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Current Research Informing the Conceptualization of STEM Interventions for Students With LD: An Introduction to the Special Series Learning Disability Quarterly (IF 1.485) Pub Date : 2024-03-08 Susan De La Paz, Delinda van Garderen
This article introduces and describes the studies that are part of the thematic special series aimed at exploring research questions for improving learning outcomes for students with learning disabilities (SLD) in science and mathematics. Special educators have the requisite knowledge and skills to meaningfully include these students in studies that focus on important disciplinary understandings; yet
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Teaching Fifth-Grade Students With Specific Learning Disabilities to Explain Their Mathematical Reasoning Through Written Expression Learning Disability Quarterly (IF 1.485) Pub Date : 2024-03-07 Paul J. Riccomini, Elizabeth E. Hughes, Divya Deshpande, Joo Young Lee, Laura Fiveash, Tzu-Hsing Lin
The current study investigated the effectiveness of an intensive writing intervention focusing on mathematical reasoning through written expression. A group pretest–intervention–posttest comparison experimental design was used to implement a 12-lesson intervention, delivered through a combination of Google Classroom and in-person classroom teacher support, to fifth-grade students with specific learning
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A Literature Review of Morphological Awareness Interventions and the Effects on Literacy Outcomes Learning Disability Quarterly (IF 1.485) Pub Date : 2023-05-08 Stacie Brady, Linda H. Mason
Ten morphological awareness intervention studies, conducted in English with students in kindergarten through 12th grade between 2008 and 2020, were synthesized in this article. Research in the stud...
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Exploring the Relationship Between Initial Mathematics Skill and a Sixth-Grade Fractions Intervention Learning Disability Quarterly (IF 1.485) Pub Date : 2023-05-05 Taylor Lesner, Ben Clarke, Derek Kosty, Nancy Nelson, Leanne Ketterlin-Geller, Keith Smolkowski
This study explored whether initial skill moderated outcomes of Promoting Algebra Readiness, a Tier 2 sixth-grade mathematics intervention targeting conceptual and procedural knowledge of fractions...
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Effects of Having an IEP on the Reading Achievement of Students With Learning Disabilities and Speech or Language Impairments Learning Disability Quarterly (IF 1.485) Pub Date : 2023-03-01 Adrienne D. Woods, Paul L. Morgan, Yangyang Wang, George Farkas, Marianne M. Hillemeier
The extent to which reading achievement is causally impacted by eligibility for special education services due to a learning disability (LD) or speech or language impairment (SLI) is currently uncl...
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The Impact of a Tier 1 Intervention on Fifth and Sixth Graders’ Reading Comprehension, Reading Strategy Use, and Reading Motivation Learning Disability Quarterly (IF 1.485) Pub Date : 2023-01-10 Rielke Bogaert, Emmelien Merchie, Kim Van Ammel, Hilde Van Keer
Because reading comprehension is an important skill that many students struggle with, there is an urgent need to foster it. Few studies have investigated effective comprehension practices within a ...
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Self-Talk Monitoring and Goal-Oriented Thinking: Effects on Middle Schoolers’ Behavior During Academics Learning Disability Quarterly (IF 1.485) Pub Date : 2023-01-05 Danielle M. Feeney, Joseph J. Morgan, Wendy J. Rodgers, Monica R. Brown, Stefani R. Relles
A self-talk monitoring and goal-oriented thinking (STM+GOT) intervention package was used to teach four middle school students with high-incidence disabilities to develop and track progress toward ...
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Teaching Expository Text Management and Proficiency Skills for Comprehension for Students With Language/Learning Disabilities Learning Disability Quarterly (IF 1.485) Pub Date : 2023-01-03 Shannon S. Hall-Mills, Leesa M. Marante
The purpose of this registered report study was to determine the effects of explicit text structure instruction on the expository text comprehension of students with language and learning disabilit...
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Assessed Numeracy Skills and Skill Use of Adults With Learning Disabilities in PIAAC Learning Disability Quarterly (IF 1.485) Pub Date : 2022-12-27 Margaret Becker Patterson
Adults with learning disabilities (LD) face educational and employment challenges and may also have other disabilities and health conditions. Little is known about these adults’ numeracy skills and...
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Transition Perspectives of High School Students With Learning Disabilities: A Qualitative Metasynthesis Learning Disability Quarterly (IF 1.485) Pub Date : 2022-12-10 Kristopher Hawk Yeager, Joseph John Morgan
Student involvement is integral to transition planning for students with learning disabilities (LD). However, only a small body of research has examined the perspectives of high school students wit...
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Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting Learning Disability Quarterly (IF 1.485) Pub Date : 2022-12-02 James D. Stocker, Jr., Richard M. Kubina, Jr., Emily R. Crumpler, Martin Kozloff, Erica Swanton-Derushia
Students with disabilities in upper elementary grades who read well below grade level often require one-to-one intensive intervention. The following study examines the effects of a combined explici...
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Does Conceptual Transparency in Manipulatives Afford Place-Value Understanding in Children at Risk for Mathematics Learning Disabilities? Learning Disability Quarterly (IF 1.485) Pub Date : 2022-09-13 Anne Lafay, Helena P. Osana, Joel R. Levin
We investigated the effect of conceptual transparency in the physical structure of manipulatives on place-value understanding in typically-developing children and those at risk for mathematics lear...
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Effects of a Cognitive Apprenticeship on Transfer of Argumentative Writing in Middle School Science Learning Disability Quarterly (IF 1.485) Pub Date : 2022-08-24 Susan De La Paz, Cameron Butler, Daniel M. Levin, Mark K. Felton
Writing in science can be challenging for all learners, and it is especially so for students with cognitive or language-based learning difficulties. We examined the effects of a cognitive apprentic...
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Examining the Impact of Federal Specific Learning Disability Inclusionary Criteria on Multidisciplinary Team Decision Making When Using Response to Intervention Learning Disability Quarterly (IF 1.485) Pub Date : 2022-08-11 Drew Hunter, Michael Boneshefski, Joseph F. Kovaleski, Timothy J. Runge
There are still many unanswered questions regarding the application of response to intervention (RTI) to making eligibility decisions for specific learning disabilities (SLD). Both federal regulati...
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Considerations for Transition From High School to Postsecondary Education Learning Disability Quarterly (IF 1.485) Pub Date : 2022-07-22 Debi Gartland, Roberta Strosnider
The National Joint Committee on Learning Disabilities (NJCLD) affirms the importance of transition as a critical component of successfully progressing from secondary school to college or university...
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Predicting Intervention Effects With Preintervention Measures of Decoding: Evidence for a Skill-by-Treatment Interaction With Kindergarten and First-Grade Students Learning Disability Quarterly (IF 1.485) Pub Date : 2022-07-22 Matthew K. Burns, Helen Young, Elizabeth M. McCollom, Mallory A. Stevens, Jared T. Izumi
A skill-by-treatment interaction (STI) isolates skill deficits and manipulates conditions to match them to student needs. Based on the learning hierarchy, preintervention scores can help predict wh...
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Parental Influences on Student Self-Determination: Perspectives of College Students With Learning Disabilities Learning Disability Quarterly (IF 1.485) Pub Date : 2022-07-07 Wen Zeng, Song Ju, Casey Hord
This qualitative study explored perspectives of college students with learning disabilities (LD) regarding their self-determination and parental influences on student self-determination during stud...
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Remote Teaching of Multidigit Multiplication for Students With Learning Disabilities Learning Disability Quarterly (IF 1.485) Pub Date : 2022-06-22 Margaret M. Flores, Vanessa M. Hinton, Erin Noelle Blanton
State standards include fluent use of standard computational algorithms. However, learning and using them require conceptual understanding of numbers and operations. Previous research using the con...
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Decision Accuracy of Commonly Used Dyslexia Screeners Among Students Who are Potentially At-Risk for Reading Difficulties Learning Disability Quarterly (IF 1.485) Pub Date : 2022-06-03 Matthew K. Burns, Amanda M. VanDerHeyden, McKinzie D. Duesenberg-Marshall, Monica E. Romero, Mallory A. Stevens, Jared T. Izumi, Elizabeth M. McCollom
Students with dyslexia demonstrate reading difficulty in early literacy skills (e.g., phonemic awareness, word recognition, decoding), and administering screeners is a necessary step to implement e...
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Online Learning is a Rollercoaster: Postsecondary Students With Learning Disabilities Navigate the COVID-19 Pandemic Learning Disability Quarterly (IF 1.485) Pub Date : 2022-05-04 Lauren D. Goegan, Lily Le, Lia M. Daniels
Most of what researchers know about the challenges students with learning disabilities (LDs) experience during postsecondary education is based on experiences during face-to-face learning on campus...
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LDQ Editorial 45.2 Learning Disability Quarterly (IF 1.485) Pub Date : 2022-04-22 Diane Pedrotty Bryant, Sam Choo
In this issue, we present seven papers with a range of topics. Allen and Lembke focus on “The Effect of a Morphological Awareness Intervention on Early Writing Outcomes that offers readers with pertinent information regarding early writing. Simply put, morphology focuses on word formations where morphemes are the smallest meaningful units in language. Allen and Lembke’s paper offers readers insights
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Reviewing Manuscripts Reporting Findings From Single-Case Research Design Studies Learning Disability Quarterly (IF 1.485) Pub Date : 2022-04-18 Brittany L. Hott, Margaret M. Flores, Stephanie Morano, Kathleen M. Randolph, Corey Peltier
This article, part of the special series of Learning Disability Quarterly dedicated to single-case research design (SCRD), summarizes the review process and outlines how to provide high-quality SCRD study manuscript reviews. We provide recommendations for the entirety of the review process, including accepting the role of reviewer, evaluating quality of SCRD studies, and finally adhering to reporting
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Corrigendum to Differential Effects of the Targeted Reading Intervention for Students With Low Phonological Awareness and/or Vocabulary Learning Disability Quarterly (IF 1.485) Pub Date : 2022-04-11
Bratsch-Hines, M., Vernon-Feagans, L., Pedonti, S., & Varghese, C. (2020). Differential effects of the targeted reading intervention for students with low phonological awareness and/or vocabulary. Learning Disability Quarterly, 43(4), 214-226. https://doi.org/10.1177/0731948719858683
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Differentiating Reading Profiles of Children With Specific Comprehension Deficits From Skilled Readers: A Systematic Review Learning Disability Quarterly (IF 1.485) Pub Date : 2022-04-10 Daibao Guo, Luxi Feng, Tracey S. Hodges
The primary goal of the present systematic review was to examine the criteria and measures used for assessing students with specific comprehension deficit (SCD), who have adequate decoding skills, but still perform poorly on reading comprehension assessments. From a systematic review of 32 studies, we found four predominant selection approaches for classifying students with SCD and a wide range of
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Is There Hope for First Graders at the Lowest Percentiles? The Roles of Self-Efficacy, Task Avoidance, and Support in the Development of Reading Fluency Learning Disability Quarterly (IF 1.485) Pub Date : 2022-04-10 Miia M. S. Ronimus, Asko J. Tolvanen, Ritva H. Ketonen
Self-efficacious children are expected to be more task-focused in challenging achievement situations and consequently have better chances of overcoming learning difficulties than children who have lower self-efficacy. The present study investigates this presumption with Finnish-speaking first graders struggling with reading acquisition (N = 285). The development of the children’s reading fluency, self-efficacy
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Single-Case Experimental Design for Evaluating Basic Reading Interventions for Students With Learning Disabilities: An Illustrative Case Learning Disability Quarterly (IF 1.485) Pub Date : 2022-04-10 Sheri Berkeley, PhD, Michael Hock, PhD, Jocelyn Washburn, PhD
Many students with learning disabilities (LD) do not master basic reading skills, which affects later reading fluency and reading comprehension development. Single-case experimental design (SCED) research yields unique opportunities to better understand which aspects of a basic reading intervention are effective with a particular student, including the individual’s rate of growth, stability, or maintenance
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Introduction to a Special Series on Single Research Case Design: Information for Peer Reviewers and Researchers Designing Behavioral Interventions for Students With SLD Learning Disability Quarterly (IF 1.485) Pub Date : 2022-04-06 Margaret M. Flores, Brittany L. Hott
This article introduces and describes the two articles that are part of the thematic special series on investigating research questions to improve services for students with specific learning disabilities using single-case research design. The issue includes an article for peer reviewers, which serves as a guide for decision-making and evaluation of single-case research design studies. The other article
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The Role of Teacher Closeness in Emotions and Achievement for Adolescents With and Without Learning Difficulties Learning Disability Quarterly (IF 1.485) Pub Date : 2022-04-02 Petra J. Sainio, Kenneth M. Eklund, Eija K. Pakarinen, Noona H. Kiuru
Student–teacher relationships are crucial for adolescents’ adjustment in the school context. The aim of the present study was to examine the role of teacher closeness in academic emotions and achievement among adolescents with and without learning difficulties during the first year in lower secondary school. Students’ learning difficulties (LDs) were identified based on tested reading and math skills
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Does Cognitive Training Affect Reading and Writing Skills of Students With Specific Learning Disabilities? Learning Disability Quarterly (IF 1.485) Pub Date : 2022-03-30 Furkan Atmaca, Vesile Yıldız-Demirtaş
The present study investigated the effects of the cognitive enhancement training (COGENT) program on the reading skills (reading speed, reading errors, and reading comprehension) and writing skills (dictation and text copying) of students with specific learning disabilities (SLD). The study was conducted with an experimental design. The study group consisted of 16 students. The treatment-group students
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Equity and Opportunity in Intervention Research—Intervention in Context: Introduction to the Special Series Learning Disability Quarterly (IF 1.485) Pub Date : 2022-01-04 Audrey M. Sorrells, Minyi Shih Dennis
Despite decades of intervention research on what works to improve the outcomes of students with learning disabilities or learning difficulties (e.g., Gersten et al., 2009; Swanson et al., 1999), opportunity gaps and achievement gaps remain most pronounced for culturally and linguistically diverse (CLD) students with learning disabilities or learning difficulties (U.S. Department of Education & National
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Teaching Students With Mild Intellectual Disability to Solve Word Problems Using Schema-Based Instruction Learning Disability Quarterly (IF 1.485) Pub Date : 2021-12-06 Irene Polo-Blanco, María J. González López, Alicia Bruno, Jon González-Sánchez
This study, which used a multiple baseline across students’ design, examines the effectiveness of a modified schema-based instructional approach to improve the mathematical word problem-solving performance of three students with mild intellectual disability, two of them with autism spectrum disorder. Following the intervention, the three students improved their performance when solving addition and
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Practical Use of Single-Case Research Design to Target Improved Behavioral Outcomes for Students With SLD Learning Disability Quarterly (IF 1.485) Pub Date : 2021-08-31 Valentina A. Contesse, Nicholas A. Gage, Holly B. Lane
Intensive academic interventions help address the learning difficulties of students with specific learning disabilities (SLDs). Challenging behaviors exhibited during instruction can have a negative impact on the overall effectiveness of an academic intervention. In addition to academic interventions, students with SLD may benefit from behavioral interventions. One method for evaluating the effect
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More Than Words: Anxiety, Self-Esteem and Behavioral Problems in Children and Adolescents With Dyslexia Learning Disability Quarterly (IF 1.485) Pub Date : 2021-08-21 Linda Zuppardo, Francisca Serrano, Concetta Pirrone, Antonio Rodriguez-Fuentes
This study focused on psycho-affective and behavioral problems in children and adolescents with dyslexia. It aims to define clinical psycho-affective and behavioral profiles of dyslexia beyond those found in existing descriptions of the cognitive, neural, and behavioral correlates. The study focused specifically on the understudied population of native Italian-speaking students. Characteristics of
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Using Video Modeling, Explicit Instruction, and Augmented Reality to Teach Mathematics to Students With Disabilities Learning Disability Quarterly (IF 1.485) Pub Date : 2021-08-19 Jared R. Morris, Elizabeth M. Hughes, James D. Stocker, Emelie S. Davis
Students with exceptionalities who do not make adequate progress with core instruction in mathematics require more intensive research-based interventions such as explicit instruction or video modeling to address instructional needs. This study examined the effects of combining point-of-view video modeling, explicit instruction, and augmented reality to teach mathematics to students with disabilities
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Introduction to Learning Disability Quarterly Special Series on Single-Case Research Design: Part One of Two Learning Disability Quarterly (IF 1.485) Pub Date : 2021-08-18 Brittany L. Hott,Margaret M. Flores
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Word- and Text-Level Reading Difficulties in Students With Dyslexia Learning Disability Quarterly (IF 1.485) Pub Date : 2021-08-11 Elizabeth B. Meisinger, Ashley M. Breazeale, Lyle H. Davis
The purpose of this study was to examine whether group-based differences exist in word- and text-level reading in a clinical sample of students with dyslexia, and to shed light on the cognitive processes supporting these essential skills. Second- through seventh-grade students were administered a battery of standardized measures of cognitive processing skills (phonological awareness, rapid automatized
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Current Research Informing the Conceptualization, Identification, and Treatment of Dyslexia Across Orthographies: An Introduction to the Special Series Learning Disability Quarterly (IF 1.485) Pub Date : 2021-07-24 Colby Hall, Sharon Vaughn
This introduction to the special series summarizes evidence for the genetic and brain bases for dyslexia and cognitive–behavioral indicators (including ones that can be measured even before the onset of reading instruction) that attest to meaningful differences between children with dyslexia and their non-dyslexic peers. Authors review controversies that have surrounded approaches to dyslexia identification
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Introduction to Volume 44:3 of Learning Disability Quarterly Learning Disability Quarterly (IF 1.485) Pub Date : 2021-07-24 Diane Pedrotty Bryant
In this issue, we are pleased to feature a special series on dyslexia with Dr. Colby Hall and Dr. Sharon Vaughn serving as guest editors. According to Hall and Vaughn (in this volume), “Dyslexia is now widely understood to be a specific learning disability characterized by difficulties with accurate and/or fluent word recognition and spelling.” Hall and Vaughn point out that (a) the definition of dyslexia
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Ecological and Population Validity of Mathematics Interventions for Diverse Students With Low Mathematics Achievement: A Meta-Analysis Learning Disability Quarterly (IF 1.485) Pub Date : 2021-06-10 Minyi Shih Dennis, Audrey M. Sorrells, Jacquelyn Chovanes, Elisheba W. Kiru
This meta-analysis examined the ecological and population validity of intervention research for students with low mathematics achievement (SWLMA). Forty-four studies published between 2005 and 2019 that met the inclusionary criterion were included in this analysis. Our findings suggest, to improve the external validity and generalizability of research, more detailed descriptions of participants and
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Psychiatric Problems in Adolescence Mediate the Association Between Childhood Learning Disabilities and Later Well-Being Learning Disability Quarterly (IF 1.485) Pub Date : 2021-06-06 Anna-Kaija Eloranta, Vesa M. Närhi, Joona S. Muotka, Asko J. Tolvanen, Elisa Korhonen, Timo P. S. Ahonen, Tuija I. Aro
This follow-up study investigated the associations of childhood learning disabilities (LDs) with adult-age anxiety, depression, and unemployment. Psychosocial problems in childhood and psychiatric diagnoses and lack of education in adolescence were studied as potential mediators, and gender and mother’s education as potential moderators of these associations. Data on childhood clinical neuropsychological
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Science Writing Intervention Research for Students With and At Risk for Learning Disabilities, and English Learners: A Systematic Review Learning Disability Quarterly (IF 1.485) Pub Date : 2021-06-02 Yewon Lee, Susan De La Paz
Writing in science can be challenging for all learners, and it is especially so for students with cognitive or language-based learning difficulties. Yet, we know very little about how to support students with learning disabilities (LD) or who are English learners (EL) when asked to write for authentic purposes during science instruction. Therefore, we conducted a systematic review of 14 high-quality
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Practical Use of Single-Case Research Designs When Testing Mathematics Interventions for Students With Learning Disabilities Learning Disability Quarterly (IF 1.485) Pub Date : 2021-05-20 Corey Peltier, Margaret M. Flores, Tricia K. Strickland
Single-case research design is a useful methodology for evaluating the presence a functional relation between an intervention and the mathematical performance of students with a learning disability. However, a functional relation cannot be established with threats to internal validity of the design. External validity is impacted if researchers do not clearly describe their methods so that others may
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Introduction to Volume 44.2 of the Learning Disability Quarterly Learning Disability Quarterly (IF 1.485) Pub Date : 2021-04-15 Diane Pedrotty Bryant
Dr. Dake Zhang is the guest editor of Part 2 of the special series which is a continuation of Part 1 (44:1) on geometry. According to the National Mathematics Advisory Panel (NMAP, 2008), proficiency with aspects of geometry should be understood as the “Critical Foundations of Algebra” (p. 18). Readers may wish to review the Part 1 papers of this special series published in 44:1 to revisit critical
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Identifying Reading Disabilities: A Survey of Practitioners Learning Disability Quarterly (IF 1.485) Pub Date : 2021-03-16 Noor Z. Al Dahhan, Laura Mesite, Melissa J. Feller, Joanna A. Christodoulou
Accurate and timely identification of reading disabilities (RDs) is essential for providing appropriate and effective remediation for struggling readers. However, practices for identifying RDs lack sufficient documentation within and across educational and clinical settings. The wide range of possible practices intended to identify struggling readers can render the field vulnerable to inconsistencies
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Word-Problem-Solving Interventions for Elementary Students With Learning Disabilities: A Selective Meta-Analysis of the Literature Learning Disability Quarterly (IF 1.485) Pub Date : 2021-03-01 Jennifer E. Kong, Christy Yan, Allison Serceki, H. Lee Swanson
This meta-analysis assessed the effect of word-problem-solving interventions on the word-problem-solving accuracy of students identified as having a learning disability (LD) or at risk for an LD in kindergarten to the sixth grade. Eighteen randomized control group designed studies met the inclusion criteria. Overall, word-problem-solving interventions yielded a significant positive effect on the word-problem-solving
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Teaching Problem Posing to Students With Learning Disabilities Learning Disability Quarterly (IF 1.485) Pub Date : 2021-02-22 Xuan Yang, Yan Ping Xin
During the past 20 years, numerous studies examining the use of problem posing in mathematics instruction have documented positive outcomes in terms of students’ problem-solving skills, creativity, and attitudes and beliefs regarding the study of mathematics. However, despite these promising results, problem posing in mathematics instruction has rarely been studied in the population of students with
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Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties Learning Disability Quarterly (IF 1.485) Pub Date : 2021-02-15 Philip Capin, Eunsoo Cho, Jeremy Miciak, Greg Roberts, Sharon Vaughn
This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students (n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based
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Document Analysis of State Dyslexia Legislation Suggests Likely Heterogeneous Effects on Student and School Outcomes Learning Disability Quarterly (IF 1.485) Pub Date : 2021-02-05 Brian Gearin, Yaacov Petscher, Christopher Stanley, Nancy J. Nelson, Hank Fien
Previous studies of K-12 dyslexia legislation have described broad trends in legislative content, such as the presence or absence of screening and intervention requirements. This study uses document analysis to provide a finer-grained description of the laws to highlight critical variation in policy that will directly affect (a) the number and type of students identified as having or being at risk
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How Are Self-Determination Components Taught to Improve Reading Outcomes for Elementary Students With or At Risk for Learning Disabilities? Learning Disability Quarterly (IF 1.485) Pub Date : 2021-01-29 Lisa Didion, Jessica R. Toste, Sarah A. Benz, Karrie A. Shogren
Research findings illustrate the strong connection between self-determined learning and reading performance for students with or at risk for disabilities. Students with or at risk for learning disabilities (LDs), who are at increased risk for academic failure, may benefit from instruction to promote self-determination skills. Causal Agency Theory has driven research on interventions to support the
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Introduction to Volume 44, Issue 1 of the Learning Disability Quarterly Learning Disability Quarterly (IF 1.485) Pub Date : 2021-01-06 Diane Pedrotty Bryant
Dr. Dake Zhang is the guest editor of this special series on geometry. Part 1 of the series contains 3 of the 5 articles; the other articles will appear in Part 2.
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Corrigendum to Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens Learning Disability Quarterly (IF 1.485) Pub Date : 2020-12-28
Fletcher, J. M., Francis, D. J., Foorman, B. R., & Schatschneider, C. (2020). Early detection of dyslexia risk: Development of brief, teacher-administered screens. Learning Disability Quarterly. Advance online publication. https://doi.org/10.1177/0731948720931870
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Investigating the Promise of a Tier 2 Sixth-Grade Fractions Intervention Learning Disability Quarterly (IF 1.485) Pub Date : 2020-11-16 Ben Clarke, Nancy J. Nelson, Leanne Ketterlin Geller, Derek Kosty, Keith Smolkowski, Taylor Lesner, David Furjanic, Hank Fien
This pilot study examined the promise of a Tier 2 Grade 6 intervention program for students at-risk for difficulties in mathematics. The study utilized a quasi-experimental design. The final sample included 112 students in treatment (Promoting Algebra Readiness) and 86 students in control (standard district practice) conditions. The Promoting Algebra Readiness program composed 93 lessons across four
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Group Stability and Reading Profiles of Students With Dyslexia: A Double-Deficit Perspective Learning Disability Quarterly (IF 1.485) Pub Date : 2020-10-17 Rachel Younger, Elizabeth B. Meisinger
This study examined the Double-Deficit Hypothesis (DDH) by classifying students with dyslexia into four distinct groups, comparing group differences on text-level reading tasks, and examining group stability across one school year (fall to spring). Elementary students (N = 109) were administered measures of reading fluency, reading comprehension, and phonological processing across the school year.
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Individual Differences in Word-Level Skills and Paragraph Reading Comprehension in a (Semi-) Transparent Orthography Learning Disability Quarterly (IF 1.485) Pub Date : 2020-10-09 Tatiana Logvinenko, Connor Cheek, Shiva Khalaf, Natalia Prikhoda, Marina A. Zhukova, Elena L. Grigorenko
Research into reading difficulties in Russian has been taking place for about a century, since the 1920s. Early research established a line of studies on reading acquisition difficulties in the context of highly structured practices of teaching reading. These practices were propagated in the mid-late 19th century by Konstantin Ushinskii, who designed a mass system for the directed teaching of reading
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Teaching Geometry to Students With Learning Disabilities: Introduction to the Special Series Learning Disability Quarterly (IF 1.485) Pub Date : 2020-10-08 Dake Zhang
This article introduces and contextualizes the four articles that constitute the thematic special series on geometry instruction for students with learning disabilities or difficulties. The four articles, each emphasizing one important aspect of geometry learning and instruction for students with learning difficulties or disabilities, are aimed to answer critical questions raised by special education/math
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Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning Learning Disability Quarterly (IF 1.485) Pub Date : 2020-10-08 Jessica H. Hunt, Kristi Martin, Andy Khounmeuang, Juanita Silva, Blain Patterson, Jasmine Welch-Ptak
One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. We report the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding. Our asset-based theory of change—a tested and confirmed learning trajectory of fraction concepts of students with LDs grounded
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The Impact of a Cognitive and Motivational Reading Intervention on the Reading Achievement and Motivation of Students At-Risk for Reading Difficulties Learning Disability Quarterly (IF 1.485) Pub Date : 2020-10-08 Miriam McBreen, Robert Savage
This research assessed the impact of combining small-group cognitive reading intervention with a motivational program targeting students’ goals, emotions, and self-efficacy beliefs on the reading performance and motivation of third-grade students at-risk for reading difficulties (n = 25, Mage = 8.99, SD = 0.38). Using a quasi-experimental pre-test/post-test efficacy trial design, effects of the intervention
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Hidden Reading Difficulties: Identifying Children Who Are Poor Comprehenders Learning Disability Quarterly (IF 1.485) Pub Date : 2020-10-01 Katrina Kelso, Anne Whitworth, Richard Parsons, Suze Leitão
Poor comprehenders are a significant subgroup of poor readers who, due to their ability to read aloud accurately, are often difficult to identify. This study aimed to determine whether assessment using two oral language tasks, mapped onto the two components of the Simple View of Reading, would provide an efficient approach to identification. Children (N = 218) from School Years 3 to 6 (aged 7; 8–12;
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Subgrouping of Korean Readers Based on Reading Achievement and the Relation of Cognitive-Linguistic Variables to the Subgroups Learning Disability Quarterly (IF 1.485) Pub Date : 2020-09-18 Ae-Hwa Kim, Ui Jung Kim, Jae Chul Kim, Sharon Vaughn
The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by disaggregating into primary grade level (i.e., Grades 1–3)
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Double-Bubble Thinking Maps and Their Effect on Reading Comprehension in Spanish-English Bilingual Middle School Students With Learning Disabilities Learning Disability Quarterly (IF 1.485) Pub Date : 2020-09-17 Kristie L. Calvin, Shelley Gray
The purpose of this single case design study was to examine the efficacy of using double-bubble Thinking Maps to improve the reading comprehension of middle school Spanish-English bilingual middle school students with learning disabilities. Participants included three female Spanish-English bilingual middle school students with learning disabilities. In this multiple baseline across participants single