Journal of Learning Disabilities最新文献_第9页

What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence From a 2-Year Longitudinal Screening. 什么技能可以区分发展性计算障碍和典型发展儿童:来自2年纵向筛查的证据。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-07-01 DOI: 10.1177/00222194221099674

Danfeng Li, Xuejing Zhang, Li Zhang

{"title":"What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence From a 2-Year Longitudinal Screening.","authors":"Danfeng Li, Xuejing Zhang, Li Zhang","doi":"10.1177/00222194221099674","DOIUrl":"https://doi.org/10.1177/00222194221099674","url":null,"abstract":"Developmental dyscalculia (DD) is a mathematics learning disorder that affects approximately 5% to 7% of the population. This study aimed to detect the underlying domain-specific and domain-general differences between DD and typically developing (TD) children. We recruited 9-year-old primary school children to form the DD group via a 2-year longitudinal screening process. In total, 75 DD children were screened from 1,657 children after the one-time screening, and 13 DD children were screened from 1,317 children through a consecutive 2-year longitudinal screening. In total, 13 experimental tasks were administered to assess their cognitive abilities to test the domain-specific magnitude representation hypothesis (including symbolic and nonsymbolic magnitude comparisons) and four alternative domain-general hypotheses (including working memory, executive function, attention, and visuospatial processing). The DD group had worse performance than the TD group on the number sense task, finger sense task, shifting task, and one-back task after both one-time and two-time screening. Logistic regressions further indicated the differences on the shifting task and the nonsymbolic magnitude comparison task could distinguish DD and TD children. Our findings suggest that domain-specific nonsymbolic magnitude representation and domain-general executive function both contribute to DD. Thus, both domain-specific and domain-general abilities will be necessary to investigate and to intervene in DD groups in the future.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 4","pages":"257-277"},"PeriodicalIF":3.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9681513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Neuropsychological Profile of Developmental Dyscalculia: The Role of Comorbidity. 发展性计算障碍的神经心理学特征:共病的作用。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-07-01 DOI: 10.1177/00222194221102925

Chiara Luoni, Maristella Scorza, Silvia Stefanelli, Barbara Fagiolini, Cristiano Termine

{"title":"A Neuropsychological Profile of Developmental Dyscalculia: The Role of Comorbidity.","authors":"Chiara Luoni, Maristella Scorza, Silvia Stefanelli, Barbara Fagiolini, Cristiano Termine","doi":"10.1177/00222194221102925","DOIUrl":"https://doi.org/10.1177/00222194221102925","url":null,"abstract":"Developmental dyscalculia (DD) has long been thought to be determined by multiple components. Dyscalculia has high comorbidity with other learning and developmental disabilities, including reading and writing disorders, attention deficits, and problems in visual/spatial skills, short memory, and working memory. This study aims to assess prevalence rates for isolated as well as comorbid DD in a sample of Italian-speaking children. In addition, we studied the neuropsychological profile of children with isolated or combined dyscalculia. We tested 380 children (176 males and 204 females) between the ages of 8.17 and 9.33 years using an extensive battery to determine the neuropsychological profile. The assessment included an arithmetic battery and nonverbal intelligence, short-term memory, reading, and writing tests. The results indicated that children with DD more frequently have a reading disorder and writing disorder. They also have a lower nonverbal intelligence quotient (IQ) and obtain significantly lower scores in short-term memory tests and on a visuospatial skills questionnaire. They also had significantly higher scores (indicative of greater attentional difficulties) on the Conners subscale for attentional problems. Children with DD present different cognitive and neuropsychological profiles.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 4","pages":"310-323"},"PeriodicalIF":3.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9678749","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

Examining Virtual Manipulatives for Teaching Computations With Fractions to Children With Mathematics Difficulty. 考察虚拟教具对数学困难儿童的分数计算教学。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-07-01 DOI: 10.1177/00222194221097710

Rajiv Satsangi, Alexandra R Raines

{"title":"Examining Virtual Manipulatives for Teaching Computations With Fractions to Children With Mathematics Difficulty.","authors":"Rajiv Satsangi, Alexandra R Raines","doi":"10.1177/00222194221097710","DOIUrl":"https://doi.org/10.1177/00222194221097710","url":null,"abstract":"As digital technology use increases in K-12 education, greater numbers of strategies become available to support students in mathematics. One technology that provides students diverse representations of mathematical concepts is virtual manipulatives. Although instruction featuring representations with physical manipulatives possesses a large body of research, the virtual form lacks comparable study, particularly with young children experiencing mathematics difficulty or identified with a mathematics learning disability. These students often demonstrate challenges learning integral skills such as fractions that subsequently affect their academic success in future years. This study examined the use of virtual manipulatives paired with explicit instruction and a system of least prompts for teaching computations with fractions to three elementary students with mathematics difficulty. A functional relation was found using a single-subject multiple probe design between the treatment condition and students' accuracy performance solving problems. These results and their implications for the field at-large are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"56 4","pages":"295-309"},"PeriodicalIF":3.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9681514","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

Effects of Professional Development on English Learners' Problem Solving. 专业发展对英语学习者问题解决的影响。

IF 3 2区教育学

Journal of Learning Disabilities Pub Date : 2023-07-01 DOI: 10.1177/00222194221099671

Michael J Orosco, Deborah K Reed

引用次数: 2

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

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 2.9 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":2.9,"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

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