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":"46 1","pages":"106 - 119"},"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":"45 1","pages":"3 - 5"},"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":"1 1","pages":""},"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":"46 1","pages":"32 - 45"},"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":"46 1","pages":"77 - 91"},"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}
Pub Date : 2021-08-19DOI: 10.1177/07319487211040470
Jared R. Morris, Elizabeth M. Hughes, James D. Stocker, Emelie S. Davis
Students with exceptionalities who do not make adequate progress with core instruction in mathematics require more intensive research-based interventions such as explicit instruction or video modeling to address instructional needs. This study examined the effects of combining point-of-view video modeling, explicit instruction, and augmented reality to teach mathematics to students with disabilities. The researchers employed a multiple baseline across skills, single-subject research design to evaluate the effects of the intervention on student performance across four mathematics skills. Two eighth grade students identified as having a disability impacting mathematics, one with autism spectrum disorder and one with a specific learning disability, participated in the study. Visual analysis determined a functional relationship between the dependent and independent variables. Tau-U result for the intervention phase was 1.0 across all four skills for each participant. Participants demonstrated high levels of maintenance, and with one exception, students were able to apply the skills to word problems without additional training. Limitations and implications for future research and practice are discussed.
{"title":"Using Video Modeling, Explicit Instruction, and Augmented Reality to Teach Mathematics to Students With Disabilities","authors":"Jared R. Morris, Elizabeth M. Hughes, James D. Stocker, Emelie S. Davis","doi":"10.1177/07319487211040470","DOIUrl":"https://doi.org/10.1177/07319487211040470","url":null,"abstract":"Students with exceptionalities who do not make adequate progress with core instruction in mathematics require more intensive research-based interventions such as explicit instruction or video modeling to address instructional needs. This study examined the effects of combining point-of-view video modeling, explicit instruction, and augmented reality to teach mathematics to students with disabilities. The researchers employed a multiple baseline across skills, single-subject research design to evaluate the effects of the intervention on student performance across four mathematics skills. Two eighth grade students identified as having a disability impacting mathematics, one with autism spectrum disorder and one with a specific learning disability, participated in the study. Visual analysis determined a functional relationship between the dependent and independent variables. Tau-U result for the intervention phase was 1.0 across all four skills for each participant. Participants demonstrated high levels of maintenance, and with one exception, students were able to apply the skills to word problems without additional training. Limitations and implications for future research and practice are discussed.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"306 - 319"},"PeriodicalIF":1.8,"publicationDate":"2021-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46164530","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 : 2021-08-11DOI: 10.1177/07319487211037256
Elizabeth B. Meisinger, A. M. Breazeale, Lyle H. Davis
The purpose of this study was to examine whether group-based differences exist in word- and text-level reading in a clinical sample of students with dyslexia, and to shed light on the cognitive processes supporting these essential skills. Second- through seventh-grade students were administered a battery of standardized measures of cognitive processing skills (phonological awareness, rapid automatized naming [RAN], and verbal short-term memory), word reading skills (decoding and word identification), oral text reading (fluency and comprehension), and silent text reading (fluency and comprehension). Word- and text-level reading skills were used to place students into the following groups: text fluency deficit, globally impaired, and partially remediated. Results replicated the existence of a text fluency deficit group. Reader group differences in terms of cognitive processing skills were less pronounced than expected, with only phonological awareness differentiating among them. Phonological awareness and RAN emerged as the important contributors to reading skill, though their relative contributions varied across word- and text-level measures. Together, these results point to importance of considering text-level reading processes across modality in both research and clinical contexts.
{"title":"Word- and Text-Level Reading Difficulties in Students With Dyslexia","authors":"Elizabeth B. Meisinger, A. M. Breazeale, Lyle H. Davis","doi":"10.1177/07319487211037256","DOIUrl":"https://doi.org/10.1177/07319487211037256","url":null,"abstract":"The purpose of this study was to examine whether group-based differences exist in word- and text-level reading in a clinical sample of students with dyslexia, and to shed light on the cognitive processes supporting these essential skills. Second- through seventh-grade students were administered a battery of standardized measures of cognitive processing skills (phonological awareness, rapid automatized naming [RAN], and verbal short-term memory), word reading skills (decoding and word identification), oral text reading (fluency and comprehension), and silent text reading (fluency and comprehension). Word- and text-level reading skills were used to place students into the following groups: text fluency deficit, globally impaired, and partially remediated. Results replicated the existence of a text fluency deficit group. Reader group differences in terms of cognitive processing skills were less pronounced than expected, with only phonological awareness differentiating among them. Phonological awareness and RAN emerged as the important contributors to reading skill, though their relative contributions varied across word- and text-level measures. Together, these results point to importance of considering text-level reading processes across modality in both research and clinical contexts.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"294 - 305"},"PeriodicalIF":1.8,"publicationDate":"2021-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45806636","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 : 2021-08-01DOI: 10.1177/07319487211028936
D. Bryant
In this issue, we are pleased to feature a special series on dyslexia with Dr. Colby Hall and Dr. Sharon Vaughn serving as guest editors. According to Hall and Vaughn (in this volume), “Dyslexia is now widely understood to be a specific learning disability characterized by difficulties with accurate and/or fluent word recognition and spelling.” Hall and Vaughn point out that (a) the definition of dyslexia is debatable due to environmental factors and (b) the diagnosis of dyslexia involves differentiating students with dyslexia from their peers without dyslexia. Hall and Vaughn present evidence on the genetic basis for dyslexia, the brain basis for dyslexia, and issues related to the identification and remediation of dyslexia. This special series provides readers with a wealth of information written by experts in the field of dyslexia; I thank them for their contributions on this important topic.
{"title":"Introduction to Volume 44:3 of Learning Disability Quarterly","authors":"D. Bryant","doi":"10.1177/07319487211028936","DOIUrl":"https://doi.org/10.1177/07319487211028936","url":null,"abstract":"In this issue, we are pleased to feature a special series on dyslexia with Dr. Colby Hall and Dr. Sharon Vaughn serving as guest editors. According to Hall and Vaughn (in this volume), “Dyslexia is now widely understood to be a specific learning disability characterized by difficulties with accurate and/or fluent word recognition and spelling.” Hall and Vaughn point out that (a) the definition of dyslexia is debatable due to environmental factors and (b) the diagnosis of dyslexia involves differentiating students with dyslexia from their peers without dyslexia. Hall and Vaughn present evidence on the genetic basis for dyslexia, the brain basis for dyslexia, and issues related to the identification and remediation of dyslexia. This special series provides readers with a wealth of information written by experts in the field of dyslexia; I thank them for their contributions on this important topic.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"44 1","pages":"139 - 139"},"PeriodicalIF":1.8,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/07319487211028936","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41913479","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 : 2021-07-24DOI: 10.1177/0731948720929010
Colby Hall, S. Vaughn
This introduction to the special series summarizes evidence for the genetic and brain bases for dyslexia and cognitive–behavioral indicators (including ones that can be measured even before the onset of reading instruction) that attest to meaningful differences between children with dyslexia and their non-dyslexic peers. Authors review controversies that have surrounded approaches to dyslexia identification and treatment during the last few decades. Finally, they introduce the findings of the articles in the special series and discuss potential implications for dyslexia identification and treatment.
{"title":"Current Research Informing the Conceptualization, Identification, and Treatment of Dyslexia Across Orthographies: An Introduction to the Special Series","authors":"Colby Hall, S. Vaughn","doi":"10.1177/0731948720929010","DOIUrl":"https://doi.org/10.1177/0731948720929010","url":null,"abstract":"This introduction to the special series summarizes evidence for the genetic and brain bases for dyslexia and cognitive–behavioral indicators (including ones that can be measured even before the onset of reading instruction) that attest to meaningful differences between children with dyslexia and their non-dyslexic peers. Authors review controversies that have surrounded approaches to dyslexia identification and treatment during the last few decades. Finally, they introduce the findings of the articles in the special series and discuss potential implications for dyslexia identification and treatment.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"44 1","pages":"140 - 144"},"PeriodicalIF":1.8,"publicationDate":"2021-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720929010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47869433","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 : 2021-06-10DOI: 10.1177/07319487211010342
Minyi Shih Dennis, Audrey M Sorrells, Jacquelyn Chovanes, Elisheba W. Kiru
This meta-analysis examined the ecological and population validity of intervention research for students with low mathematics achievement (SWLMA). Forty-four studies published between 2005 and 2019 that met the inclusionary criterion were included in this analysis. Our findings suggest, to improve the external validity and generalizability of research, more detailed descriptions of participants and the socio-cultural contexts of the intervention studies are warranted.
{"title":"Ecological and Population Validity of Mathematics Interventions for Diverse Students With Low Mathematics Achievement: A Meta-Analysis","authors":"Minyi Shih Dennis, Audrey M Sorrells, Jacquelyn Chovanes, Elisheba W. Kiru","doi":"10.1177/07319487211010342","DOIUrl":"https://doi.org/10.1177/07319487211010342","url":null,"abstract":"This meta-analysis examined the ecological and population validity of intervention research for students with low mathematics achievement (SWLMA). Forty-four studies published between 2005 and 2019 that met the inclusionary criterion were included in this analysis. Our findings suggest, to improve the external validity and generalizability of research, more detailed descriptions of participants and the socio-cultural contexts of the intervention studies are warranted.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"32 - 45"},"PeriodicalIF":1.8,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/07319487211010342","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43027759","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：