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What Environments Support Reading Growth Among Current Compared With Former Reading Intervention Recipients? A Multilevel Analysis of Students and Their Schools J. Learn. Disab. (IF 3.407) Pub Date : 2024-04-02 Garret J. Hall, Peter M. Nelson, David C. Parker
School context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from 16,000 Grade 3 students in a community-based supplemental
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Graph Out Loud: Pre-Service Teachers’ Data Decisions and Interpretations of CBM Progress Graphs J. Learn. Disab. (IF 3.407) Pub Date : 2024-02-28 Jessica R. Toste, Marissa J. Filderman, Nathan H. Clemens, Erica Fry
Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation plays in the successful implementation of DBI, relatively
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Derivational Morphology Training in French-Speaking, 9- to 14- Year-Old Children and Adolescents With Developmental Dyslexia: Does it Improve Morphological Awaraness, Reading and Spelling Outcome Measures? J. Learn. Disab. (IF 3.407) Pub Date : 2024-02-07 Estelle Ardanouy, Pascal Zesiger, Hélène Delage
Children with developmental dyslexia (DD) display partially preserved morphology skills which they rely upon for reading and spelling. Therefore, we conducted explicit and intensive training of derivational morphology in individuals with DD, ages 9 to 14 years, in order to assess its effect on: morphological awareness, reading (speed and accuracy), and spelling. Our pre–posttest design included a group
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Dysgraphia Differs Between Children With Developmental Coordination Disorder and/or Reading Disorder J. Learn. Disab. (IF 3.407) Pub Date : 2024-01-29 Caroline Jolly, Marianne Jover, Jérémy Danna
Handwriting deficits, or dysgraphia, are present in several neurodevelopmental disorders. To investigate whether dysgraphia differs according to the associated disorder, we performed a detailed analysis of handwriting in children with developmental coordination disorders (DCD), reading disorder (RD), or comorbid RD and DCD. Handwriting deficits were investigated at the product (quality of the trace)
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Proficiency With Number Concepts and Operations: Replicating the Efficacy of a First-Grade Mathematics Intervention. J. Learn. Disab. (IF 3.407) Pub Date : 2023-11-28 Christian T Doabler,Ben Clarke,Jessica E Turtura,Marah Sutherland,Jenna A Gersib,Taylor Lesner,Madison Cook,Georgia L Kimmel,Keith Smolkowski,Derek Kosty
Conceptual replications are part and parcel of education science. Methodologically rigorous conceptual replication studies permit researchers to test and strengthen the generalizability of a study's initial findings. The current conceptual replication sought to replicate the efficacy of a small-group, first-grade mathematics intervention with 240 first-grade students with mathematics difficulties in
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Measuring Instructional Interactions During Reading Instruction for Students Receiving Intervention in Middle School. J. Learn. Disab. (IF 3.407) Pub Date : 2023-11-14 Scott K Baker,Patrick C Kennedy,Dean Richards,Nancy J Nelson,Hank Fien,Christian T Doabler
More than two-thirds of middle school students do not read proficiently. Research has shown that targeted interventions using explicit instruction methods can improve reading outcomes for struggling readers. A central feature of explicit instruction is the systematic implementation of instructional interactions, but it is not clear what specific instructional interaction practices lead to stronger
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Perpetuating the Gaps: 21st-Century Skills in Students With Learning Disabilities and Their Typically Developing Peers. J. Learn. Disab. (IF 3.407) Pub Date : 2023-11-14 Vered Vaknin-Nusbaum,Israel Rachevski
This study examined whether there are differences between students with learning disabilities (LD) and their typically developing peers with regard to their 21st-century skills according to their self-report and whether the differences between the two groups are greater in postsecondary education than in high school-an aim that had not been examined in depth in previous research. Findings suggest that
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Primary School Teachers' Adaptations for Struggling Writers: Survey Study of Grade 1 to 6 Teachers in Australia. J. Learn. Disab. (IF 3.407) Pub Date : 2023-11-13 Anabela Malpique,Deborah Pino-Pasternak,Debora Valcan,Mustafa Asil
Two hundred ninety-eight primary teachers (88% female) from across all Australian states and territories reported on the frequency with which they implemented instructional adaptations for struggling writers in their classrooms. They also rated their preparation and self-efficacy for teaching writing. The majority of participating teachers indicated they provided additional instruction on spelling
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How Does Visual Temporal Processing Affect Chinese Character Reading in Children With Dyslexia? From the Perspective of Inhibition. J. Learn. Disab. (IF 3.407) Pub Date : 2023-11-09 Rong-An Jhuo,Hsien-Ming Yang,Huang-Ju Tsai,Li-Chih Wang
Given that inhibition interacts with visual temporal processing (VTP), the past evidence regarding the influence of VTP on the Chinese character reading of children with dyslexia may not disclose the whole picture without considering inhibition. Thus, the present study is among the first to investigate VTP and cognitive inhibition as well as their relationships to Chinese character reading. We compared
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Reading Interventions for Students in Grades 3-12 With Significant Word Reading Difficulties. J. Learn. Disab. (IF 3.407) Pub Date : 2023-11-08 Alexis N Boucher,Bethany H Bhat,Nathan H Clemens,Sharon Vaughn,Katherine O'Donnell
Most students with reading difficulties struggle to read words. We examined intervention effects for students with significant word reading difficulties (SWRD; standard score of 80 on at least one pretest measure of word reading), which includes individuals with or at risk for dyslexia. We investigated: (a) What are the effects of reading interventions for students in grades 3-12 with SWRD? and (b)
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Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties. J. Learn. Disab. (IF 3.407) Pub Date : 2023-10-31 Darius Endlich,Wolfgang Lenhard,Peter Marx,Tobias Richter
Children with mathematical difficulties need to spend more time than typically achieving children on solving even simple equations. Since these tasks already require a larger share of their cognitive resources, additional demands imposed by the need to switch between tasks may lead to a greater decline of performance in children with mathematical difficulties. We explored differential task switch costs
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A Model of the Home Literacy Environment and Family Risk of Reading Difficulty in Relation to Children's Preschool Emergent Literacy. J. Learn. Disab. (IF 3.407) Pub Date : 2023-09-16 Sara Esmaeeli
This study extends the research on the preschool home literacy environment (HLE) in the context of the family risk (FR) of reading disability (RD) by examining a multiple-deficit model of RD. A total of 1171 six-year-old children were assessed at school entry, the onset of formal reading instruction in Norway. Their parents completed a questionnaire regarding their own RD, education, and the HLE. The
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Extended Time Accommodation and the Academic, Behavioral, and Psychological Outcomes of Students With Learning Disabilities. J. Learn. Disab. (IF 3.407) Pub Date : 2023-08-30 Xin Wei,Susu Zhang
This study analyzed performance, process, and survey data of eighth graders with learning disabilities (LDs) who took the 2017 National Assessment of Educational Progress (NAEP) digital math test. Compared with students with LDs who did not receive extended time accommodations (ETAs), students with LDs who received and used ETA scored significantly higher on the test, whereas students with LDs who
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The Reading Challenges, Strategies, and Habits of University Students With a History of Reading Difficulties and Their Relations to Academic Achievement. J. Learn. Disab. (IF 3.407) Pub Date : 2023-08-03 Abigail Howard-Gosse,Bradley W Bergey,S Hélène Deacon
Given the increase in students with learning disabilities entering university, we investigated a broader group-students with a history of reading difficulties (HRD)-who are known to be at risk of academic struggles. We identified the self-reported reading challenges and strategies of university students with HRD (n = 49) and those with no history of reading difficulties (NRD; n = 88) and examined group
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Disability Acceptance and Affirmation Among U.S. Adults With Learning Disabilities and ADHD. J. Learn. Disab. (IF 3.407) Pub Date : 2023-07-25 Mercedes A Zapata,Frank C Worrell
Personal disability identity is a predictor of psychosocial functioning among adults with predominantly physical disabilities. In the present study, we examined personal disability identity in adults with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). In samples of 541 adults with LD, 475 with ADHD, and 433 with comorbid LD and ADHD, we examined the structural validity
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Do Special and General Education Teachers' Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices. J. Learn. Disab. (IF 3.407) Pub Date : 2023-07-07 Steve Graham,Stephen Ciullo,Alyson Collins
Seventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning
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Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial. J. Learn. Disab. (IF 3.407) Pub Date : 2023-06-27 Kristen L McMaster,Panayiota Kendeou,Jasmine Kim,Reese Butterfuss
We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. First- and second graders identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period. TeLCI comprised three learning modules per week that involved (a) learning
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Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee. J. Learn. Disab. (IF 3.407) Pub Date : 2023-06-13 Jeannette Mancilla-Martinez,Min Hyun Oh,Gigi Luk,Adam Rollins
Using state-level data, we report unadjusted and adjusted odds ratio of special education (SPED) trends in Tennessee from 2009 to 2019 for students in Grades 3 to 8 by three language groups: native English speakers (NES), English-proficient bilinguals (EPB), and Current English learners (Current EL). We report trends across all SPED disability categories and across five prevalent disability categories
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Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty. J. Learn. Disab. (IF 3.407) Pub Date : 2023-05-17 Lynn S Fuchs,Pamela M Seethaler,Douglas Fuchs,Daniel Espinas
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
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Contrasting Direct Instruction in Morphological Decoding and Morphological Inquiry-Analysis Interventions in Grade 3 Children With Poor Morphological Awareness J. Learn. Disab. (IF 3.407) Pub Date : 2023-04-13 Robert Savage, Kristina Maiorino, Kristina Gavin, Hanna Horne-Robinson, George Georgiou, PhD, Hélène Deacon
We report a school-based randomized control trial study comparing two morphological interventions with untaught controls: one focusing on direct instruction targeting print morphological decoding (...
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Teacher Predictors of Student Progress in Data-Based Writing Instruction: Knowledge, Skills, Beliefs, and Instructional Fidelity J. Learn. Disab. (IF 3.407) Pub Date : 2023-03-19 Emma Shanahan, Kristen L. McMaster, Britta Cook Bresina, Nicole M. McKevett, Seohyeon Choi, Erica S. Lembke
Teacher-level factors are theoretically linked to student outcomes in data-based instruction (DBI; Lembke et al., 2018). Professional development and ongoing support can increase teachers’ knowledg...
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Sequence Processing in Music Predicts Reading Skills in Young Readers: A Longitudinal Study J. Learn. Disab. (IF 3.407) Pub Date : 2023-03-20 Paulo E. Andrade, Daniel Müllensiefen, Olga V. C. A. Andrade, Jade Dunstan, Jennifer Zuk, Nadine Gaab
Musical abilities, both in the pitch and temporal dimension, have been shown to be positively associated with phonological awareness and reading abilities in both children and adults. There is incr...
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Review of State Policies and Guidance for the Identification of Culturally and Linguistically Minoritized Students With Specific Learning Disabilities J. Learn. Disab. (IF 3.407) Pub Date : 2023-03-20 Bryn Harris, Tara Kulkarni, Amanda L. Sullivan
The identification of specific learning disabilities (SLD) remains fraught with controversy and uncertainty about professionals’ capacity to appropriately identify special education eligibility. Fo...
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Copy Skills and Writing Abilities in Children With and Without Specific Learning Disabilities J. Learn. Disab. (IF 3.407) Pub Date : 2023-03-10 Anna Maria Re, Francesca De Vita, Cesare Cornoldi, Susanna Schmidt
Copying a text quickly and accurately is important both in school and in daily life. However, this skill has never been systematically studied, either in children with typical development (TD) or i...
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Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors J. Learn. Disab. (IF 3.407) Pub Date : 2023-02-15 Nicole Casali, Chiara Meneghetti, Carla Tinti, Anna Maria Re, Barbara Sini, Maria Chiara Passolunghi, Antonella Valenti, Lorena Montesano, Gerardo Pellegrino, Barbara Carretti
Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we i...
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A Register Study Suggesting Homotypic and Heterotypic Comorbidity Among Individuals With Learning Disabilities J. Learn. Disab. (IF 3.407) Pub Date : 2023-02-11 Tuija Aro, Reeta Neittaanmäki, Elisa Korhonen, Heli Riihimäki, Minna Torppa
The present study examined whether learning disabilities (LD) in reading and/or math (i.e., reading disability [RD], math disability [MD], and RD+MD) co-occur with other diagnoses. The data compris...
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Educational Technology in Support of Elementary Students With Reading or Language-Based Disabilities: A Cluster Randomized Control Trial J. Learn. Disab. (IF 3.407) Pub Date : 2022-12-15 Lisa B. Hurwitz, Kirk P. Vanacore
Experts laud the potential of educational technology (edtech) to promote reading among students with disabilities, but supporting evidence is lacking. This study evaluated the effectiveness of the ...
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Introduction to Special Issue: Adults With Low Academic Skills J. Learn. Disab. (IF 3.407) Pub Date : 2022-10-31 Daphne Greenberg, Dolores Perin
The purpose of this special issue’s five articles is to highlight issues regarding decoding, comprehension, oral language fluency, and writing for adults with low literacy skills. Our authors’ samp...
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MOCCA-College: Preliminary Validity Evidence of a Cognitive Diagnostic Reading Comprehension Assessment J. Learn. Disab. (IF 3.407) Pub Date : 2022-09-05 Ben Seipel, Patrick C. Kennedy, Sarah E. Carlson, Virginia Clinton-Lisell, Mark L. Davison
As access to higher education increases, it is important to monitor students with special needs to facilitate the provision of appropriate resources and support. Although metrics such as ACT’s (for...
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Does Dynamic Assessment Offer An Alternative Approach to Identifying Reading Disorder? A Systematic Review J. Learn. Disab. (IF 3.407) Pub Date : 2022-08-25 Dr Chris Dixon, Dr Emily Oxley, Dr Hannah Nash, Dr Anna Steenberg Gellert
Traditional static tests of reading and reading-related skills offer some ability to predict future reading performance, though such screeners may misclassify children with or at risk of reading di...
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Executive Functions Training for 7- to 10-Year-Old Students With Mathematics Difficulty: Instant Effects and 6-Month Sustained Effects J. Learn. Disab. (IF 3.407) Pub Date : 2022-08-12 Dan Cai, Jing Zhao, Zhijun Chen, Di Liu
Executive function (EF) training has shown promise for remedying general EF deficiencies faced by students with mathematics difficulty (MD) and for improving their performance. However, latest rese...
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Examining Interactions Across Instructional Tiers: Do Features of Tier 1 Predict Student Responsiveness to Tier 2 Mathematics Intervention? J. Learn. Disab. (IF 3.407) Pub Date : 2022-06-21 Marah Sutherland, Taylor Lesner, Derek Kosty, Cayla Lussier, Keith Smolkowski, Jessica Turtura, Christian T. Doabler, Ben Clarke
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 T...
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A Neuropsychological Profile of Developmental Dyscalculia: The Role of Comorbidity J. Learn. Disab. (IF 3.407) Pub Date : 2022-06-21 Chiara Luoni, Maristella Scorza, Silvia Stefanelli, Barbara Fagiolini, Cristiano Termine
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 ...
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Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades J. Learn. Disab. (IF 3.407) Pub Date : 2022-06-21 Dawna M. Duff, Alison E. Hendricks, Lisa Fitton, Suzanne M. Adlof
We examined how children (n = 448) with separate or co-occurring developmental language disorder (DLD) and dyslexia performed on school-based measures of academic functioning between second and fou...
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What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence From a 2-Year Longitudinal Screening J. Learn. Disab. (IF 3.407) Pub Date : 2022-06-08 Danfeng Li, Xuejing Zhang, Li Zhang
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...
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Sociodemographic Disparities in Attention-Deficit/Hyperactivity Disorder Overdiagnosis and Overtreatment During Elementary School J. Learn. Disab. (IF 3.407) Pub Date : 2022-06-08 Paul L. Morgan, Adrienne D. Woods, Yangyang Wang
Attention-deficit/hyperactivity disorder (ADHD) overdiagnosis and overtreatment unnecessarily exposes children to potential harm and contributes to provider and community skepticism toward those wi...
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Examining Virtual Manipulatives for Teaching Computations With Fractions to Children With Mathematics Difficulty J. Learn. Disab. (IF 3.407) Pub Date : 2022-06-05 Rajiv Satsangi, Alexandra R. Raines
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
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The Effects of Professional Development on English Learners’ Problem Solving J. Learn. Disab. (IF 3.407) Pub Date : 2022-06-05 Michael J. Orosco, Deborah K. Reed
Teacher preparation for problem-solving instruction is essential to meeting the math needs of English learners (ELs) with math learning disabilities (MLD) in public schools. In investigating this i...
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Compounding Effects of Domain-General Cognitive Weaknesses and Word Reading Difficulties on Anxiety Symptoms in Youth J. Learn. Disab. (IF 3.407) Pub Date : 2022-06-05 Nina J. Anderson, Michelle Rozenman, Bruce F. Pennington, Erik G. Willcutt, Lauren M. McGrath
This study examined whether domain-general cognitive weaknesses in processing speed (PS) or executive functioning (EF) moderate the relation between word reading scores and anxiety such that lower ...
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Which Students With Disabilities are Placed Primarily Outside of U.S. Elementary School General Education Classrooms? J. Learn. Disab. (IF 3.407) Pub Date : 2022-05-28 Paul L Morgan,Adrienne D Woods,Yangyang Wang,George Farkas,Marianne M Hillemeier,Cynthia Mitchell
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
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Rate of Stuttering and Factors Associated With Speech Fluency Characteristics in Adult Struggling Readers J. Learn. Disab. (IF 3.407) Pub Date : 2022-05-12 Ai Leen Choo, Daphne Greenberg, Hongli Li, Amani Talwar
Stuttering is a disorder that affects about 1% of the population and manifests as speech disfluencies. Reading difficulties and disabilities are commonly found in this population. Nonetheless, speech disfluencies have not been explored in adult struggling readers (ASRs). In the current study, we examined the rate of stuttering in ASRs as well as the relationships between their speech fluency and reading
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Special and General Education Teachers’ Beliefs About Writing and Writing Instruction J. Learn. Disab. (IF 3.407) Pub Date : 2022-05-03 Steve Graham, Alyson Collins, Steve Ciullo
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
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Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers J. Learn. Disab. (IF 3.407) Pub Date : 2022-04-30 Joseph P. Magliano, Amani Talwar, Daniel P. Feller, Zuowei Wang, Tenaha O’Reilly, John Sabatini
There is a range of reasons why college students may be underprepared to read, but one possibility is that some college students are below a threshold of proficiency in the component skills of reading. The presence of thresholds means that when students fall below that threshold, their proficiency in that component skill of reading is not sufficient for there to be a relationship with comprehension
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A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals With Specific Learning Disabilities J. Learn. Disab. (IF 3.407) Pub Date : 2022-04-30 Stephanie L. Haft, Caroline Greiner de Magalhães, Fumiko Hoeft
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
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Longitudinal Trajectories of Reading and Mathematics Achievement for Students With Learning Disabilities J. Learn. Disab. (IF 3.407) Pub Date : 2022-04-30 Richard E. Mattison, Adrienne D. Woods, Paul L. Morgan, George Farkas, Marianne M. Hillemeier
We examined to what extent subgroups of students identified with learning disabilities (LDs; N = 630) in the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999 (ECLS-K): 1998 national longitudinal study displayed heterogeneity in longitudinal profiles of reading and mathematics achievement from first to eighth grades. Multivariate growth mixture modeling yielded four classes of
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Mathematics Difficulties and Psychopathology in School-Aged Children J. Learn. Disab. (IF 3.407) Pub Date : 2022-04-25 Holly N. Wakeman, Sally J. Wadsworth, Richard K. Olson, John C. DeFries, Bruce F. Pennington, Erik G. Willcutt
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
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Do Struggling Adult Readers Monitor Their Reading? Understanding the Role of Online and Offline Comprehension Monitoring Processes During Reading J. Learn. Disab. (IF 3.407) Pub Date : 2022-03-23 Elizabeth L. Tighe, Gal Kaldes, Amani Talwar, Scott A. Crossley, Daphne Greenberg, Stephen Skalicky
Comprehension monitoring is a meta-cognitive skill that is defined as the ability to self-evaluate one’s comprehension of text. Although it is known that struggling adult readers are poor at monitoring their comprehension, additional research is needed to understand the mechanisms underlying comprehension monitoring and their role in reading comprehension in this population. This study used a comprehension
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Small-Group, Emergent Literacy Intervention Under Two Implementation Models: Intent-to-Treat and Dosage Effects for Preschoolers At-Risk for Reading Difficulties J. Learn. Disab. (IF 3.407) Pub Date : 2022-02-22 Shayne B. Piasta, Jessica A. R. Logan, Cynthia M. Zettler-Greeley, Laura L. Bailet, Kandia Lewis, Leiah J. G. Thomas
Preschool-aged 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
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Meta-Analyses of Reading Intervention Studies Including Students With Learning Disabilities: A Methodological Review J. Learn. Disab. (IF 3.407) Pub Date : 2022-02-14 Seth King, Lanqi Wang, Shawn M. Datchuk, Derek B. Rodgers
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
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A Synthesis of the Conceptualization and Measurement of Implementation Fidelity in Mathematics Intervention Research J. Learn. Disab. (IF 3.407) Pub Date : 2022-01-22 Samantha E. Bos, Sarah R. Powell, Steven A. Maddox, Christian T. Doabler
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
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Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners J. Learn. Disab. (IF 3.407) Pub Date : 2022-01-10 Eunsoo Cho, Jeannette Mancilla-Martinez, Jin Kyoung Hwang, Lynn S. Fuchs, Pamela M. Seethaler, Douglas Fuchs
The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to as higher order comorbidity (reading comprehension and word-problem solving difficulties), and to examine the profiles of at-risk LM learners compared
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Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model J. Learn. Disab. (IF 3.407) Pub Date : 2022-01-08 Young-Suk Grace Kim
This article presents the application of the interactive dynamic literacy (IDL) model (Kim, 2020a) toward understanding difficulties in learning to read and write. According to the IDL model, reading and writing are part of communicative acts that draw on largely shared processes and skills as well as unique processes and skills. As such, reading and writing are dissociable but interdependent systems
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Sustaining the Use of Evidence-Based Tier 1 Literacy Practices That Benefit Students With Disabilities J. Learn. Disab. (IF 3.407) Pub Date : 2022-01-06 Jade Wexler, Elizabeth Swanson, Alexandra Shelton, Leigh Ann Kurz, Laura Bray, Erin Hogan
The adoption and sustainability of evidence-based Tier 1 literacy practices in secondary content-area classes is important to improve the reading success among 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
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International Perspectives on Spelling and Writing in Different Orthographies: Introduction to the Special Series J. Learn. Disab. (IF 3.407) Pub Date : 2021-12-17 R. Malatesha Joshi, Kausalai Wijekumar, Amy Gillespie Rouse
This article serves as an introduction to the special issue on spelling and writing in different orthographies. Most studies and theoretical models of writing are based on the English language, and it is generally assumed that what is true for English is also true for other languages. Further, there are more studies on reading compared to studies of writing and spelling. Considering that 80% of the
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Using Spelling Error Analyses to Examine Individual Differences in German Students From Diverse Linguistic Backgrounds: A Latent Class Approach J. Learn. Disab. (IF 3.407) Pub Date : 2021-12-04 Shuai Zhang, Esther Odilia Breuer, Matthias Grünke, R. Malatesha Joshi
The current study examined German spelling errors among students with German as their first (L1) and those with German as their second language (L2) in Grades 3–4 (elementary school students; n = 127) and Grades 5–7 (secondary school students; n = 379). Five hundred and six students participated in the study. We performed two separate latent class analyses on elementary and secondary school students
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Special Education Services and School-Related Quality of Life in Children With Learning Disorders and Their Families: A One-Year Follow-Up Study J. Learn. Disab. (IF 3.407) Pub Date : 2021-12-04 Deborah P. Waber, Ellen C. Boiselle, Peter W. Forbes, Georgios D. Sideridis
Learning disorders can have adverse impacts on children and families extending beyond the academic skills deficits. The goal of the present study was to assess the impact of the school’s response, following an independent evaluation, for child and family school-related quality of life (QOL). We hypothesized that a positive school response would be associated with improved QOL. Parents completed the
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Effects of Varying Levels of Data Use to Intensify a Multisyllabic Word Reading Intervention for Upper Elementary Students With or At Risk for Reading Disabilities J. Learn. Disab. (IF 3.407) Pub Date : 2021-11-19 Marissa J. Filderman, Jessica R. Toste
For students who show inadequate response to research-based intervention, intensification of intervention using data-based decision making (DBDM) is recommended. There is a paucity of research on upper elementary students related to the efficacy of (a) word reading interventions and (b) DBDM procedures. This randomized controlled trial examined the differential effects of data use at two timepoints
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Learning Disabilities Elevate Children’s Risk for Behavioral-Emotional Problems: Differences Between LD Types, Genders, and Contexts J. Learn. Disab. (IF 3.407) Pub Date : 2021-11-13 Tuija Aro, Kenneth Eklund, Anna-Kaija Eloranta, Timo Ahonen, Leslie Rescorla
Our purpose was to study the frequency of behavioral-emotional problems among children identified with a learning disability (LD). The data comprised 579 Finnish children (8–15 years) with reading disability (RD-only), math disability (MD-only), or both (RDMD) assessed at a specialized clinic between 1985 and 2017. We analyzed percentages of children with behavioral-emotional symptoms reaching clinical
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Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties J. Learn. Disab. (IF 3.407) Pub Date : 2021-11-10 Sharon Vaughn, Amie E. Grills, Philip Capin, Greg Roberts, Anna-Mária Fall, Johny Daniel
We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxiety management. Using a randomized controlled trial, students were assigned to one of three conditions: (a) small-group reading intervention with anxiety