Pub Date : 2022-06-22DOI: 10.1177/07319487221103838
Margaret M. Flores, Vanessa M. Hinton, Erin Noelle Blanton
State standards include fluent use of standard computational algorithms. However, learning and using them require conceptual understanding of numbers and operations. Previous research using the concrete–representational–abstract (CRA) sequence has been effective in teaching computational algorithms to students at risk of and students with learning disabilities by emphasizing conceptual understanding. However, all the research was face-to-face and few captured the impact of the intervention on students’ conceptual understanding. The current study occurred during the COVID-19 pandemic, so researchers modified CRA for remote instruction. This study investigated the effects of modified CRA on the fluency and accuracy of three sixth-grade students with learning disabilities. They also included an assessment of conceptual understanding. The researchers used a multiple probe across participants design, demonstrating a functional relation between CRA and students’ fluency and accuracy. Researchers assessed conceptual understanding with informal measures that required application of their conceptual understanding. The results and implications are discussed.
{"title":"Remote Teaching of Multidigit Multiplication for Students With Learning Disabilities","authors":"Margaret M. Flores, Vanessa M. Hinton, Erin Noelle Blanton","doi":"10.1177/07319487221103838","DOIUrl":"https://doi.org/10.1177/07319487221103838","url":null,"abstract":"State standards include fluent use of standard computational algorithms. However, learning and using them require conceptual understanding of numbers and operations. Previous research using the concrete–representational–abstract (CRA) sequence has been effective in teaching computational algorithms to students at risk of and students with learning disabilities by emphasizing conceptual understanding. However, all the research was face-to-face and few captured the impact of the intervention on students’ conceptual understanding. The current study occurred during the COVID-19 pandemic, so researchers modified CRA for remote instruction. This study investigated the effects of modified CRA on the fluency and accuracy of three sixth-grade students with learning disabilities. They also included an assessment of conceptual understanding. The researchers used a multiple probe across participants design, demonstrating a functional relation between CRA and students’ fluency and accuracy. Researchers assessed conceptual understanding with informal measures that required application of their conceptual understanding. The results and implications are discussed.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"46 1","pages":"292 - 305"},"PeriodicalIF":1.8,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41711357","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 : 2022-06-03DOI: 10.1177/07319487221096684
M. Burns, A. Vanderheyden, McKinzie D. Duesenberg‐Marshall, Monica E. Romero, Mallory A Stevens, Jared T Izumi, Elizabeth M. McCollom
Students with dyslexia demonstrate reading difficulty in early literacy skills (e.g., phonemic awareness, word recognition, decoding), and administering screeners is a necessary step to implement effective intervention. There are several commonly used reading screeners, but the decision accuracy and predictive value between them varies. In the current study, scores on two different reading screeners, the Shaywitz DyslexiaScreen (SDS) and Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS Next) were compared for 115 U.S. Grades K–3 students with specific reading deficits using the Phonological Awareness Composite of the Comprehensive Test of Phonological Processing as the criterion. Tests of sensitivity, specificity, and post-test probabilities were used to evaluate the decision accuracy of the data. Results suggested that the decision accuracy for DIBELS Next (78%) was better than SDS (45%), and both sensitivity (DIBELS Next = 90%, SDS = 35%) and positive post-test probability (DIBELS Next = 71%, SDS = 42%) favored DIBELS Next. Thus, the DIBELS Next measures demonstrated acceptable decision accuracy in identifying students with low phonological awareness, but the SDS did not.
{"title":"Decision Accuracy of Commonly Used Dyslexia Screeners Among Students Who Are Potentially at Risk for Reading Difficulties","authors":"M. Burns, A. Vanderheyden, McKinzie D. Duesenberg‐Marshall, Monica E. Romero, Mallory A Stevens, Jared T Izumi, Elizabeth M. McCollom","doi":"10.1177/07319487221096684","DOIUrl":"https://doi.org/10.1177/07319487221096684","url":null,"abstract":"Students with dyslexia demonstrate reading difficulty in early literacy skills (e.g., phonemic awareness, word recognition, decoding), and administering screeners is a necessary step to implement effective intervention. There are several commonly used reading screeners, but the decision accuracy and predictive value between them varies. In the current study, scores on two different reading screeners, the Shaywitz DyslexiaScreen (SDS) and Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS Next) were compared for 115 U.S. Grades K–3 students with specific reading deficits using the Phonological Awareness Composite of the Comprehensive Test of Phonological Processing as the criterion. Tests of sensitivity, specificity, and post-test probabilities were used to evaluate the decision accuracy of the data. Results suggested that the decision accuracy for DIBELS Next (78%) was better than SDS (45%), and both sensitivity (DIBELS Next = 90%, SDS = 35%) and positive post-test probability (DIBELS Next = 71%, SDS = 42%) favored DIBELS Next. Thus, the DIBELS Next measures demonstrated acceptable decision accuracy in identifying students with low phonological awareness, but the SDS did not.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"46 1","pages":"306 - 316"},"PeriodicalIF":1.8,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42575941","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 : 2022-04-22DOI: 10.1177/07319487221092277
D. Bryant, Sam Choo
In this issue, we present seven papers with a range of topics. Allen and Lembke focus on “The Effect of a Morphological Awareness Intervention on Early Writing Outcomes that offers readers with pertinent information regarding early writing. Simply put, morphology focuses on word formations where morphemes are the smallest meaningful units in language. Allen and Lembke’s paper offers readers insights about an intervention that teaches writers how to improve their writing skills by tapping into the study of morphology. The next paper, “Implicit Theories, Social Support, and Hope as Serial Mediators for Predicting Academic SelfEfficacy Among Higher Education Students” by Mana, Saka, Dahan, Ben-Simon, and Margalit provides insights about mediators for predicting academic self-efficacy, which appear to be critical for higher education students. The self-efficacy theory holds that individuals participate in tasks in which they think of themselves as being competent. In essence, self-efficacy is an understanding of one’s effectiveness in performing tasks. Johnson, King-Sears, and Miller’s paper, “High School Co-Teaching Partners’ Self-Efficacy, Personal Compatibility, and Active Involvement in Instruction” furthers information about self-efficacy along with other factors as they pertain to instruction and academic success. O’Connor, Sanchez, Jones, Suchilt, Youkhana, and Beach provide their paper, “Continuing CHAAOS: Vocabulary Intervention for Students With Disabilities in Eighth Grade Who Are Also English Learners (ELL).” Certainly, vocabulary instruction is important for all students and in particular those who are ELL. “Prior Academic Achievement as a Predictor of NonCognitive Variables and Teacher and Parent Expectations in Students with Learning Disabilities,” by Núñez, Rodríguez, Tuero, Fernández, and Cerezo draws our attention to the role of prior academic achievement as it relates to students with learning disabilities and the expectations of their teachers and parents. Certainly these role groups are a contributory factor to the role of academic achiement. We move on to Deng, Cai, Zhou, and Leung’s scholarly work about the role of “Executive Function and Planning Features of Students with Different Types of Learning Difficulties in Chinese Junior Middle School.” This paper can assist readers in a better understanding of how students operationalize these features and their outcome for junior middle school students. Finally, the Smith and Lembke paper, “Technical Adequacy of a Spelling Curriculum Based Measure for English Language Learners in the First Through Third Grade,” provides readers with a topic that does not garner sufficient attention: spelling, ELL, and primary grades students. We hope readers will find helpful information in all of these papers as they plan their research and intervention strategies for students with LD.
{"title":"LDQ Editorial 45.2","authors":"D. Bryant, Sam Choo","doi":"10.1177/07319487221092277","DOIUrl":"https://doi.org/10.1177/07319487221092277","url":null,"abstract":"In this issue, we present seven papers with a range of topics. Allen and Lembke focus on “The Effect of a Morphological Awareness Intervention on Early Writing Outcomes that offers readers with pertinent information regarding early writing. Simply put, morphology focuses on word formations where morphemes are the smallest meaningful units in language. Allen and Lembke’s paper offers readers insights about an intervention that teaches writers how to improve their writing skills by tapping into the study of morphology. The next paper, “Implicit Theories, Social Support, and Hope as Serial Mediators for Predicting Academic SelfEfficacy Among Higher Education Students” by Mana, Saka, Dahan, Ben-Simon, and Margalit provides insights about mediators for predicting academic self-efficacy, which appear to be critical for higher education students. The self-efficacy theory holds that individuals participate in tasks in which they think of themselves as being competent. In essence, self-efficacy is an understanding of one’s effectiveness in performing tasks. Johnson, King-Sears, and Miller’s paper, “High School Co-Teaching Partners’ Self-Efficacy, Personal Compatibility, and Active Involvement in Instruction” furthers information about self-efficacy along with other factors as they pertain to instruction and academic success. O’Connor, Sanchez, Jones, Suchilt, Youkhana, and Beach provide their paper, “Continuing CHAAOS: Vocabulary Intervention for Students With Disabilities in Eighth Grade Who Are Also English Learners (ELL).” Certainly, vocabulary instruction is important for all students and in particular those who are ELL. “Prior Academic Achievement as a Predictor of NonCognitive Variables and Teacher and Parent Expectations in Students with Learning Disabilities,” by Núñez, Rodríguez, Tuero, Fernández, and Cerezo draws our attention to the role of prior academic achievement as it relates to students with learning disabilities and the expectations of their teachers and parents. Certainly these role groups are a contributory factor to the role of academic achiement. We move on to Deng, Cai, Zhou, and Leung’s scholarly work about the role of “Executive Function and Planning Features of Students with Different Types of Learning Difficulties in Chinese Junior Middle School.” This paper can assist readers in a better understanding of how students operationalize these features and their outcome for junior middle school students. Finally, the Smith and Lembke paper, “Technical Adequacy of a Spelling Curriculum Based Measure for English Language Learners in the First Through Third Grade,” provides readers with a topic that does not garner sufficient attention: spelling, ELL, and primary grades students. We hope readers will find helpful information in all of these papers as they plan their research and intervention strategies for students with LD.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"71 - 71"},"PeriodicalIF":1.8,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47322243","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 : 2022-04-18DOI: 10.1177/07319487221089616
Brittany L. Hott, Margaret M. Flores, Stephanie Morano, Kathleen M. Randolph, Corey Peltier
This article, part of the Learning Disability Quarterly special series dedicated to single-case research design (SCRD), summarizes the review process and outlines how to provide high-quality SCRD study manuscript reviews. We offer recommendations for the entirety of the review process, including accepting the role of reviewer, evaluating quality of SCRD studies, and, finally, adhering to reporting standards with focused attention on the applied nature of the engaging work that encompasses research in learning disabilities. In addition, we discuss (a) participant and setting description, (b) implementation of particular designs, (c) measurement procedures for dependent variable(s), (d) providing evidence of reliability, (e) graphic display of time-series data, (f) descriptions of results, and (g) acknowledgment of design limitations. We describe the challenges facing SCRD researchers and reviewers engaging in learning disabilities research within applied settings, identify fatal flaws that authors cannot address, and point out omissions that researchers can address through the revision process. Implications for practice, resources, and future directions are shared.
{"title":"Reviewing Manuscripts Reporting Findings From Single-Case Research Design Studies","authors":"Brittany L. Hott, Margaret M. Flores, Stephanie Morano, Kathleen M. Randolph, Corey Peltier","doi":"10.1177/07319487221089616","DOIUrl":"https://doi.org/10.1177/07319487221089616","url":null,"abstract":"This article, part of the Learning Disability Quarterly special series dedicated to single-case research design (SCRD), summarizes the review process and outlines how to provide high-quality SCRD study manuscript reviews. We offer recommendations for the entirety of the review process, including accepting the role of reviewer, evaluating quality of SCRD studies, and, finally, adhering to reporting standards with focused attention on the applied nature of the engaging work that encompasses research in learning disabilities. In addition, we discuss (a) participant and setting description, (b) implementation of particular designs, (c) measurement procedures for dependent variable(s), (d) providing evidence of reliability, (e) graphic display of time-series data, (f) descriptions of results, and (g) acknowledgment of design limitations. We describe the challenges facing SCRD researchers and reviewers engaging in learning disabilities research within applied settings, identify fatal flaws that authors cannot address, and point out omissions that researchers can address through the revision process. Implications for practice, resources, and future directions are shared.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"46 1","pages":"46 - 58"},"PeriodicalIF":1.8,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42102655","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 : 2022-04-11DOI: 10.1177/07319487221096256
{"title":"Corrigendum to Differential Effects of the Targeted Reading Intervention for Students With Low Phonological Awareness and/or Vocabulary","authors":"","doi":"10.1177/07319487221096256","DOIUrl":"https://doi.org/10.1177/07319487221096256","url":null,"abstract":"","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"46 1","pages":"147 - 147"},"PeriodicalIF":1.8,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43320414","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 : 2022-04-10DOI: 10.1177/07319487221086970
Miia Ronimus, A. Tolvanen, Ritva Ketonen
Self-efficacious children are expected to be more task-focused in challenging achievement situations and consequently have better chances of overcoming learning difficulties than children who have lower self-efficacy. The present study investigates this presumption with Finnish-speaking first graders struggling with reading acquisition (N = 285). The development of the children’s reading fluency, self-efficacy, and task avoidance was followed from the middle of Grade 1 to the end of Grade 2, and a 6-week mobile game-based intervention was administered to those who exhibited the greatest risk for reading disabilities (≤ 5th percentile). Exploratory structural equation modeling was used to test the theoretical model. The results suggest that higher self-efficacy in the middle of Grade 1 predicted lower task avoidance and higher reading fluency at the end of Grade 1, but no support for the mediating role of task avoidance was found. The intervention benefited both self-efficacy and reading fluency.
{"title":"Is There Hope for First Graders at the Lowest Percentiles? The Roles of Self-Efficacy, Task Avoidance, and Support in the Development of Reading Fluency","authors":"Miia Ronimus, A. Tolvanen, Ritva Ketonen","doi":"10.1177/07319487221086970","DOIUrl":"https://doi.org/10.1177/07319487221086970","url":null,"abstract":"Self-efficacious children are expected to be more task-focused in challenging achievement situations and consequently have better chances of overcoming learning difficulties than children who have lower self-efficacy. The present study investigates this presumption with Finnish-speaking first graders struggling with reading acquisition (N = 285). The development of the children’s reading fluency, self-efficacy, and task avoidance was followed from the middle of Grade 1 to the end of Grade 2, and a 6-week mobile game-based intervention was administered to those who exhibited the greatest risk for reading disabilities (≤ 5th percentile). Exploratory structural equation modeling was used to test the theoretical model. The results suggest that higher self-efficacy in the middle of Grade 1 predicted lower task avoidance and higher reading fluency at the end of Grade 1, but no support for the mediating role of task avoidance was found. The intervention benefited both self-efficacy and reading fluency.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"46 1","pages":"120 - 133"},"PeriodicalIF":1.8,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43728383","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 : 2022-04-10DOI: 10.1177/07319487221087452
Sheri Berkeley, PhD, Michael Hock, PhD, Jocelyn Washburn, PhD
Many students with learning disabilities (LD) do not master basic reading skills, which affects later reading fluency and reading comprehension development. Single-case experimental design (SCED) research yields unique opportunities to better understand which aspects of a basic reading intervention are effective with a particular student, including the individual’s rate of growth, stability, or maintenance of acquired skills, and whether or not modifications need to be made to the intervention under study. In this article, we use a case study illustration to highlight unique considerations for using SCED research to investigate basic reading interventions for students with LD. Finally, we provide a discussion of future directions and a potential shift in SCED methodology that is responsive to the comprehensive and multiple skill nature of reading instruction.
{"title":"Single-Case Experimental Design for Evaluating Basic Reading Interventions for Students With Learning Disabilities: An Illustrative Case","authors":"Sheri Berkeley, PhD, Michael Hock, PhD, Jocelyn Washburn, PhD","doi":"10.1177/07319487221087452","DOIUrl":"https://doi.org/10.1177/07319487221087452","url":null,"abstract":"Many students with learning disabilities (LD) do not master basic reading skills, which affects later reading fluency and reading comprehension development. Single-case experimental design (SCED) research yields unique opportunities to better understand which aspects of a basic reading intervention are effective with a particular student, including the individual’s rate of growth, stability, or maintenance of acquired skills, and whether or not modifications need to be made to the intervention under study. In this article, we use a case study illustration to highlight unique considerations for using SCED research to investigate basic reading interventions for students with LD. Finally, we provide a discussion of future directions and a potential shift in SCED methodology that is responsive to the comprehensive and multiple skill nature of reading instruction.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"191 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138536595","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 : 2022-04-10DOI: 10.1177/07319487221085277
Daibao Guo, Luxi Feng, Tracey S. Hodges
The primary goal of the present systematic review was to examine the criteria and measures used for assessing students with specific comprehension deficit (SCD) who have adequate decoding skills but still perform poorly on reading comprehension assessments. From a systematic review of 32 studies, we found four predominant selection approaches for classifying students with SCD and a wide range of measurements of reading skills used to distinguish students with SCD from skilled readers. In addition, to develop a reading profile for students with SCD, we performed a meta-analysis to quantify the characteristics of SCD by comparing their reading skills to those of skilled readers. Results revealed that students with SCD demonstrated deficits in oral language (i.e., vocabulary and listening comprehension) and reading comprehension, despite adequate decoding and fluency skills. Their reading comprehension deficits (Hedges’s g = −3.28) were also more severe than their oral language deficits (Hedges’s g = −0.95). We provide recommendations and implications for future researchers and classroom teachers.
{"title":"Differentiating Reading Profiles of Children With Specific Comprehension Deficits From Skilled Readers: A Systematic Review","authors":"Daibao Guo, Luxi Feng, Tracey S. Hodges","doi":"10.1177/07319487221085277","DOIUrl":"https://doi.org/10.1177/07319487221085277","url":null,"abstract":"The primary goal of the present systematic review was to examine the criteria and measures used for assessing students with specific comprehension deficit (SCD) who have adequate decoding skills but still perform poorly on reading comprehension assessments. From a systematic review of 32 studies, we found four predominant selection approaches for classifying students with SCD and a wide range of measurements of reading skills used to distinguish students with SCD from skilled readers. In addition, to develop a reading profile for students with SCD, we performed a meta-analysis to quantify the characteristics of SCD by comparing their reading skills to those of skilled readers. Results revealed that students with SCD demonstrated deficits in oral language (i.e., vocabulary and listening comprehension) and reading comprehension, despite adequate decoding and fluency skills. Their reading comprehension deficits (Hedges’s g = −3.28) were also more severe than their oral language deficits (Hedges’s g = −0.95). We provide recommendations and implications for future researchers and classroom teachers.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"46 1","pages":"134 - 146"},"PeriodicalIF":1.8,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49139012","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 : 2022-04-06DOI: 10.1177/07319487221085267
Margaret M. Flores, Brittany L. Hott
This article introduces and describes the two articles that are part of the thematic special series on investigating research questions to improve services for students with specific learning disabilities using single-case research design. The issue includes an article for peer reviewers, which serves as a guide for decision-making and evaluation of single-case research design studies. The other article is intended for researchers interested in designing behavioral interventions for students with specific learning disabilities using single-case research designs. Both articles provide readers with descriptions of methods, approaches, and techniques that lead to high-quality research design.
{"title":"Introduction to a Special Series on Single Research Case Design: Information for Peer Reviewers and Researchers Designing Behavioral Interventions for Students With SLD","authors":"Margaret M. Flores, Brittany L. Hott","doi":"10.1177/07319487221085267","DOIUrl":"https://doi.org/10.1177/07319487221085267","url":null,"abstract":"This article introduces and describes the two articles that are part of the thematic special series on investigating research questions to improve services for students with specific learning disabilities using single-case research design. The issue includes an article for peer reviewers, which serves as a guide for decision-making and evaluation of single-case research design studies. The other article is intended for researchers interested in designing behavioral interventions for students with specific learning disabilities using single-case research designs. Both 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":"1 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42892699","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 : 2022-04-02DOI: 10.1177/07319487221086006
Petra J. Sainio, K. Eklund, Eija Pakarinen, N. Kiuru
Student–teacher relationships are crucial for adolescents’ adjustment in the school context. The aim of the present study was to examine the role of teacher closeness in academic emotions and achievement among adolescents with and without learning difficulties during the first year in lower secondary school. Students’ learning difficulties (LDs) were identified based on tested reading and math skills. In addition, students evaluated their teacher relationships and rated academic emotions in literacy and math domains. The results indicated that higher teacher closeness was related to increasing positive emotions and increasing literacy achievement during seventh grade, whereas lower levels of teacher closeness were associated with increasing learning-related anger and boredom. The results were mostly similar for students with and without LDs, which indicates that students in general benefit from close teacher relationships during the first year in lower secondary school.
{"title":"The Role of Teacher Closeness in Emotions and Achievement for Adolescents With and Without Learning Difficulties","authors":"Petra J. Sainio, K. Eklund, Eija Pakarinen, N. Kiuru","doi":"10.1177/07319487221086006","DOIUrl":"https://doi.org/10.1177/07319487221086006","url":null,"abstract":"Student–teacher relationships are crucial for adolescents’ adjustment in the school context. The aim of the present study was to examine the role of teacher closeness in academic emotions and achievement among adolescents with and without learning difficulties during the first year in lower secondary school. Students’ learning difficulties (LDs) were identified based on tested reading and math skills. In addition, students evaluated their teacher relationships and rated academic emotions in literacy and math domains. The results indicated that higher teacher closeness was related to increasing positive emotions and increasing literacy achievement during seventh grade, whereas lower levels of teacher closeness were associated with increasing learning-related anger and boredom. The results were mostly similar for students with and without LDs, which indicates that students in general benefit from close teacher relationships during the first year in lower secondary school.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"46 1","pages":"151 - 165"},"PeriodicalIF":1.8,"publicationDate":"2022-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41620703","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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