International journal for research in learning disabilities最新文献

Reading and Cognitive Correlates Underlying Inferencing Among Adolescent Readers. 青少年读者的阅读和认知相关：潜在推理。

International journal for research in learning disabilities Pub Date : 2025-02-11 Epub Date: 2025-06-02

Amy E Barth, Sharon Vaughn

{"title":"Reading and Cognitive Correlates Underlying Inferencing Among Adolescent Readers.","authors":"Amy E Barth, Sharon Vaughn","doi":"","DOIUrl":"","url":null,"abstract":"Little is known about how components of working memory (i.e., passive resonance of information in working memory, limited capacity working memory, and suppression of irrelevant information from working memory) impact near and far inferencing among adolescent readers. Using path analyses, the current study evaluated the relations of near and far inferencing, vocabulary, general knowledge, strategy use, and word reading efficiency as well as components of working memory among 1,085 students in Grades 7-12. Results indicated that near inferencing has the largest direct effect on far inferencing. Further, in a model that also included direct and indirect effects of cognitive processes on far inferences, results suggested that working memory (β = .08, p = .02), suppression (β = .07, p =.03), near inferencing (β = .25, p < .001) and vocabulary (β = .18, p < .001) had significant direct effects on far inferencing; whereas suppression (β = .13, p < .001), passive resonance in memory (β = .12, p <.001), background knowledge (β = .12, p = .005), and vocabulary β = .27, p < .001) had significant direct effects on near inferencing. In sum, results suggest that cognitive processes impact inferencing among adolescents.","PeriodicalId":73417,"journal":{"name":"International journal for research in learning disabilities","volume":"8 1","pages":"3-15"},"PeriodicalIF":0.0,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12461752/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145187723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

New Directions in the Study of Neurodevelopmental Disorders 神经发育障碍研究的新方向

International journal for research in learning disabilities Pub Date : 2023-03-31 DOI: 10.28987/6.1.3

T. Papadopoulos

{"title":"New Directions in the Study of Neurodevelopmental Disorders","authors":"T. Papadopoulos","doi":"10.28987/6.1.3","DOIUrl":"https://doi.org/10.28987/6.1.3","url":null,"abstract":"The Conference at the University of Oviedo, Spain, within the 44th Annual Meeting of the International Academy for Research in Learning Disabilities, was an excellent opportunity to share knowledge, explore perspectives and reflect on the study of neurodevelopmental disorders in Europe and elsewhere in the world. The William M. Cruickshank Memorial Keynote Address, New Directions in the Study of Neurodevelopmental Disorders, covered a broad range of topics relevant to cognition, intelligence, and achievement. It also provided the opportunity to present parts of our current work pertinent to the study of neurodevelopmental dysfunctions and the Marie Skłodowska-Curie Action (MSCA) ITN Neo-PRISM-C project. The presentation began by focusing on what we study and how and why we study what we study about neurodevelopmental disorders. This was followed by a discussion about the brain and (learning) behaviour, accompanied by some relevant evidence on the neurological basis for reading difficulties, particularly the phonological and visual deficits pathways in the framework of the magnocellular deficit theory. The session concluded with a discussion of the comorbidity of various disorders and the use of the Research Domain Criteria (RDoC) framework as an alternative to the traditional diagnostic categories for the study of neurodevelopmental disorders. Examples of how neuroscience research can contribute to this endeavour were also provided.","PeriodicalId":73417,"journal":{"name":"International journal for research in learning disabilities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46849847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Using Virtual Manipulatives With Technology-Based Graphic Organizers to Support Students in Solving Proportion Word Problems 使用虚拟操作和基于技术的图形整理器支持学生解决比例单词问题

International journal for research in learning disabilities Pub Date : 2023-03-31 DOI: 10.28987/6.1.28

Rachel H. Billman, K. Regan, Rajiv Satsangi

{"title":"Using Virtual Manipulatives With Technology-Based Graphic Organizers to Support Students in Solving Proportion Word Problems","authors":"Rachel H. Billman, K. Regan, Rajiv Satsangi","doi":"10.28987/6.1.28","DOIUrl":"https://doi.org/10.28987/6.1.28","url":null,"abstract":"Proportional reasoning and knowledge of fractions are critical skills for completing algebra successfully, yet many students with mathematics learning disabilities (MLD) enter algebra classes without adequate prior knowledge of these skills. This study used a single-subject/case research, combined multiple-baseline and alternating-treatment design to determine the functional relation between the use of varied technology-based interventions (i.e., a virtual manipulative [VM], a technology-based graphic organizer [TBGO], and a combination of both [VM+TBGO]) and student accuracy in solving proportion word problems. Additional dependent variables included student independence and duration. Three high school students with MLD solved proportion word problems without assistance in the baseline phase and then randomly alternated between the three treatments during intervention. Overall, student accuracy and independence increased, and the time required to solve word problems decreased. All students preferred using technology to solve word problems and the VM+TBGO. Limitations, implications for practice, and suggestions for future research are discussed.","PeriodicalId":73417,"journal":{"name":"International journal for research in learning disabilities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46017314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developmental Dyslexia: An Exploratory Study Using Thematic Analysis of the Self-Reported Reading Difficulties of Monolingual and Bilingual Adults 发展性阅读障碍:对单语和双语成人自述阅读困难的专题分析

International journal for research in learning disabilities Pub Date : 2023-03-31 DOI: 10.28987/6.1.44

L. Tomitch, D. Neumann, Veema Lodhia, Nasrin Zamani Foroushani, K. Waldie

{"title":"Developmental Dyslexia: An Exploratory Study Using Thematic Analysis of the Self-Reported Reading Difficulties of Monolingual and Bilingual Adults","authors":"L. Tomitch, D. Neumann, Veema Lodhia, Nasrin Zamani Foroushani, K. Waldie","doi":"10.28987/6.1.44","DOIUrl":"https://doi.org/10.28987/6.1.44","url":null,"abstract":"This exploratory study investigated the self-reported reading difficulties and compensatory strategies of monolingual and bilingual adults with dyslexia. Twenty monolinguals and six bilinguals answered a questionnaire that collected socio-demographic data as well as information regarding their reading difficulties, experiences, and possible comorbidities. Data were analyzed using thematic analysis. Four themes were determined: (a) reading difficulties may be pervasive but can be circumvented with effective coping strategies; (b) individuals with dyslexia can succeed academically and obtain a university degree, but they most likely have to work harder than typical readers; (c) dyslexia has an impact on reading habits, and reading is a challenge; and (d) comorbidities are a part of life for people with dyslexia. Our results highlight the struggles that individuals with dyslexia continue to have, regardless of when they were diagnosed, whether they received literacy assistance, and whether they learned a second language. Most important, this study shows that individuals with dyslexia, both monolinguals and bilinguals, are able to use effective coping strategies and obtain academic and professional success.","PeriodicalId":73417,"journal":{"name":"International journal for research in learning disabilities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48697098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Accuracy of U.S. Middle School Teachers’ Judgment of Student Reading Abilities 美国中学教师对学生阅读能力判断的准确性

International journal for research in learning disabilities Pub Date : 2023-03-31 DOI: 10.28987/6.1.14

Deborah K. Reed, Adam J. Reeger, E. Hazeltine, B. McMurray

{"title":"The Accuracy of U.S. Middle School Teachers’ Judgment of Student Reading Abilities","authors":"Deborah K. Reed, Adam J. Reeger, E. Hazeltine, B. McMurray","doi":"10.28987/6.1.14","DOIUrl":"https://doi.org/10.28987/6.1.14","url":null,"abstract":"Teacher judgments of students’ reading abilities in the elementary grades have been researched extensively, but less is known about how middle school teachers judge their students’ word reading, fluency, vocabulary, and comprehension skills. Such information could be useful when determining which students and reading components would be reasonable instructional priorities. Thus, the present study explored U.S. teachers’ accuracy at predicting the performance of students in Grades 6–8 on standardized measures of reading abilities. The multilevel analytic models accounted for the nesting of students (n = 97) within teacher raters (n = 12) at three middle schools in one school district. Results indicated that the teachers’ ratings of overall ability and their beliefs about the specific skills with which their students struggled were poor predictors of actual student performance. Although the small sample of teachers from one district in one country limits the generalizability of the results, the findings suggest that some middle school teachers’ judgments could misidentify students at potential risk for reading difficulties or misalign instruction with particular skill areas of need. The discussion addresses the importance of making efficient but accurate decisions about screening students for reading intervention and planning differentiated or targeted intervention.","PeriodicalId":73417,"journal":{"name":"International journal for research in learning disabilities","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42301828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Error Patterns in the Knowledge-Based Inference-Making of Less Skilled Middle-Grade Readers: An Exploratory Study. 中等年级低技能读者基于知识的推理错误模式的探索性研究。

International journal for research in learning disabilities Pub Date : 2022-01-01

Amy E Barth, Cathy Newman Thomas, Heather Kincaid, Ethan Ankrum, Brandon Ruiz, Leslie Salazar

{"title":"Error Patterns in the Knowledge-Based Inference-Making of Less Skilled Middle-Grade Readers: An Exploratory Study.","authors":"Amy E Barth, Cathy Newman Thomas, Heather Kincaid, Ethan Ankrum, Brandon Ruiz, Leslie Salazar","doi":"","DOIUrl":"","url":null,"abstract":"The primary aims of this mixed method study were to (a) examine the effectiveness of a brief inference intervention, (b) compare the types of knowledge-based inferencing errors less skilled middle grade readers make, and (c) evaluate if self-reported cognitive load relates to inferencing. Participants (n = 17) were randomly assigned to a graphic organizer-inference intervention (GO-Inference) (n = 9) or business as usual (BAU) condition (n = 8), and differences between groups were explored for each study purpose. Quantitative and qualitative results suggested that while less skilled readers in the GO-Inference condition made modest progress in forming knowledge-based inferences, they continued to struggle to distinguish relevant versus irrelevant information from text and/or retrieve knowledge necessary to form inferences. Students in the BAU condition were more likely to make errors such as providing irrelevant information or failing to respond. Additionally, students in the GO-Inference condition reported lower cognitive load during inference-making tasks.","PeriodicalId":73417,"journal":{"name":"International journal for research in learning disabilities","volume":"5 2","pages":"18-35"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9881648/pdf/nihms-1802489.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9151244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The “Write Stuff”: What Do We Know About Developmental Dysgraphia? “写东西”:我们对发展性书写障碍了解多少?

International journal for research in learning disabilities Pub Date : 2021-01-15 DOI: 10.28987/IJRLD.5.1.3

C. McBride, Zebedee Rui En Cheah

引用次数: 3

The Effects of Blended Text-Processing and Linguistic Comprehension Interventions Among Struggling Middle-School Readers. 混合文本处理和语言理解干预对初中困难读者的影响。

International journal for research in learning disabilities Pub Date : 2015-01-01

Amy E Barth, Sharon Vaughn, Elisabeth V McCulley

引用次数: 0