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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2022-03-30DOI: 10.1177/07319487221085994
Furkan Atmaca, Vesile Yıldız-Demirtaş
The present study investigated the effects of the cognitive enhancement training (COGENT) program on the reading skills (reading speed, reading errors, and reading comprehension) and writing skills (dictation and text copying) of students with specific learning disabilities (SLD). The study was conducted with an experimental design. The study group consisted of 16 Turkish students. The treatment-group students (n = 8) were administered COGENT for 6 weeks and 12 sessions. After the training, semi-structured interviews were made with the treatment-group students and their teachers for social validity. The results suggest that the COGENT improved the reading speed, reading comprehension, and dictation skills and reduced reading errors of the treatment-group students. However, there was no significant difference in text copying. Findings obtained from the interviews showed that the students liked the program and wanted it to continue. The teachers stated that they observed improvements in their students’ literacy skills and some social skills.
{"title":"Does Cognitive Training Affect Reading and Writing Skills of Students With Specific Learning Disabilities?","authors":"Furkan Atmaca, Vesile Yıldız-Demirtaş","doi":"10.1177/07319487221085994","DOIUrl":"https://doi.org/10.1177/07319487221085994","url":null,"abstract":"The present study investigated the effects of the cognitive enhancement training (COGENT) program on the reading skills (reading speed, reading errors, and reading comprehension) and writing skills (dictation and text copying) of students with specific learning disabilities (SLD). The study was conducted with an experimental design. The study group consisted of 16 Turkish students. The treatment-group students (n = 8) were administered COGENT for 6 weeks and 12 sessions. After the training, semi-structured interviews were made with the treatment-group students and their teachers for social validity. The results suggest that the COGENT improved the reading speed, reading comprehension, and dictation skills and reduced reading errors of the treatment-group students. However, there was no significant difference in text copying. Findings obtained from the interviews showed that the students liked the program and wanted it to continue. The teachers stated that they observed improvements in their students’ literacy skills and some social skills.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48708969","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 : 2022-01-04DOI: 10.1177/0731948720937448
Audrey M Sorrells, Minyi Shih Dennis
Despite decades of intervention research on what works to improve the outcomes of students with learning disabilities or learning difficulties (e.g., Gersten et al., 2009; Swanson et al., 1999), opportunity gaps and achievement gaps remain most pronounced for culturally and linguistically diverse (CLD) students with learning disabilities or learning difficulties (U.S. Department of Education & National Center for Education Statistics, 2019). Furthermore, CLD students are disproportionately present and underrepresented in intervention research (Artiles et al., 1997; Lindo, 2006; Pierce et al., 2014; Reed et al., 2012) and therefore experience inequities in both access and achievement outcomes. Inequities in education access and outcomes for CLD students with learning disabilities or learning difficulties have been an area of concern for decades. In their seminal work that looked at empirical studies involving students with learning disabilities over a 22-year period (1972– 1994), Artiles et al. (1997) found alarmingly low rates of publications on identifiable diverse groups. Artiles et al. also found that the majority of these studies focused less on intervention but more on assessment, testing, and placement, and the studies lacked methodological rigor. Vasquez and colleagues (2011) replicated the work of Artiles et al. and found that although there were increases in the proportion of articles reporting ethnic minority information, gaps existed in the knowledge of evidence-based practices for CLD students with learning disabilities. Recently, Reed et al. (2012) argued that because of the scarcity of studies that included and/or reported participant characteristics or disaggregated findings by race and ethnicity, it was not possible to know whether evidence-based interventions were generalizable and valid for middle school–level CLD students with reading disabilities. The glaring paucities of CLD students with learning disabilities or difficulties in intervention research prompted the authors to call for more empirical studies that included CLD students, and to more intentionally attend to students’ sociocultural characteristics and backgrounds in the development, implementation, and validation of evidence-based practices. In this special series, we underscore the calls for improving the quality and quantity of intervention research that includes CLD students with learning difficulties and learning disabilities. We have a specific focus in STEM (science, technology, engineering, and mathematics) and STEMrelated intervention access and achievement for CLD students with learning disabilities or learning difficulties. The turn of the 21st century brought with it the expectations for a differently trained workforce in STEM-related careers and the recognition of a severe shortage of talented and diverse persons to fill positions in those careers. The need for a diverse workforce that is skilled in scienceand mathematics-related fields is ever rising, a
{"title":"Equity and Opportunity in Intervention Research—Intervention in Context: Introduction to the Special Series","authors":"Audrey M Sorrells, Minyi Shih Dennis","doi":"10.1177/0731948720937448","DOIUrl":"https://doi.org/10.1177/0731948720937448","url":null,"abstract":"Despite decades of intervention research on what works to improve the outcomes of students with learning disabilities or learning difficulties (e.g., Gersten et al., 2009; Swanson et al., 1999), opportunity gaps and achievement gaps remain most pronounced for culturally and linguistically diverse (CLD) students with learning disabilities or learning difficulties (U.S. Department of Education & National Center for Education Statistics, 2019). Furthermore, CLD students are disproportionately present and underrepresented in intervention research (Artiles et al., 1997; Lindo, 2006; Pierce et al., 2014; Reed et al., 2012) and therefore experience inequities in both access and achievement outcomes. Inequities in education access and outcomes for CLD students with learning disabilities or learning difficulties have been an area of concern for decades. In their seminal work that looked at empirical studies involving students with learning disabilities over a 22-year period (1972– 1994), Artiles et al. (1997) found alarmingly low rates of publications on identifiable diverse groups. Artiles et al. also found that the majority of these studies focused less on intervention but more on assessment, testing, and placement, and the studies lacked methodological rigor. Vasquez and colleagues (2011) replicated the work of Artiles et al. and found that although there were increases in the proportion of articles reporting ethnic minority information, gaps existed in the knowledge of evidence-based practices for CLD students with learning disabilities. Recently, Reed et al. (2012) argued that because of the scarcity of studies that included and/or reported participant characteristics or disaggregated findings by race and ethnicity, it was not possible to know whether evidence-based interventions were generalizable and valid for middle school–level CLD students with reading disabilities. The glaring paucities of CLD students with learning disabilities or difficulties in intervention research prompted the authors to call for more empirical studies that included CLD students, and to more intentionally attend to students’ sociocultural characteristics and backgrounds in the development, implementation, and validation of evidence-based practices. In this special series, we underscore the calls for improving the quality and quantity of intervention research that includes CLD students with learning difficulties and learning disabilities. We have a specific focus in STEM (science, technology, engineering, and mathematics) and STEMrelated intervention access and achievement for CLD students with learning disabilities or learning difficulties. The turn of the 21st century brought with it the expectations for a differently trained workforce in STEM-related careers and the recognition of a severe shortage of talented and diverse persons to fill positions in those careers. The need for a diverse workforce that is skilled in scienceand mathematics-related fields is ever rising, a","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45688426","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 : 2021-12-06DOI: 10.1177/07319487211061421
I. Polo-Blanco, M. J. González López, A. Bruno, Jon González-Sánchez
This study, which used a multiple baseline across students’ design, examines the effectiveness of a modified schema-based instructional approach to improve the mathematical word problem-solving performance of three students with mild intellectual disability, two of them with autism spectrum disorder. Following the intervention, the three students improved their performance when solving addition and subtraction change word problems; however, their performance was inconsistent with change word problems. The effects of the instruction were generalized to two-step addition and subtraction word problems for the three participants. Moreover, the results were generalized to an untrained setting and were maintained 8 weeks after the instruction. The implications of these findings for teaching problem-solving skills to students with intellectual disability are discussed.
{"title":"Teaching Students With Mild Intellectual Disability to Solve Word Problems Using Schema-Based Instruction","authors":"I. Polo-Blanco, M. J. González López, A. Bruno, Jon González-Sánchez","doi":"10.1177/07319487211061421","DOIUrl":"https://doi.org/10.1177/07319487211061421","url":null,"abstract":"This study, which used a multiple baseline across students’ design, examines the effectiveness of a modified schema-based instructional approach to improve the mathematical word problem-solving performance of three students with mild intellectual disability, two of them with autism spectrum disorder. Following the intervention, the three students improved their performance when solving addition and subtraction change word problems; however, their performance was inconsistent with change word problems. The effects of the instruction were generalized to two-step addition and subtraction word problems for the three participants. Moreover, the results were generalized to an untrained setting and were maintained 8 weeks after the instruction. The implications of these findings for teaching problem-solving skills to students with intellectual disability are discussed.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44342654","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 : 2021-08-31DOI: 10.1177/07319487211041127
Valentina A. Contesse, Nicholas A. Gage, Holly B. Lane
Intensive academic interventions help address the learning difficulties of students with specific learning disabilities (SLDs). Challenging behaviors exhibited during instruction can have a negative impact on the overall effectiveness of an academic intervention. In addition to academic interventions, students with SLD may benefit from behavioral interventions. One method for evaluating the effect of interventions that target improved behavioral outcomes for students with SLD is single-case research design (SCRD). This article provides an overview of critical features of SCRD studies evaluating behavioral interventions with students with SLD or interventions with teachers of students with SLD. The article also examines how research decisions were made to support other researchers’ development of high-quality SCRD studies.
{"title":"Practical Use of Single-Case Research Design to Target Improved Behavioral Outcomes for Students With SLD","authors":"Valentina A. Contesse, Nicholas A. Gage, Holly B. Lane","doi":"10.1177/07319487211041127","DOIUrl":"https://doi.org/10.1177/07319487211041127","url":null,"abstract":"Intensive academic interventions help address the learning difficulties of students with specific learning disabilities (SLDs). Challenging behaviors exhibited during instruction can have a negative impact on the overall effectiveness of an academic intervention. In addition to academic interventions, students with SLD may benefit from behavioral interventions. One method for evaluating the effect of interventions that target improved behavioral outcomes for students with SLD is single-case research design (SCRD). This article provides an overview of critical features of SCRD studies evaluating behavioral interventions with students with SLD or interventions with teachers of students with SLD. The article also examines how research decisions were made to support other researchers’ development of high-quality SCRD studies.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47050113","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 : 2021-08-21DOI: 10.1177/07319487211041103
Linda Zuppardo, F. Serrano, Concetta Pirrone, A. Rodríguez-Fuentes
This study focused on psycho-affective and behavioral problems in children and adolescents with dyslexia. It aims to define clinical psycho-affective and behavioral profiles of dyslexia beyond those found in existing descriptions of the cognitive, neural, and behavioral correlates. The study focused specifically on the understudied population of native Italian-speaking students. Characteristics of anxiety and self-esteem, as psycho-affective factors, and a variety of associated behavioral problems were studied in a sample of children and adolescents with dyslexia (n = 22) and compared to those of a group without learning disabilities (n = 25). The findings suggest the group of participants diagnosed with dyslexia exhibited psycho-affective symptoms, especially anxiety and low self-esteem in social and academic situations more frequently than the control group. These problems were related to reading measures. More research is needed to determine how they are related and their interaction. Overall, these findings are useful in clarifying the profile of psycho-affective symptoms in the development of academic difficulties in children and adolescents with dyslexia. In some cases, school personnel focus their interventions only on the academic difficulties and not the psycho-affective or behavioral problems. These findings could have implications regarding intervention for this population.
{"title":"More Than Words: Anxiety, Self-Esteem, and Behavioral Problems in Children and Adolescents With Dyslexia","authors":"Linda Zuppardo, F. Serrano, Concetta Pirrone, A. Rodríguez-Fuentes","doi":"10.1177/07319487211041103","DOIUrl":"https://doi.org/10.1177/07319487211041103","url":null,"abstract":"This study focused on psycho-affective and behavioral problems in children and adolescents with dyslexia. It aims to define clinical psycho-affective and behavioral profiles of dyslexia beyond those found in existing descriptions of the cognitive, neural, and behavioral correlates. The study focused specifically on the understudied population of native Italian-speaking students. Characteristics of anxiety and self-esteem, as psycho-affective factors, and a variety of associated behavioral problems were studied in a sample of children and adolescents with dyslexia (n = 22) and compared to those of a group without learning disabilities (n = 25). The findings suggest the group of participants diagnosed with dyslexia exhibited psycho-affective symptoms, especially anxiety and low self-esteem in social and academic situations more frequently than the control group. These problems were related to reading measures. More research is needed to determine how they are related and their interaction. Overall, these findings are useful in clarifying the profile of psycho-affective symptoms in the development of academic difficulties in children and adolescents with dyslexia. In some cases, school personnel focus their interventions only on the academic difficulties and not the psycho-affective or behavioral problems. These findings could have implications regarding intervention for this population.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41475697","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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