, and an instrumental variable, as-treated approach showed one significant intervention effect on letter writing. Consequently, we did not replicate results of prior highly controlled efficacy trials. Findings have implications for revising the NBS! theory of change, conducting dosage and as-treated analyses, and moving research-based interventions toward scale-up.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 3","pages":"225-240"},"PeriodicalIF":3.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9727751","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: 5

Which Students With Disabilities are Placed Primarily Outside of U.S. Elementary School General Education Classrooms? 哪些残疾学生主要被安排在美国小学通识教育教室之外?

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-05-01 Epub Date: 2022-05-28 DOI: 10.1177/00222194221094019

Paul L Morgan, Adrienne D Woods, Yangyang Wang, George Farkas, Marianne M Hillemeier, Cynthia Mitchell

{"title":"Which Students With Disabilities are Placed Primarily Outside of U.S. Elementary School General Education Classrooms?","authors":"Paul L Morgan, Adrienne D Woods, Yangyang Wang, George Farkas, Marianne M Hillemeier, Cynthia Mitchell","doi":"10.1177/00222194221094019","DOIUrl":"10.1177/00222194221094019","url":null,"abstract":"Students with disabilities (SWD) who are Black or Hispanic have been reported to be more likely to be placed primarily outside of general education classrooms while attending U.S. schools. Federal law and regulation require monitoring of special education placement based on race or ethnicity. Yet, whether and to what extent racial or ethnic disparities in placement are explained by bias or by other explanatory factors is currently unclear. We evaluated for racial and ethnic bias in special education placement by analyzing longitudinal data from two independent samples of SWD (N values range 590-1,130) attending U.S. elementary schools. We statistically controlled for plausibly exogenous sociodemographic, academic, and behavioral risk factors measured in kindergarten in analyses of the students as they attended first, third, and fifth grades between the 1999-2000 and 2015-2016 school years. Of the resulting 12 Black or Hispanic grade-year-specific tests, 11 (i.e., 92%) indicated that controls for kindergarten explanatory factors-particularly significant academic difficulties-fully explained the risk initially attributable to race or ethnicity. We observed little evidence that bias explains racial or ethnic disparities in special education placement in U.S. elementary schools.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 3","pages":"180-192"},"PeriodicalIF":3.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/c6/ce/10.1177_00222194221094019.PMC10090523.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9674702","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

Special and General Education Teachers' Beliefs About Writing and Writing Instruction. 特殊教育与通识教育教师的写作观念与写作教学。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-05-01 DOI: 10.1177/00222194221092156

Steve Graham, Alyson A Collins, Stephen Ciullo

{"title":"Special and General Education Teachers' Beliefs About Writing and Writing Instruction.","authors":"Steve Graham, Alyson A Collins, Stephen Ciullo","doi":"10.1177/00222194221092156","DOIUrl":"https://doi.org/10.1177/00222194221092156","url":null,"abstract":"Seventy-six general education and 67 special education teachers working in the same 66 elementary schools were surveyed about their beliefs about writing. Each teacher taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Survey findings indicated that general education teachers believed that they were better prepared to teach writing than special education teachers, and they were more positive about their own efforts to learn to teach writing. General education teachers also held more positive attitudes about teaching writing and their own capabilities as a writer than their special education counterparts. Furthermore, general educators were more likely than special educators to indicate that writing developed through effort and process, and less likely to think that writing knowledge came from experts. Beliefs about adequacy of preparation to teach writing predicted teachers' beliefs about their level of knowledge to teach writing, efficacy to overcome students' writing difficulties, and attitudes toward teaching writing. Recommendations for future research and implications for practice are presented.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 3","pages":"163-179"},"PeriodicalIF":3.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10030341","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

A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals With Specific Learning Disabilities. 污名和刻板印象威胁对特殊学习障碍个体影响的系统回顾。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-05-01 DOI: 10.1177/00222194221087383

Stephanie L Haft, Caroline Greiner de Magalhães, Fumiko Hoeft

{"title":"A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals With Specific Learning Disabilities.","authors":"Stephanie L Haft, Caroline Greiner de Magalhães, Fumiko Hoeft","doi":"10.1177/00222194221087383","DOIUrl":"https://doi.org/10.1177/00222194221087383","url":null,"abstract":"Exposure to stigma and stereotype threat is detrimental for numerous marginalized groups. Research has demonstrated that individuals with specific learning disabilities (SLDs) are vulnerable to stigmatization. The purpose of this systematic review was to summarize the studies investigating associations between SLD-related stigma and stereotype threat and psychological and academic outcomes in individuals with SLDs, as well as examine the overall effect size of these associations across studies. A total of 16 studies met inclusion criteria-12 studies (52 effect sizes) examined SLD stigma with psychological adjustment or academic outcomes, and six studies (eight effect sizes) examined SLD stereotype threat. Greater SLD stigma scores had a medium-sized and significant correlation with less self-esteem across nine effect sizes (r = -.39, p = .002). Other outcomes were not powered enough for meta-analyses, although studies generally showed that greater SLD stigma and stereotype threat was related to less optimal psychological adjustment. These results suggest that these negative experiences should be a target of intervention and support efforts for individuals with SLDs. The associations between SLD stigma and stereotype threat and academic performance outcomes were comparatively more heterogeneous and less robust. These findings highlight the need for more research on SLD-related stigma and stereotype threat.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 3","pages":"193-209"},"PeriodicalIF":3.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/8a/4b/10.1177_00222194221087383.PMC10090527.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10030339","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

Meta-Analyses of Reading Intervention Studies Including Students With Learning Disabilities: A Methodological Review. 包括学习障碍学生在内的阅读干预研究的荟萃分析:方法学回顾。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-05-01 DOI: 10.1177/00222194221077688

Seth King, Lanqi Wang, Shawn M Datchuk, Derek B Rodgers

{"title":"Meta-Analyses of Reading Intervention Studies Including Students With Learning Disabilities: A Methodological Review.","authors":"Seth King, Lanqi Wang, Shawn M Datchuk, Derek B Rodgers","doi":"10.1177/00222194221077688","DOIUrl":"https://doi.org/10.1177/00222194221077688","url":null,"abstract":"Learning disabilities (LD) may affect a range of academic skills but are most often observed in reading. Researchers and policymakers increasingly recommend addressing reading difficulties encountered by students with LD using evidence-based practices, or interventions validated through multiple, high-quality research studies. A valuable tool in identifying evidence-based practices is the meta-analysis, which entails statistically aggregating the results obtained through primary studies. Specific methods used in meta-analyses have the potential to influence their findings, with ramifications for research and practice. This review assessed the methodological features of the systematic reviews and analytic procedures featured in meta-analyses of reading intervention studies that included students with LD written between 2000 and 2020. Identified articles (N = 23) suggest that meta-analyses have become more prevalent and transparent over time, notwithstanding issues related to publication bias and the opacity of coding procedures. A discussion of implications follows a description of results.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 3","pages":"210-224"},"PeriodicalIF":3.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10030336","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

Mathematics Difficulties and Psychopathology in School-Age Children. 学龄儿童的数学困难与精神病理。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-03-01 DOI: 10.1177/00222194221084136

Holly N Wakeman, Sally J Wadsworth, Richard K Olson, John C DeFries, Bruce F Pennington, Erik G Willcutt

{"title":"Mathematics Difficulties and Psychopathology in School-Age Children.","authors":"Holly N Wakeman, Sally J Wadsworth, Richard K Olson, John C DeFries, Bruce F Pennington, Erik G Willcutt","doi":"10.1177/00222194221084136","DOIUrl":"https://doi.org/10.1177/00222194221084136","url":null,"abstract":"This study investigated the relationship between mathematics difficulties and psychopathology in a large community sample (N = 881) of youth (8-18 years of age) in the United States. The primary aims of the study were to (a) test the associations between mathematics difficulties and specific components of internalizing, externalizing, attention, and social problems; (b) examine potential age and gender differences; and (c) investigate the longitudinal relationship between mathematics and psychopathology using 5-year follow-up data. Results indicated that individuals with mathematics difficulties exhibited elevations in most dimensions of psychopathology, including anxiety, depression, externalizing behaviors, attention problems, and social problems. Furthermore, mathematics impairment was associated with internalizing problems, rule-breaking behaviors, inattention, and social problems even after controlling for comorbid reading difficulties. Results suggested that the associations between mathematics and psychopathology are generally similar in males and females. Finally, preliminary longitudinal evidence suggested that initial mathematics difficulties predicted elevations of conduct disorder, rule-breaking behavior, inattention, hyperactivity, and social problems at follow-up, with several of these associations remaining significant even after controlling for initial reading. In contrast, there was no significant association between initial mathematics ability and internalizing symptoms at follow-up, demonstrating some amelioration of internalizing symptoms over time.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 2","pages":"116-131"},"PeriodicalIF":3.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10854076","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

A Synthesis of the Conceptualization and Measurement of Implementation Fidelity in Mathematics Intervention Research. 数学干预研究中实施保真度概念与测量的综合。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-03-01 DOI: 10.1177/00222194211065498

Samantha E Bos, Sarah R Powell, Steven A Maddox, Christian T Doabler

{"title":"A Synthesis of the Conceptualization and Measurement of Implementation Fidelity in Mathematics Intervention Research.","authors":"Samantha E Bos, Sarah R Powell, Steven A Maddox, Christian T Doabler","doi":"10.1177/00222194211065498","DOIUrl":"https://doi.org/10.1177/00222194211065498","url":null,"abstract":"In intervention studies, high rates of implementation fidelity are important markers of a study's success; however, the definition of implementation fidelity is both complex and dynamic. In this synthesis, we examined the dimensions of implementation fidelity measured and reported in 99 studies in which researchers utilized a mathematics intervention for elementary students (i.e., Grades 1-5). We examined implementation fidelity following recommendations made by Dane and Schneider (1998), O'Donnell (2008), and DeFouw et al. (2009) to capture a comprehensive representation of the implementation fidelity data collected and reported within mathematics intervention studies. We organized our conceptualization of implementation fidelity into four overarching categories and nine dimensions within those categories: intervention design (i.e., theories of change and logistics), fidelity of implementor (i.e., adherence, quality of delivery, dosage, and implementor knowledge or experience), student engagement, and treatment analysis (i.e., treatment differentiation and analysis of implementation fidelity). Overall, findings indicate many author teams reported adherence data and dosage data, but significantly fewer studies reported quality of delivery data, student engagement data, or treatment differentiation data. In addition, author teams were more likely to report at least one form of logistics, such as implementor support, than theories of change. Implications for research and practice are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 2","pages":"95-115"},"PeriodicalIF":3.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9409616","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

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