Pub Date : 2016-02-03DOI: 10.18666/LDMJ-2016-V21-I1-6814
L. Greenberger
This study examined faculty support of the inclusion of students with disabilities. The study was conducted in a leading institute of technology in Israel. Participants were 225 faculty members from different departments who were recruited using a campus-wide email announcement. Results revealed that a large majority of faculty members had teaching experience with students with all types of disabilities, mainly those with learning disabilities. The vast majority indicated willingness to provide a variety of accommodations and actually provided such accommodations. Almost all reported no training in the area of disabilities and the majority was not in contact with the Office of Support Services (OSS). Faculty expressed positive attitudes toward students with disabilities yet shared concerns especially regarding students with learning disabilities. Personal contact with individuals with disabilities, students with disabilities in classes, overall teaching experience, teaching experience particularly with students with learning disabilities, and academic discipline, were associated with some or all of the following variables: training, knowledge, willingness to make accommodations, contact with the OSS, and attitudes. Personal contact was found to be the most influential factor on faculty attitudes, knowledge, and practices. A discussion of the study findings and of practical and empirical implications follows.
{"title":"Faculty Attitudes toward Students with Disabilities at an Israeli Leading Technology Institute.","authors":"L. Greenberger","doi":"10.18666/LDMJ-2016-V21-I1-6814","DOIUrl":"https://doi.org/10.18666/LDMJ-2016-V21-I1-6814","url":null,"abstract":"This study examined faculty support of the inclusion of students with disabilities. The study was conducted in a leading institute of technology in Israel. Participants were 225 faculty members from different departments who were recruited using a campus-wide email announcement. Results revealed that a large majority of faculty members had teaching experience with students with all types of disabilities, mainly those with learning disabilities. The vast majority indicated willingness to provide a variety of accommodations and actually provided such accommodations. Almost all reported no training in the area of disabilities and the majority was not in contact with the Office of Support Services (OSS). Faculty expressed positive attitudes toward students with disabilities yet shared concerns especially regarding students with learning disabilities. Personal contact with individuals with disabilities, students with disabilities in classes, overall teaching experience, teaching experience particularly with students with learning disabilities, and academic discipline, were associated with some or all of the following variables: training, knowledge, willingness to make accommodations, contact with the OSS, and attitudes. Personal contact was found to be the most influential factor on faculty attitudes, knowledge, and practices. A discussion of the study findings and of practical and empirical implications follows.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"27 1","pages":"1-13"},"PeriodicalIF":1.6,"publicationDate":"2016-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89381345","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}
Pub Date : 2016-02-03DOI: 10.18666/LDMJ-2016-V21-I1-6392
Michael D. Watson, Joan B. Simon, Lenora D Nunnley
IDEA 2004 opened the door for states, and in some cases districts, to choose among three different methods for identifying children with Specific Learning Disabilities (SLDs). This study provides an in-depth look at SLD identification practices in a state that allows school psychologists to use any of the three methods. Eighty-four school psychologists, 53.8% of the state’s school psychology association members, completed an online survey about which methods they use for identifying students with SLDs, the reasons for their choice, and their professional training level and years of experience. The most frequently reported method of identification was the combination of Discrepancy/Regression and Response to Intervention. Approximately one third of participants indicated the primary reason they use a particular method is because of a suggestion by a colleague or supervisor. Neither years of experience nor training level were related to the use of a single versus combined method for identification. Limitations and implications are discussed.
IDEA 2004为各州(在某些情况下是地区)在三种不同的识别特殊学习障碍儿童(SLDs)的方法中进行选择打开了大门。这项研究提供了一个深入的研究，在一个允许学校心理学家使用三种方法中的任何一种的状态下，特殊障碍识别实践。84名学校心理学家，占该州学校心理学协会成员的53.8%，完成了一项在线调查，内容涉及他们使用哪些方法来识别患有特殊障碍的学生，他们选择的原因，以及他们的专业培训水平和多年经验。最常报道的识别方法是差异/回归和干预反应的结合。大约三分之一的参与者表示，他们使用某种特定方法的主要原因是同事或主管的建议。经验年数和培训水平与使用单一或联合识别方法无关。讨论了局限性和影响。
{"title":"SLD Identification: A Survey of Methods Used by School Psychologists","authors":"Michael D. Watson, Joan B. Simon, Lenora D Nunnley","doi":"10.18666/LDMJ-2016-V21-I1-6392","DOIUrl":"https://doi.org/10.18666/LDMJ-2016-V21-I1-6392","url":null,"abstract":"IDEA 2004 opened the door for states, and in some cases districts, to choose among three different methods for identifying children with Specific Learning Disabilities (SLDs). This study provides an in-depth look at SLD identification practices in a state that allows school psychologists to use any of the three methods. Eighty-four school psychologists, 53.8% of the state’s school psychology association members, completed an online survey about which methods they use for identifying students with SLDs, the reasons for their choice, and their professional training level and years of experience. The most frequently reported method of identification was the combination of Discrepancy/Regression and Response to Intervention. Approximately one third of participants indicated the primary reason they use a particular method is because of a suggestion by a colleague or supervisor. Neither years of experience nor training level were related to the use of a single versus combined method for identification. Limitations and implications are discussed.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"83 1","pages":"57-67"},"PeriodicalIF":1.6,"publicationDate":"2016-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85275500","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}
Pub Date : 2016-02-03DOI: 10.18666/LDMJ-2016-V21-I1-6742
Sara M. Flanagan, Emily C. Bouck, E. Cutter
Students with and without learning disabilities struggle to engage in effective written expression. Despite challenges in written expression, written expression can be supported through pre-writing strategies such as procedural facilitators. Using a quasi-experimental design, eighth grade students with and without learning disabilities in written expression used three procedural facilitators—presented from the most to the least support—to write essays. Students wrote a pretest, an essay following each procedural facilitator, and two posttest essays. Results suggested that all students experienced significant gains in written expression when using the procedural facilitators and were able to maintain their improvements as the amount of support was decreased. Students also reported that the procedural facilitators were easy to use and beneficial.
{"title":"Wright Right: Improving and Sustaining Written Expression Abilities in Middle School Students with and without Learning Disabilities Using Procedural Facilitators.","authors":"Sara M. Flanagan, Emily C. Bouck, E. Cutter","doi":"10.18666/LDMJ-2016-V21-I1-6742","DOIUrl":"https://doi.org/10.18666/LDMJ-2016-V21-I1-6742","url":null,"abstract":"Students with and without learning disabilities struggle to engage in effective written expression. Despite challenges in written expression, written expression can be supported through pre-writing strategies such as procedural facilitators. Using a quasi-experimental design, eighth grade students with and without learning disabilities in written expression used three procedural facilitators—presented from the most to the least support—to write essays. Students wrote a pretest, an essay following each procedural facilitator, and two posttest essays. Results suggested that all students experienced significant gains in written expression when using the procedural facilitators and were able to maintain their improvements as the amount of support was decreased. Students also reported that the procedural facilitators were easy to use and beneficial.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"1 1","pages":"68-79"},"PeriodicalIF":1.6,"publicationDate":"2016-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89321680","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}
Pub Date : 2016-02-03DOI: 10.18666/LDMJ-2016-V21-I1-6896
Emily C. Bouck, Mary K. Bouck, G. Joshi, Linley Johnson
Students with learning disabilities struggle with word problems in mathematics classes. Understanding the type of errors students make when working through such mathematical problems can further describe student performance and highlight student difficulties. Through the use of error codes, researchers analyzed the type of errors made by 14 sixth grade and 15 seventh grade students with language-based learning disabilities educated with either a standards-based or traditional mathematics curricula on word problems representing number and operations and algebra standards. Two main findings occurred: (a) the open-ended word problems were challenging to students with learning disabilities as demonstrated through the high rate of unanswered questions and incorrect answers, with the most frequently committed errors representing a lack of understanding of the mathematics; and (b) no relationship existed between curricula and correct or unanswered questions for sixth grade, but statistically significant relationships existed in the seventh grade, favoring the standards-based curriculum.
{"title":"Understanding Problem-Solving Errors by Students with Learning Disabilities in Standards-Based and Traditional Curricula.","authors":"Emily C. Bouck, Mary K. Bouck, G. Joshi, Linley Johnson","doi":"10.18666/LDMJ-2016-V21-I1-6896","DOIUrl":"https://doi.org/10.18666/LDMJ-2016-V21-I1-6896","url":null,"abstract":"Students with learning disabilities struggle with word problems in mathematics classes. Understanding the type of errors students make when working through such mathematical problems can further describe student performance and highlight student difficulties. Through the use of error codes, researchers analyzed the type of errors made by 14 sixth grade and 15 seventh grade students with language-based learning disabilities educated with either a standards-based or traditional mathematics curricula on word problems representing number and operations and algebra standards. Two main findings occurred: (a) the open-ended word problems were challenging to students with learning disabilities as demonstrated through the high rate of unanswered questions and incorrect answers, with the most frequently committed errors representing a lack of understanding of the mathematics; and (b) no relationship existed between curricula and correct or unanswered questions for sixth grade, but statistically significant relationships existed in the seventh grade, favoring the standards-based curriculum.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"22 1","pages":"14-26"},"PeriodicalIF":1.6,"publicationDate":"2016-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72743301","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}
Pub Date : 2014-12-16DOI: 10.18666/LDMJ-2014-V20-I4-6146
Jacqueline N. Huscroft-D’Angelo, K. Higgins, Lindy Crawford
Proficiency in mathematics, including mathematical reasoning skills, requires students to communicate their mathematical thinking. Mathematical reasoning involves making sense of mathematical concepts in a logical way to form conclusions or judgments, and is often underdeveloped in students with learning disabilities. Technology-based environments have become a strategy to enhance students' reasoning in mathematics. Unfortunately, little research investigates the effects of technology on the reasoning skills of students with learning disabilities. This study examines the effects of an intervention intended to promote the communication of mathematical thinking through a digital writing environment for students with learning disabilities. We examined how students used the digital writing environment, the information communicated, and differences in mathematical reasoning for a small group of elementary students with learning disabilities (N = 13). Findings revealed students communicated primarily mathematical knowledge, preferred typing most of the time, and engaged in mathematical conversations with peers. Furthermore, significant differences in mathematical reasoning occurred over time.
{"title":"A Descriptive Study Examining the Impact of Digital Writing Environments on Communication and Mathematical Reasoning for Students with Learning Disabilities","authors":"Jacqueline N. Huscroft-D’Angelo, K. Higgins, Lindy Crawford","doi":"10.18666/LDMJ-2014-V20-I4-6146","DOIUrl":"https://doi.org/10.18666/LDMJ-2014-V20-I4-6146","url":null,"abstract":"Proficiency in mathematics, including mathematical reasoning skills, requires students to communicate their mathematical thinking. Mathematical reasoning involves making sense of mathematical concepts in a logical way to form conclusions or judgments, and is often underdeveloped in students with learning disabilities. Technology-based environments have become a strategy to enhance students' reasoning in mathematics. Unfortunately, little research investigates the effects of technology on the reasoning skills of students with learning disabilities. This study examines the effects of an intervention intended to promote the communication of mathematical thinking through a digital writing environment for students with learning disabilities. We examined how students used the digital writing environment, the information communicated, and differences in mathematical reasoning for a small group of elementary students with learning disabilities (N = 13). Findings revealed students communicated primarily mathematical knowledge, preferred typing most of the time, and engaged in mathematical conversations with peers. Furthermore, significant differences in mathematical reasoning occurred over time.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"12 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2014-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75195984","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}
Pub Date : 2014-12-16DOI: 10.18666/LDMJ-2014-V20-I4-6147
S. King, C. Lemons
Although increasingly implemented in elementary and secondary education settings, research provides limited insight into practitioners' knowledge of Response-to-Intervention (RTI) at the secondary level. This paper presents descriptive findings from an exploratory survey of teachers that assessed the relationship between the grade level of teachers (n = 609), their exposure to RTI, and the implementation of practices associated with RTI (e.g., progress monitoring). Results underscore differences in the perception and implementation of RTI in elementary and secondary schools. Implications related to more clearly defining RTI at the secondary level are discussed.
{"title":"Response-to-Intervention at the Secondary and Elementary Level: An Exploratory Survey of Educators","authors":"S. King, C. Lemons","doi":"10.18666/LDMJ-2014-V20-I4-6147","DOIUrl":"https://doi.org/10.18666/LDMJ-2014-V20-I4-6147","url":null,"abstract":"Although increasingly implemented in elementary and secondary education settings, research provides limited insight into practitioners' knowledge of Response-to-Intervention (RTI) at the secondary level. This paper presents descriptive findings from an exploratory survey of teachers that assessed the relationship between the grade level of teachers (n = 609), their exposure to RTI, and the implementation of practices associated with RTI (e.g., progress monitoring). Results underscore differences in the perception and implementation of RTI in elementary and secondary schools. Implications related to more clearly defining RTI at the secondary level are discussed.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"30 1","pages":"189-199"},"PeriodicalIF":1.6,"publicationDate":"2014-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81230282","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}
Pub Date : 2014-12-16DOI: 10.18666/LDMJ-2014-V20-I4-6145
Sonia M Rosen, Joseph R. Boyle, Kaitlyn Cariss, G. Forchelli
Students with learning disabilities have been reported to have difficulty in a number of different executive function processes that affect their academic performance (Singer & Bashir, 1999). Executive function difficulties for students with learning disabilities have been implicated as the reason why these students struggle with complex academic tasks such as reading, writing, and note-taking (Denckla, 2007). This mixed-methods study explored the extent to which a strategic note-taking intervention encouraged more efficient employment of executive function in middle school students with learning disabilities. This paper draws on interviews, students' notes, and pre- and postintervention assessments to present case studies of three student participants. Results indicate that the strategic note-taking intervention served as a scaffold, opening up new pathways for struggling students to access executive functions and flexibly deploy cognitive strategies. Importantly, how each student did so and what each student learned about her/himself as a learner in the process were dependent on the specific challenges presented by her/his learning disability. These cases shed light on the potential for cognitive scaffolding to help students actively improve their own executive functioning in complex tasks such as note-taking.
{"title":"Changing How We Think, Changing How We Learn: Scaffolding Executive Function Processes for Students With Learning Disabilities","authors":"Sonia M Rosen, Joseph R. Boyle, Kaitlyn Cariss, G. Forchelli","doi":"10.18666/LDMJ-2014-V20-I4-6145","DOIUrl":"https://doi.org/10.18666/LDMJ-2014-V20-I4-6145","url":null,"abstract":"Students with learning disabilities have been reported to have difficulty in a number of different executive function processes that affect their academic performance (Singer & Bashir, 1999). Executive function difficulties for students with learning disabilities have been implicated as the reason why these students struggle with complex academic tasks such as reading, writing, and note-taking (Denckla, 2007). This mixed-methods study explored the extent to which a strategic note-taking intervention encouraged more efficient employment of executive function in middle school students with learning disabilities. This paper draws on interviews, students' notes, and pre- and postintervention assessments to present case studies of three student participants. Results indicate that the strategic note-taking intervention served as a scaffold, opening up new pathways for struggling students to access executive functions and flexibly deploy cognitive strategies. Importantly, how each student did so and what each student learned about her/himself as a learner in the process were dependent on the specific challenges presented by her/his learning disability. These cases shed light on the potential for cognitive scaffolding to help students actively improve their own executive functioning in complex tasks such as note-taking.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"143 1","pages":"165-176"},"PeriodicalIF":1.6,"publicationDate":"2014-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80303952","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}
Pub Date : 2014-01-01DOI: 10.18666/LDMJ-2014-V20-I3-5883
Erin K. Washburn
Children and adolescents with dyslexia are at greater risk for academic failure and socioemotional problems than their non-dyslexic peers. However, researchers have suggested that individuals with dyslexia can benefit from a strong support system. Further, researchers have noted that mothers are integral to their childs support system. However, few researchers have explored how mothers of children with dyslexia support their childrens academic and socioemotional growth. Therefore, the purpose of the present study was to examine how mothers of children with dyslexia support their childrens literacy learning and social and emotional growth. A collective case study was employed, and four mothers of children with dyslexia were interviewed. Interview data were analyzed using a constant comparison approach. Findings revealed that the mothers from this study assumed the roles of investigator, advocate, and tutor as ways to support the academic learning and social and emotional growth of their children. Findings as well as implications for practice and future research are discussed.
{"title":"Dyslexia: A Mother's Role.","authors":"Erin K. Washburn","doi":"10.18666/LDMJ-2014-V20-I3-5883","DOIUrl":"https://doi.org/10.18666/LDMJ-2014-V20-I3-5883","url":null,"abstract":"Children and adolescents with dyslexia are at greater risk for academic failure and socioemotional problems than their non-dyslexic peers. However, researchers have suggested that individuals with dyslexia can benefit from a strong support system. Further, researchers have noted that mothers are integral to their childs support system. However, few researchers have explored how mothers of children with dyslexia support their childrens academic and socioemotional growth. Therefore, the purpose of the present study was to examine how mothers of children with dyslexia support their childrens literacy learning and social and emotional growth. A collective case study was employed, and four mothers of children with dyslexia were interviewed. Interview data were analyzed using a constant comparison approach. Findings revealed that the mothers from this study assumed the roles of investigator, advocate, and tutor as ways to support the academic learning and social and emotional growth of their children. Findings as well as implications for practice and future research are discussed.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"1 1","pages":"119-132"},"PeriodicalIF":1.6,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90200404","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}
Pub Date : 2014-01-01DOI: 10.18666/LDMJ-2014-V20-I3-5885
A. Anderson, Katherine A. Berry
Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compared for their influence on third grade students written narrative cohesion and on-task behavior in a self-contained, nonpublic elementary classroom. Participants included students (N=14) with comorbid language-based learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). Results showed associations between the quality of students written language and context of use, such that students used significantly more referential and spatial cohesive discourse markers in DLA than in CLA context. Also, students had higher rates of on-task behavior in DLA as compared to the CLA context. Intervention implications for students with LD and ADHD due to language learning and behavioral factors are discussed.
{"title":"The Influence of Drama on Elementary Students Written Narratives and On-Task Behavior","authors":"A. Anderson, Katherine A. Berry","doi":"10.18666/LDMJ-2014-V20-I3-5885","DOIUrl":"https://doi.org/10.18666/LDMJ-2014-V20-I3-5885","url":null,"abstract":"Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compared for their influence on third grade students written narrative cohesion and on-task behavior in a self-contained, nonpublic elementary classroom. Participants included students (N=14) with comorbid language-based learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). Results showed associations between the quality of students written language and context of use, such that students used significantly more referential and spatial cohesive discourse markers in DLA than in CLA context. Also, students had higher rates of on-task behavior in DLA as compared to the CLA context. Intervention implications for students with LD and ADHD due to language learning and behavioral factors are discussed.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"33 7 1","pages":"143-157"},"PeriodicalIF":1.6,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77228793","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}
Pub Date : 2014-01-01DOI: 10.18666/LDMJ-2014-V20-I1-5153
Samuel O. Ortiz, Harriet N. Johnston, Gabrielle Wilcox, Stella L. Francis, Y. Tomes
There is significant debate over the value and ethics of IQ testing for children, including those from diverse cultural groups, particularly in light of studies examining performance on various subtests that are uncovering important processing differences between cultural and linguistic groups (Sotelo-Dynega, Ortiz, Flanagan, & Chaplin, 2013). Whereas the predictive validity of IQ has been well established, the link between general intelligence and general academic achievement remains unenlightening, particularly with respect to educational interventions and remediation of academic skills. In light of the importance of understanding the needs of diverse groups within educational and instructional settings, the present study investigated the differential predictive validity of WISC-IV, Full Scale IQ, Index, and subtest scores for components of reading achievement for European American, African American, and Latino American children. Using data from the WISC-IVWIAT-II standardization sample, Full-Scale IQ, Index, and subtest scores were used to predict Word Reading and Reading Comprehension scores on the Wechsler Individual Achievement Test, Second Edition (WIAT-II) using forced-entry multiple regression analyses. In general, the results emphasized the importance of subtest analysis for understanding the nature of reading performance of all cultural groups. The amount of variance lost moving from subtest to Full Scale scores is greater in the African American group than the European American or Latino American groups. The amount of variance in components of reading performance accounted for by the Full Scale IQ differed amongst these groups. Findings are discussed in terms of the differences in the processes used in reading between these groups and point to the need for differentiated instruction and intervention to improve reading performance.
{"title":"The Primacy of IQ Subtest Analysis to Understand Reading Performance for Culturally Diverse Groups.","authors":"Samuel O. Ortiz, Harriet N. Johnston, Gabrielle Wilcox, Stella L. Francis, Y. Tomes","doi":"10.18666/LDMJ-2014-V20-I1-5153","DOIUrl":"https://doi.org/10.18666/LDMJ-2014-V20-I1-5153","url":null,"abstract":"There is significant debate over the value and ethics of IQ testing for children, including those from diverse cultural groups, particularly in light of studies examining performance on various subtests that are uncovering important processing differences between cultural and linguistic groups (Sotelo-Dynega, Ortiz, Flanagan, & Chaplin, 2013). Whereas the predictive validity of IQ has been well established, the link between general intelligence and general academic achievement remains unenlightening, particularly with respect to educational interventions and remediation of academic skills. In light of the importance of understanding the needs of diverse groups within educational and instructional settings, the present study investigated the differential predictive validity of WISC-IV, Full Scale IQ, Index, and subtest scores for components of reading achievement for European American, African American, and Latino American children. Using data from the WISC-IVWIAT-II standardization sample, Full-Scale IQ, Index, and subtest scores were used to predict Word Reading and Reading Comprehension scores on the Wechsler Individual Achievement Test, Second Edition (WIAT-II) using forced-entry multiple regression analyses. In general, the results emphasized the importance of subtest analysis for understanding the nature of reading performance of all cultural groups. The amount of variance lost moving from subtest to Full Scale scores is greater in the African American group than the European American or Latino American groups. The amount of variance in components of reading performance accounted for by the Full Scale IQ differed amongst these groups. Findings are discussed in terms of the differences in the processes used in reading between these groups and point to the need for differentiated instruction and intervention to improve reading performance.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"151 1","pages":"45-54"},"PeriodicalIF":1.6,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76162983","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：