Pub Date : 2023-05-01DOI: 10.1177/07319487221124088
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 learning disabilities. Second graders were randomly assigned to one of three manipulatives conditions: (a) attachable beads that did not make the denominations or ones in the denominations transparent, (b) pipe cleaners that made only the denominations transparent, and (c) string beads that made both the denominations and the ones in the denominations transparent. Participants used the manipulatives to represent double- and triple-digit numerals. Statistical analyses indicated that the transparency of the denominations, but not the transparency of the ones in the denominations, is responsible for children's number representation and place-value understanding. Descriptive analyses of their responses revealed that the at-risk children were at a greater disadvantage than their typically developing peers with the attachable beads, failing to use place-value concepts to interpret their representations.
{"title":"Does Conceptual Transparency in Manipulatives Afford Place-Value Understanding in Children at Risk for Mathematics Learning Disabilities?","authors":"Anne Lafay, Helena P Osana, Joel R Levin","doi":"10.1177/07319487221124088","DOIUrl":"https://doi.org/10.1177/07319487221124088","url":null,"abstract":"<p><p>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 learning disabilities. Second graders were randomly assigned to one of three manipulatives conditions: (a) attachable beads that did not make the denominations or ones in the denominations transparent, (b) pipe cleaners that made only the denominations transparent, and (c) string beads that made both the denominations and the ones in the denominations transparent. Participants used the manipulatives to represent double- and triple-digit numerals. Statistical analyses indicated that the transparency of the denominations, but not the transparency of the ones in the denominations, is responsible for children's number representation and place-value understanding. Descriptive analyses of their responses revealed that the at-risk children were at a greater disadvantage than their typically developing peers with the attachable beads, failing to use place-value concepts to interpret their representations.</p>","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10164236/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10300608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/07319487231154235
A. D. Woods, P. Morgan, Yangyang Wang, G. Farkas, 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 unclear. In this registered report, we analyzed national data from the Early Childhood Longitudinal Study—Kindergarten Cohort of 2010–2011 (ECLS-K: 2011) using student-fixed effects with a lagged dependent variable estimated by maximum likelihood to assess (a) whether being assigned an Individualized Education Program (IEP) and so receiving special education services affects individually measured reading achievement for students with LD or SLI ( N = 2,400) and (b) heterogeneity in the effect of having an IEP for different demographic groups. We observed small, negative effects in early grades ( d = −0.09) but larger, positive effects in later grades ( ds = 0.29–0.67). These more negative early effects primarily occurred among students identified with SLI, male students, and students who faced socioeconomic barriers. Effects were more positive for students who are Black, Hispanic, or who exited special education.
{"title":"Effects of Having an IEP on the Reading Achievement of Students With Learning Disabilities and Speech or Language Impairments","authors":"A. D. Woods, P. Morgan, Yangyang Wang, G. Farkas, M. Hillemeier","doi":"10.1177/07319487231154235","DOIUrl":"https://doi.org/10.1177/07319487231154235","url":null,"abstract":"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 unclear. In this registered report, we analyzed national data from the Early Childhood Longitudinal Study—Kindergarten Cohort of 2010–2011 (ECLS-K: 2011) using student-fixed effects with a lagged dependent variable estimated by maximum likelihood to assess (a) whether being assigned an Individualized Education Program (IEP) and so receiving special education services affects individually measured reading achievement for students with LD or SLI ( N = 2,400) and (b) heterogeneity in the effect of having an IEP for different demographic groups. We observed small, negative effects in early grades ( d = −0.09) but larger, positive effects in later grades ( ds = 0.29–0.67). These more negative early effects primarily occurred among students identified with SLI, male students, and students who faced socioeconomic barriers. Effects were more positive for students who are Black, Hispanic, or who exited special education.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42766963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1177/07319487211040493
Brittany L. Hott, Margaret M. Flores
This article introduces and describes the articles that are part of the thematic special series on investigating research questions to improve services for students with learning disabilities using single-case research design. The issue includes an article for peer reviewers that serves as a guide for decision-making and evaluation of single-case research design manuscripts. The other articles are intended for researchers who are interested in designing academic and behavioral interventions for students with LD using single-case research designs. The articles provide readers with descriptions of methods, approaches, and techniques that lead to high-quality research design.
{"title":"Single-Case Research Design: Introduction to the Special Series","authors":"Brittany L. Hott, Margaret M. Flores","doi":"10.1177/07319487211040493","DOIUrl":"https://doi.org/10.1177/07319487211040493","url":null,"abstract":"This article introduces and describes the articles that are part of the thematic special series on investigating research questions to improve services for students with learning disabilities using single-case research design. The issue includes an article for peer reviewers that serves as a guide for decision-making and evaluation of single-case research design manuscripts. The other articles are intended for researchers who are interested in designing academic and behavioral interventions for students with LD using single-case research designs. The articles provide readers with descriptions of methods, approaches, and techniques that lead to high-quality research design.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44703010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-13DOI: 10.1177/07319487221149413
Li-Chih Wang, Ji‐Kang Chen, Kean Poon
This cross-sectional study aims to examine the age differences in state anxiety (i.e., anxiety triggered toward specific situations) as well as its relationship to the reading comprehension of Chinese students with and without dyslexia across school ages. In total, 131 typically developing students and 81 students with dyslexia in primary and secondary schools were recruited in Taiwan. Our results indicate that students with versus those without dyslexia have different patterns of state anxiety across the three age levels. In addition, we found similar patterns between students with dyslexia and those without across the three age levels in the effects of state anxiety on reading comprehension. However, the contributions of state anxiety to reading comprehension tended to decline as typically developing students matured, while they remained relatively constant for students with dyslexia across the three age levels. These results may have implications for teaching activities or examinations for students whose state anxiety has a significant impact on their reading comprehension skills.
{"title":"Relationships Between State Anxiety and Reading Comprehension of Chinese Students With and Without Dyslexia: A Cross-Sectional Design","authors":"Li-Chih Wang, Ji‐Kang Chen, Kean Poon","doi":"10.1177/07319487221149413","DOIUrl":"https://doi.org/10.1177/07319487221149413","url":null,"abstract":"This cross-sectional study aims to examine the age differences in state anxiety (i.e., anxiety triggered toward specific situations) as well as its relationship to the reading comprehension of Chinese students with and without dyslexia across school ages. In total, 131 typically developing students and 81 students with dyslexia in primary and secondary schools were recruited in Taiwan. Our results indicate that students with versus those without dyslexia have different patterns of state anxiety across the three age levels. In addition, we found similar patterns between students with dyslexia and those without across the three age levels in the effects of state anxiety on reading comprehension. However, the contributions of state anxiety to reading comprehension tended to decline as typically developing students matured, while they remained relatively constant for students with dyslexia across the three age levels. These results may have implications for teaching activities or examinations for students whose state anxiety has a significant impact on their reading comprehension skills.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47750251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-10DOI: 10.1177/07319487221145691
Rielke Bogaert, Emmelien Merchie, Kim Van Ammel, H. 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 response-to-intervention design. Therefore, this study investigated the impact of a Tier 1 intervention implemented for 10 weeks on 491 fifth and sixth graders’ reading comprehension, strategy use, and motivation by means of multilevel analyses. The Tier 1 intervention included four effective comprehension practices: strategy instruction, peer-mediated instruction, reading motivation promotion, and differentiated instruction. Results revealed no significant effects on reading comprehension, but experimental condition students increased significantly more on recreational autonomous and controlled motivation and on monitoring strategies than students in the control condition. Furthermore, struggling experimental condition students reported using significantly more monitoring and evaluating strategies than their counterparts in the control condition.
{"title":"The Impact of a Tier 1 Intervention on Fifth and Sixth Graders’ Reading Comprehension, Reading Strategy Use, and Reading Motivation","authors":"Rielke Bogaert, Emmelien Merchie, Kim Van Ammel, H. Van Keer","doi":"10.1177/07319487221145691","DOIUrl":"https://doi.org/10.1177/07319487221145691","url":null,"abstract":"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 response-to-intervention design. Therefore, this study investigated the impact of a Tier 1 intervention implemented for 10 weeks on 491 fifth and sixth graders’ reading comprehension, strategy use, and motivation by means of multilevel analyses. The Tier 1 intervention included four effective comprehension practices: strategy instruction, peer-mediated instruction, reading motivation promotion, and differentiated instruction. Results revealed no significant effects on reading comprehension, but experimental condition students increased significantly more on recreational autonomous and controlled motivation and on monitoring strategies than students in the control condition. Furthermore, struggling experimental condition students reported using significantly more monitoring and evaluating strategies than their counterparts in the control condition.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45288773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-05DOI: 10.1177/07319487221145189
Danielle M. Feeney, J. Morgan, Wendy J. Rodgers, M. R. Brown, Stefani R. Relles
A self-talk monitoring and goal-oriented thinking (STM+GOT) intervention package was used to teach four U.S. middle school students with high-incidence disabilities to develop and track progress toward self-determined behavioral goals. A multiple baseline across participants design was used to determine the effects of STM+GOT on both behavior and academics during independent academic work. The intervention consisted of four phases including baseline, student training of STM+GOT, intervention in a self-contained classroom, and generalization in an inclusive classroom. Data on students’ target behavior were collected using momentary time sampling with 1-min intervals over a period of 15 consecutive minutes. Permanent product recording was used to collect data on the work tasks of each student. Results indicated that all four students decreased their occurrences of their target behavior across both intervention and generalization; three of the four students increased work completion rates but with less consistency than the change in target behaviors. Implications for practice and future research are discussed.
{"title":"Self-Talk Monitoring and Goal-Oriented Thinking: Effects on Middle Schoolers’ Behavior During Academics","authors":"Danielle M. Feeney, J. Morgan, Wendy J. Rodgers, M. R. Brown, Stefani R. Relles","doi":"10.1177/07319487221145189","DOIUrl":"https://doi.org/10.1177/07319487221145189","url":null,"abstract":"A self-talk monitoring and goal-oriented thinking (STM+GOT) intervention package was used to teach four U.S. middle school students with high-incidence disabilities to develop and track progress toward self-determined behavioral goals. A multiple baseline across participants design was used to determine the effects of STM+GOT on both behavior and academics during independent academic work. The intervention consisted of four phases including baseline, student training of STM+GOT, intervention in a self-contained classroom, and generalization in an inclusive classroom. Data on students’ target behavior were collected using momentary time sampling with 1-min intervals over a period of 15 consecutive minutes. Permanent product recording was used to collect data on the work tasks of each student. Results indicated that all four students decreased their occurrences of their target behavior across both intervention and generalization; three of the four students increased work completion rates but with less consistency than the change in target behaviors. Implications for practice and future research are discussed.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47389143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-03DOI: 10.1177/07319487221145689
Shannon S. Hall-Mills, Leesa 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 disabilities (LLD) using a multiple baseline design across conditions (e.g., compare–contrast and cause–effect) and participants. Participants included four children enrolled in the fifth grade with previous diagnoses of language impairment and reading comprehension deficits. Text structure instruction was provided during the intervention phases using a researcher-designed intervention program called TEXT-MAPS. The dependent variables included text structure and signal word identification and percentage of idea units recalled from expository text. All participants showed improved recall of idea units for compare–contrast and cause–effect texts with maintained performance 1-month post-intervention. The program also had notable effects on participants’ identification of signal words and text structures in compare–contrast and cause–effect texts. The magnitude of the Tau- U effect sizes was in the large, medium, and small range, and varied across participants. The results indicate that short-term, explicit text structure instruction can be effective for children with LLD with deficits in expository reading comprehension. Considerations for further research and practical implications are presented.
{"title":"Teaching Expository Text Management and Proficiency Skills for Comprehension for Students With Language/Learning Disabilities","authors":"Shannon S. Hall-Mills, Leesa Marante","doi":"10.1177/07319487221145689","DOIUrl":"https://doi.org/10.1177/07319487221145689","url":null,"abstract":"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 disabilities (LLD) using a multiple baseline design across conditions (e.g., compare–contrast and cause–effect) and participants. Participants included four children enrolled in the fifth grade with previous diagnoses of language impairment and reading comprehension deficits. Text structure instruction was provided during the intervention phases using a researcher-designed intervention program called TEXT-MAPS. The dependent variables included text structure and signal word identification and percentage of idea units recalled from expository text. All participants showed improved recall of idea units for compare–contrast and cause–effect texts with maintained performance 1-month post-intervention. The program also had notable effects on participants’ identification of signal words and text structures in compare–contrast and cause–effect texts. The magnitude of the Tau- U effect sizes was in the large, medium, and small range, and varied across participants. The results indicate that short-term, explicit text structure instruction can be effective for children with LLD with deficits in expository reading comprehension. Considerations for further research and practical implications are presented.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44841323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-27DOI: 10.1177/07319487221145610
M. 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 how they use numeracy at work or home. The article’s objective was to investigate numeracy skills and skill use for U.S. adults with LD. The author conducted descriptive and regression analyses of the data from the 2012/2014/2017 U.S. Program for the International Assessment of Adult Competencies (PIAAC). Findings are presented on assessed numeracy skills and skill use, relationships of use and skills, and skill use among seven groups of adults with LD. Compared with the general population, adults with LD have lower mean numeracy scores. Skill use at home adds to the variance explained in numeracy skills, which suggests that using numeracy skills matters in gaining skills. Knowing the relationships of assessed numeracy skills with skill use helps educators implement strategies to support adult program completion. Implications of findings are discussed for adult educators and policymakers.
{"title":"Assessed Numeracy Skills and Skill Use of Adults With Learning Disabilities in PIAAC","authors":"M. Patterson","doi":"10.1177/07319487221145610","DOIUrl":"https://doi.org/10.1177/07319487221145610","url":null,"abstract":"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 how they use numeracy at work or home. The article’s objective was to investigate numeracy skills and skill use for U.S. adults with LD. The author conducted descriptive and regression analyses of the data from the 2012/2014/2017 U.S. Program for the International Assessment of Adult Competencies (PIAAC). Findings are presented on assessed numeracy skills and skill use, relationships of use and skills, and skill use among seven groups of adults with LD. Compared with the general population, adults with LD have lower mean numeracy scores. Skill use at home adds to the variance explained in numeracy skills, which suggests that using numeracy skills matters in gaining skills. Knowing the relationships of assessed numeracy skills with skill use helps educators implement strategies to support adult program completion. Implications of findings are discussed for adult educators and policymakers.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47907368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-10DOI: 10.1177/07319487221140100
K. H. Yeager, J. 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 with LD related to this process. We conducted a systematic literature review and subsequent metasynthesis of 14 studies that met criteria and quality indicators for qualitative research in special education. Using a collaborative coding process, we identified five themes: (1) differences in support from professionals, family, and peers for transition, (2) perspectives on transition planning vision, meetings, and documents (3) evaluation of transition activities related to academics and graduation, career, and college, (4) self-determination examples, barriers, and facilitators, and (5) awareness of influence that gender, race, and/or culture have on transition. We discuss implications for practice and future research.
{"title":"Transition Perspectives of High School Students With Learning Disabilities: A Qualitative Metasynthesis","authors":"K. H. Yeager, J. Morgan","doi":"10.1177/07319487221140100","DOIUrl":"https://doi.org/10.1177/07319487221140100","url":null,"abstract":"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 with LD related to this process. We conducted a systematic literature review and subsequent metasynthesis of 14 studies that met criteria and quality indicators for qualitative research in special education. Using a collaborative coding process, we identified five themes: (1) differences in support from professionals, family, and peers for transition, (2) perspectives on transition planning vision, meetings, and documents (3) evaluation of transition activities related to academics and graduation, career, and college, (4) self-determination examples, barriers, and facilitators, and (5) awareness of influence that gender, race, and/or culture have on transition. We discuss implications for practice and future research.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42965221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-02DOI: 10.1177/07319487221136279
James D. Stocker, R. Kubina, Emily R. Crumpler, M. 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 explicit decoding plus frequency building intervention on consonant–vowel–consonant (CVC) word reading fluency. Participants were two third-grade students and one fourth-grade student receiving special education services from an urban U.S. elementary school. Delivered during the intervention block, the students practiced 5 to 8 min per day over 8 to 9 days per word list. The multiple probe design demonstrated an experimental effect for all three participants, with significant gains revealed on individual word lists, curriculum-based assessment, and curriculum-based measurement.
{"title":"Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting","authors":"James D. Stocker, R. Kubina, Emily R. Crumpler, M. Kozloff, Erica Swanton-Derushia","doi":"10.1177/07319487221136279","DOIUrl":"https://doi.org/10.1177/07319487221136279","url":null,"abstract":"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 explicit decoding plus frequency building intervention on consonant–vowel–consonant (CVC) word reading fluency. Participants were two third-grade students and one fourth-grade student receiving special education services from an urban U.S. elementary school. Delivered during the intervention block, the students practiced 5 to 8 min per day over 8 to 9 days per word list. The multiple probe design demonstrated an experimental effect for all three participants, with significant gains revealed on individual word lists, curriculum-based assessment, and curriculum-based measurement.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45296800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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