Learning Disability Quarterly最新文献

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The Role of Phonological Decoding on the Reading Skills of Beginning Readers With Reading Disabilities in a Highly Transparent Orthography 高透明度正字法中的语音解码对阅读障碍初学者阅读能力的影响

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly

Pub Date : 2024-07-27 DOI: 10.1177/07319487241264551

Birkan Guldenoglu, T. Kargın, Reşat Alatlı, Bilge Nur Dogan Guldenoglu

This study aimed to examine the role of phonological decoding on the reading skills of Turkish beginning readers with reading disabilities. Participants were 80 second graders with and without reading disabilities educated in general education classes at public elementary schools in Ankara, Turkey. In the assessment process, to test the participants’ phonological decoding skills, we used a pseudoword decoding paradigm, and to determine reading fluency and comprehension skills reading texts were used. Data were collected in individual sessions and analyzed by running a series of GLM analyses of variance and Pearson correlation analyses. Findings showed the reading fluency and comprehension performances of participants varied depending on their phonological decoding processing level and thus suggested phonological decoding is one of the most important indicators of reading fluency and comprehension in a highly transparent language, Turkish. The acquisition of adequate reading comprehension seems to be modified by particularities of phonological decoding.

本研究旨在探讨语音解码对土耳其有阅读障碍的初学阅读者的阅读能力的影响。研究对象是土耳其安卡拉公立小学普通教育班的 80 名二年级学生，包括有阅读障碍和没有阅读障碍的学生。在评估过程中，为了测试受试者的语音解码能力，我们使用了假词解码范式，为了确定阅读流畅性和理解能力，我们使用了阅读文本。我们收集了各节课的数据，并通过一系列 GLM 方差分析和皮尔逊相关分析对数据进行了分析。研究结果表明，受试者的阅读流畅度和理解能力因语音解码处理水平而异，因此语音解码是衡量土耳其语这种高度透明语言的阅读流畅度和理解能力的最重要指标之一。适当阅读理解能力的获得似乎受语音解码特性的影响。

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引用次数: 0

The Effects of a Morphological Awareness Intervention on Reading and Spelling Ability of Children With Dyslexia 语法意识干预对阅读障碍儿童阅读和拼写能力的影响

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly

Pub Date : 2024-07-27 DOI: 10.1177/07319487241259775

Barbara Bivar Mendes, John Robert Kirby

This paper examines the effects of a morphological awareness intervention on the word reading and spelling skills of Grade 4 to 6 children with dyslexia. Sixteen children received 20 hours of morphologically oriented instruction spread over 6 weeks and eight served as controls, and all received a battery of reading and spelling tests before and after the intervention. Students were taught the nature of morphology and the types of morphemes, how words could be assembled from morphemes or deconstructed into morphemes to make meaning from print and access the correct pronunciation, and how to use morphology in reading and spelling words. Repeated measures analyses of variance and analyses of covariance indicated that the experimental group showed significantly larger gains than the control group on measures of morphological awareness, morphological decoding, morphological analysis, and morphological spelling. There were no significant effects on word reading (fluency and accuracy) or on standardized spelling measures.

本文研究了形态认知干预对四至六年级阅读障碍儿童单词阅读和拼写技能的影响。16 名儿童在 6 周内接受了 20 个小时的形态学指导，8 名儿童作为对照组，所有儿童在干预前后都接受了一系列阅读和拼写测试。学生们学习了形态学的本质和词素的类型，如何用词素组合单词或将单词分解成词素，从而从印刷品中获得意义和正确的发音，以及如何在阅读和拼写单词时使用形态学。重复测量方差分析和协方差分析表明，在形态认知、形态解码、形态分析和形态拼写方面，实验组的成绩明显高于对照组。在单词阅读（流利度和准确度）或标准化拼写测量方面，实验组没有明显的效果。

引用次数: 0

Synthesis of Writing Intervention Studies for English Learners With Learning Disabilities 针对有学习障碍的英语学习者的写作干预研究综述

IF 1.8 4区教育学 Q2 Social Sciences

Learning Disability Quarterly

Pub Date : 2024-05-08 DOI: 10.1177/07319487241250335

Yang Fu, Jason C. Chow, Ariel Chung

Writing is an essential skill that people use throughout their lifetime. Although previous systematic reviews and meta-analyses had reviewed the effect of writing interventions on students with learning disabilities and English learners, we know little about the effective writing process-types interventions for English learners with or at risk for learning disabilities (ELs with LD). Therefore, this systematic review identified and synthesized seven writing intervention studies that include ELs with LD. We further analyzed participant characteristics, interventionist characteristics, instructional methods, and intervention outcomes across studies. The result showed the scarcity of quantitative intervention studies in the area. Some commonly implemented intervention elements are identified and discussed, as well as implications, limitations, and future directions.

写作是人们终生使用的一项基本技能。尽管之前的系统性综述和荟萃分析回顾了写作干预对有学习障碍的学生和英语学习者的影响，但我们对针对有学习障碍或有学习障碍风险的英语学习者（有学习障碍的英语学习者）的有效写作过程类型干预知之甚少。因此，本系统性综述确定并综合了七项包括有学习障碍的英语学习者在内的写作干预研究。我们进一步分析了各项研究的参与者特征、干预者特征、教学方法和干预结果。结果表明，该领域的定量干预研究很少。我们确定并讨论了一些普遍实施的干预要素，以及影响、局限性和未来方向。

引用次数: 0

Parental Allyship for Children With Dyslexia: A Conceptual Lens on Disability Experience 父母对阅读障碍儿童的关爱：残疾体验的概念视角

IF 1.8 4区教育学 Q2 Social Sciences

Learning Disability Quarterly

Pub Date : 2024-05-06 DOI: 10.1177/07319487241251730

Rachel Leslie, Alice Brown, Ellen Larsen

Current understandings of disability experience are centered around individuals who hold the disability identity and membership in the marginalized group. This perspective does not include the experiences of disability allies, such as parents, who act alongside their children to support their access and engagement in the education setting. This partial perspective is of concern because it does not reflect the depth and complexity of disability experience for those in allyship roles. This paper builds on current understandings of disability experience by introducing an emerging conceptual lens that defines and describes the nature of disability experience for those acting in allyship roles. Attention is focused on children with dyslexia and their parents to illustrate this conceptual lens. Extending on ecological models of interactions and understandings of subjective experience, the authors highlight how the proximity of the parental experience to the child’s dyslexic identity shapes parental allyship and present a lens of disability experience that includes primary, vicarious, and primary adjacent experience. The proposed conceptual lens offers researchers and educators an opportunity to view disability experience and allyship from an alternative perspective, and in doing so, consider a broader understanding of disability experience and allyship that would potentially provide insights into parent–school partnerships.

目前对残疾经历的理解主要围绕持有残疾身份的个人和边缘化群体的成员。这一视角并不包括残疾盟友的经历，如父母，他们与子女一起支持他们进入和参与教育环境。这种片面的视角令人担忧，因为它没有反映出担任盟友角色的人的残疾经历的深度和复杂性。本文以当前对残疾体验的理解为基础，引入了一个新兴的概念视角，定义并描述了担任盟友角色者的残疾体验的性质。本文重点关注有阅读障碍的儿童及其父母，以说明这一概念视角。作者以互动生态模型和对主观体验的理解为基础，强调了父母的体验与儿童阅读障碍身份的接近程度如何塑造了父母的盟友关系，并提出了一种残疾体验透镜，其中包括主要体验、替代体验和主要邻近体验。所提出的概念透镜为研究人员和教育工作者提供了一个从另一个角度看待残障体验和同盟关系的机会，并在这样做的过程中，考虑对残障体验和同盟关系的更广泛理解，从而有可能为家长与学校的伙伴关系提供启示。

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引用次数: 0

Current Research Informing the Conceptualization of STEM Interventions for Students With LD: An Introduction to the Special Series 针对有学习障碍学生的 STEM 干预概念化的当前研究：特别丛书简介

IF 1.8 4区教育学 Q2 Social Sciences

Learning Disability Quarterly

Pub Date : 2024-03-08 DOI: 10.1177/07319487241235144

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, to date, relatively few special educators develop and validate interventions for students with high incidence disabilities to learn about science or mathematical practices. Given the fact that most SLD receive instruction in the general education classroom, where there are reforms that call for increased rigor in instruction and meaningful problem-solving for all students, it is imperative that SLD receive effective supports for deep content learning. We hope the current articles spark readers’ interests in adding to this emerging body of research and invite others to build on the ideas shared in the special series.

这篇文章介绍并描述了专题特别系列中的部分研究，这些研究旨在探讨改善有学习障碍（SLD）的学生在科学和数学方面的学习成果的研究问题。特殊教育工作者拥有必要的知识和技能，可以将这些学生有意义地纳入到以重要学科理解为重点的研究中；然而，迄今为止，相对较少的特殊教育工作者为高发残疾学生开发和验证干预措施，以帮助他们学习科学或数学实践。鉴于大多数有特殊学习障碍的学生都在普通教育课堂上接受教育，而普通教育课堂的改革要求提高教学的严谨性，并为所有学生提供有意义的问题解决方法，因此，有特殊学习障碍的学生必须得到有效的支持，以进行深层次的内容学习。我们希望当前的文章能激发读者的兴趣，为这一新兴的研究机构添砖加瓦，并邀请其他人在这一特别系列文章中分享的观点的基础上再接再厉。

引用次数: 0

Teaching Fifth-Grade Students With Specific Learning Disabilities to Explain Their Mathematical Reasoning Through Written Expression 教有特殊学习障碍的五年级学生通过书面表达解释数学推理

IF 1.8 4区教育学 Q2 Social Sciences

Learning Disability Quarterly

Pub Date : 2024-03-07 DOI: 10.1177/07319487241235148

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 disabilities ( n = 19). Although underpowered, our results indicated the intensive writing intervention led to all students in the intervention group ( n = 11) significantly outperforming the students in the control group ( n = 8) on subtraction and division word problems requiring an explanation of their solution in written form. Additionally, student treatment interviews revealed the strategy was both enjoyable and helpful in solving and explaining their word problem solutions and the teacher provided insight into potential additional scaffolds to support the most intensive students. Lessons learned and implications for research and practice are presented.

本研究调查了通过书面表达进行数学推理的强化写作干预的有效性。本研究采用了小组前测-干预-后测对比实验设计，通过谷歌课堂和教师亲临课堂支持相结合的方式，对五年级有特殊学习障碍的学生（n = 19）实施了 12 课时的干预。尽管效果不佳，但我们的结果表明，强化写作干预使干预组的所有学生（n = 11）在需要用书面形式解释解法的减法和除法文字问题上的成绩明显优于对照组的学生（n = 8）。此外，学生治疗访谈显示，该策略既令人愉快，又有助于解决和解释他们的文字问题解决方案，教师还就潜在的额外支架提供了见解，以支持最密集的学生。本文介绍了所吸取的经验教训以及对研究和实践的启示。

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引用次数: 0

Bob’s Productive Task Engagement in Fractional Reasoning: A Case Study 鲍勃在分数推理中的生产性任务参与:一个案例研究

4区教育学 Q2 Social Sciences

Learning Disability Quarterly

Pub Date : 2023-11-10 DOI: 10.1177/07319487231209507

Jessica H. Hunt, Kristi Martin

Productive engagement in fractional reasoning is essential for abstracting fundamental algebraic concepts vital to college and career success. Yet, data suggest students with learning disabilities (LDs), in particular, display pervasive shortfalls in learning and mastering fraction content. We argue that shortfalls in understanding are in fact issues of access in terms of opportunities that students have to productively engage with learning objects (i.e., tasks) that meaningfully bring forward and promote students’ fractions understanding. In this study, we define engagement as a state and take up a single case study methodology to illustrate behavioral, affective, and cognitive engagement of Bob, a student with a LD, as he works with a series of fraction tasks designed to support his engagement. Results reveal patterns of productive engagement as regards this student’s fractional reasoning as they relate to the tasks he was given over time. Contributions of this work include insights into Bob’s engagement within tasks and provide considerations for teaching practice seeking to promote productive engagement by design.

在分数推理中富有成效的参与对于抽象基本的代数概念是必不可少的，这对大学和事业的成功至关重要。然而，数据表明，特别是有学习障碍的学生，在学习和掌握分数内容方面表现出普遍的不足。我们认为，理解的不足实际上是学生有机会有效地参与有意义地提出和促进学生分数理解的学习对象(即任务)的问题。在本研究中，我们将投入定义为一种状态，并采用单一案例研究方法来说明行为、情感和认知投入，Bob是一名LD学生，他在处理一系列旨在支持其投入的分数任务时。结果揭示了该学生的分式推理的生产性参与模式，因为它们与他所分配的任务有关。这项工作的贡献包括对Bob在任务中的参与的见解，并为寻求通过设计促进生产性参与的教学实践提供了考虑。

引用次数: 0

Science Literacy: Using Multimodal STEM Text Sets to Help Students With Disabilities Engage in Argumentation 科学素养:使用多模态STEM文本集帮助残疾学生进行论证

4区教育学 Q2 Social Sciences

Learning Disability Quarterly

Pub Date : 2023-11-10 DOI: 10.1177/07319487231209505

W. Romine, D. van Garderen, W. Folk, A. Lannin, R. Juergensen, C. Smith, H. Abedelnaby, T. Milarsky

Today’s students live within a world filled with complexity, uncertainty, and misinformation; thus, educators need to help all learners, including students with learning disabilities, how to comprehend complex information about the natural world and make credible evidence-based claims. Our study is a first step in making this possible. In this investigation, our goal was for students to make a claim, use evidence and content-specific vocabulary, and then use reasoning to link claims with evidence in an argument. These outcomes were assessed using a pre–post design with a scenario-based assessment administered twice before and once after instruction, which used multimodal STEM text sets to fuse science and literacy learning. Data indicate that (a) both students with disabilities and those without disabilities made significant gains in argumentation and (b) the effects of instruction were similar for both groups of students. Gains for students with disabilities suggest the multimodal STEM text sets provided important scaffolding that enabled this group to learn important content in the general education classroom.

今天的学生生活在一个充满复杂性、不确定性和错误信息的世界;因此，教育工作者需要帮助所有学习者，包括有学习障碍的学生，如何理解有关自然世界的复杂信息，并提出可信的基于证据的主张。我们的研究是实现这一目标的第一步。在这项调查中，我们的目标是让学生提出一个主张，使用证据和特定内容的词汇，然后在论证中使用推理将主张与证据联系起来。这些结果使用前后设计进行评估，基于场景的评估在教学之前和之后进行两次，使用多模态STEM文本集融合科学和识字学习。数据表明:(a)残疾学生和非残疾学生在论证方面都取得了显著的进步;(b)两组学生的教学效果相似。残疾学生的收益表明，多模态STEM文本集提供了重要的框架，使这一群体能够在通识教育课堂上学习重要内容。

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引用次数: 0

Online Learning is a Rollercoaster: Postsecondary Students With Learning Disabilities Navigate the COVID-19 Pandemic. 在线学习是过山车:有学习障碍的高等教育学生应对COVID-19大流行

IF 1.8 4区教育学 Q2 Social Sciences

Learning Disability Quarterly

Pub Date : 2023-08-01 DOI: 10.1177/07319487221090912

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. Less is known about challenges students with LD face during learning online-the mode of instruction students had to navigate during the COVID-19 pandemic. Therefore, the purpose of our research was to examine the lived experience of undergraduate students with LD during their first full semester of online instruction as a result of the pandemic. We interviewed six students in Western Canada and used a phenomenological approach to analyze their experiences. Overall, we extracted six main themes from their interviews. Two of these themes, (a) the broad impact of having LD and (b) accommodations during COVID-19, were specific to being a student with LD. The remaining four themes were more generally related to their overall student experience: (c) online learning is different, (d) the role of others, (e) emotional impact, and (f) resilience and perseverance. We discuss these results in terms of recommendations for future research and teaching in online learning environments.

大多数研究人员对学习障碍学生在高等教育期间所经历的挑战的了解都是基于校园面对面学习的经历。对于学习障碍学生在在线学习过程中面临的挑战——在2019冠状病毒病大流行期间，学生必须应对的教学模式——我们知之甚少。因此，我们研究的目的是研究受流感大流行影响，患有LD的本科生在第一个完整学期的在线教学期间的生活经历。我们采访了加拿大西部的六名学生，并使用现象学方法来分析他们的经历。总的来说，我们从他们的采访中提取了六个主题。其中两个主题，(a) LD的广泛影响和(b)在COVID-19期间的住宿，是针对LD学生的。其余四个主题更普遍地与他们的整体学生经历相关:(c)在线学习是不同的，(d)他人的角色，(e)情感影响，以及(f)恢复力和毅力。我们将讨论这些结果，并对未来在线学习环境下的研究和教学提出建议。

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引用次数: 5

Scaffolding Learning Via Multimodal STEM Text Sets for Students With Learning Disabilities 通过多模态STEM文本集为有学习障碍的学生搭建学习

IF 1.8 4区教育学 Q2 Social Sciences

Learning Disability Quarterly

Pub Date : 2023-07-25 DOI: 10.1177/07319487231187637

Amy A. Lannin, Delinda van Garderen, Heba Abdelnaby, Cassandra Smith, Rachel L. Juergensen, W. Folk, W. Romine

The importance of text complexity has gained recognition since the Common Core State Standards (CCSS-ELA) were developed. The Linking Science and Literacy for All Learners (LS&L4AL) program uses multimodal STEM text sets to link reading grade-band complex texts with Next Generation Science Standards (NGSS) sense-making. We define a multimodal STEM text set as a coherent collection of resources pertaining to an anchor phenomenon and line of inquiry that support learners’ acquiring the disciplinary literacy skills and sense-making called for by the NGSS and CCSS-ELA shared practices. The anchor phenomenon and line of inquiry are determined by the anchor text—a rich, complex grade-band level text about natural phenomena with research-generated data from recent STEM primary literature. In this study, we report on a qualitative analysis of how English language arts, special education, and science middle school teachers ( N=11) scaffolded instruction to support students, including students with learning disabilities, in reading complex STEM texts to develop sense-making of scientific phenomena.

自共同核心国家标准（CCSS-ELA）制定以来，文本复杂性的重要性得到了认可。将所有学习者的科学与识字联系起来（LS&L4AL）计划使用多模式STEM文本集，将阅读年级段的复杂文本与下一代科学标准（NGSS）的意义联系起来。我们将多模式STEM文本集定义为与锚现象和调查线相关的连贯资源集合，支持学习者获得NGSS和CCSS-ELA共享实践所要求的学科素养技能和意义构建。锚现象和调查线由锚文本决定——锚文本是一个关于自然现象的丰富、复杂的年级带级文本，研究产生的数据来自最近的STEM初级文献。在这项研究中，我们报告了一项定性分析，即英语语言艺术、特殊教育和科学中学教师（N=11）如何在教学中支持学生，包括有学习障碍的学生，阅读复杂的STEM文本，以培养对科学现象的理解。

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引用次数: 1

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