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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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 : 2021-08-01Epub Date: 2020-06-19DOI: 10.1177/0731948720931870
Jack M Fletcher, David J Francis, Barbara R Foorman, Christopher Schatschneider
Many states now mandate early screening for dyslexia, but vary in how they address these mandates. There is confusion about the nature of screening versus diagnostic assessments, risk versus diagnosis, concurrent versus predictive validity, and inattention to indices of classification accuracy as the basis for determining risk. To help define what constitutes a screening assessment, we summarize efforts to develop short (3-5 min), teacher-administered screens that used multivariate strategies for variable selection, item response theory to select items that are most discriminating at a threshold for predicting risk, and statistical decision theory. These methods optimize prediction and lower the burden on teachers by reducing the number of items needed to evaluate risk. A specific goal of these efforts was to minimize decision errors that would result in the failure to identify a child as at risk of dyslexia/reading problems (false negatives) despite the inevitable increase in identifications of children who eventually perform in the typical range (false positives). Five screens, developed for different periods during kindergarten, Grade 1, and Grade 2, predicted outcomes measured later in the same school year (Grade 2) or in the subsequent year (Grade 1). The results of this approach to development are applicable to other screening methods, especially those that attempt to predict those children at risk of dyslexia prior to the onset of reading instruction. Without reliable and valid early predictive screening measures that reduce the burden on teachers, early intervention and prevention of dyslexia and related reading problems will be difficult.
{"title":"Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens.","authors":"Jack M Fletcher, David J Francis, Barbara R Foorman, Christopher Schatschneider","doi":"10.1177/0731948720931870","DOIUrl":"10.1177/0731948720931870","url":null,"abstract":"<p><p>Many states now mandate early screening for dyslexia, but vary in how they address these mandates. There is confusion about the nature of screening versus diagnostic assessments, risk versus diagnosis, concurrent versus predictive validity, and inattention to indices of classification accuracy as the basis for determining risk. To help define what constitutes a screening assessment, we summarize efforts to develop short (3-5 min), teacher-administered screens that used multivariate strategies for variable selection, item response theory to select items that are most discriminating at a threshold for predicting risk, and statistical decision theory. These methods optimize prediction and lower the burden on teachers by reducing the number of items needed to evaluate risk. A specific goal of these efforts was to minimize decision errors that would result in the failure to identify a child as at risk of dyslexia/reading problems (false negatives) despite the inevitable increase in identifications of children who eventually perform in the typical range (false positives). Five screens, developed for different periods during kindergarten, Grade 1, and Grade 2, predicted outcomes measured later in the same school year (Grade 2) or in the subsequent year (Grade 1). The results of this approach to development are applicable to other screening methods, especially those that attempt to predict those children at risk of dyslexia prior to the onset of reading instruction. Without reliable and valid early <i>predictive</i> screening measures that reduce the burden on teachers, early intervention and prevention of dyslexia and related reading problems will be difficult.</p>","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8475291/pdf/nihms-1634667.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39467270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2021-06-06DOI: 10.1177/07319487211012019
Anna-Kaija Eloranta, V. Närhi, Joona Muotka, A. Tolvanen, E. Korhonen, T. Ahonen, T. Aro
This follow-up study investigated the associations of childhood learning disabilities (LDs) with adult-age anxiety, depression, and unemployment. Psychosocial problems in childhood and psychiatric diagnoses and lack of education in adolescence were studied as potential mediators, and gender and mother’s education were studied as potential moderators of these associations. Data on childhood clinical neuropsychological assessments and lifelong register data on individuals with childhood LD (n = 430; 301 [70%] males; 20–39 years of age) and matched controls (n = 2,149) were applied. Mediation analyses were performed using structural equation modeling. Childhood LDs exerted a significant, but relatively small effect on psychiatric diagnoses in adolescence, which predicted adult-age depression and anxiety. Learning disabilities were related to unemployment both directly and via psychiatric diagnoses in adolescence. Examination of differences in the effects on adult-age outcomes of subtypes of LDs revealed mathematical disability to be more strongly associated with psychosocial problems in childhood and psychiatric problems in adolescence and adulthood than reading disability. Our findings show that LD has small and mostly indirect effects on the risk for later well-being problems. The findings emphasize the importance of adolescence in predicting adult-age psychiatric and employment problems and call for more holistic support for individuals with LDs.
{"title":"Psychiatric Problems in Adolescence Mediate the Association Between Childhood Learning Disabilities and Later Well-Being","authors":"Anna-Kaija Eloranta, V. Närhi, Joona Muotka, A. Tolvanen, E. Korhonen, T. Ahonen, T. Aro","doi":"10.1177/07319487211012019","DOIUrl":"https://doi.org/10.1177/07319487211012019","url":null,"abstract":"This follow-up study investigated the associations of childhood learning disabilities (LDs) with adult-age anxiety, depression, and unemployment. Psychosocial problems in childhood and psychiatric diagnoses and lack of education in adolescence were studied as potential mediators, and gender and mother’s education were studied as potential moderators of these associations. Data on childhood clinical neuropsychological assessments and lifelong register data on individuals with childhood LD (n = 430; 301 [70%] males; 20–39 years of age) and matched controls (n = 2,149) were applied. Mediation analyses were performed using structural equation modeling. Childhood LDs exerted a significant, but relatively small effect on psychiatric diagnoses in adolescence, which predicted adult-age depression and anxiety. Learning disabilities were related to unemployment both directly and via psychiatric diagnoses in adolescence. Examination of differences in the effects on adult-age outcomes of subtypes of LDs revealed mathematical disability to be more strongly associated with psychosocial problems in childhood and psychiatric problems in adolescence and adulthood than reading disability. Our findings show that LD has small and mostly indirect effects on the risk for later well-being problems. The findings emphasize the importance of adolescence in predicting adult-age psychiatric and employment problems and call for more holistic support for individuals with LDs.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/07319487211012019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47664961","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 : 2021-06-02DOI: 10.1177/07319487211018213
Yewon Lee, Susan De La Paz
Writing in science can be challenging for all learners, and it is especially so for students with cognitive or language-based learning difficulties. Yet, we know very little about how to support students with learning disabilities (LD) or who are English learners (EL) when asked to write for authentic purposes during science instruction. Therefore, we conducted a systematic review of 14 high-quality studies to identify effective writing instruction elements for students with LD, those who are EL, and for at-risk learners more generally. We analyzed the studies according to purpose, participants, dependent variables, and interventions. Then, we categorized instructional elements into two broad types of support: (a) cognitive skills and processes and (b) linguistic skills and processes. Quantitative analyses showed students (regardless of disability or language status) who received structured cognitive instruction on text features demonstrated substantial growth in writing. Conversely, although language in science differs from everyday language, it is absent from this literature. Thus, our findings provide insights into necessary cognitive and linguistic supports for these students, and implications for designing effective writing instruction.
{"title":"Science Writing Intervention Research for Students With and At Risk for Learning Disabilities, and English Learners: A Systematic Review","authors":"Yewon Lee, Susan De La Paz","doi":"10.1177/07319487211018213","DOIUrl":"https://doi.org/10.1177/07319487211018213","url":null,"abstract":"Writing in science can be challenging for all learners, and it is especially so for students with cognitive or language-based learning difficulties. Yet, we know very little about how to support students with learning disabilities (LD) or who are English learners (EL) when asked to write for authentic purposes during science instruction. Therefore, we conducted a systematic review of 14 high-quality studies to identify effective writing instruction elements for students with LD, those who are EL, and for at-risk learners more generally. We analyzed the studies according to purpose, participants, dependent variables, and interventions. Then, we categorized instructional elements into two broad types of support: (a) cognitive skills and processes and (b) linguistic skills and processes. Quantitative analyses showed students (regardless of disability or language status) who received structured cognitive instruction on text features demonstrated substantial growth in writing. Conversely, although language in science differs from everyday language, it is absent from this literature. Thus, our findings provide insights into necessary cognitive and linguistic supports for these students, and implications for designing effective writing instruction.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/07319487211018213","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44918886","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 : 2021-05-20DOI: 10.1177/07319487211010318
Corey Peltier, Margaret M. Flores, Tricia K. Strickland
Single-case research design is a useful methodology for evaluating the presence of a functional relation between an intervention and the mathematical performance of students with a learning disability. However, a functional relation cannot be established with threats to internal validity of the design. External validity is impacted if researchers do not clearly describe their methods so that others may replicate them. Therefore, single-case researchers must maximize the internal and external validity of their investigations. We provide a commentary on investigations published in Learning Disability Quarterly that implemented a mathematics intervention for students with a mathematics learning disability. We will highlight specific features of single-case designs within the review and provide recommendations for the field.
{"title":"Practical Use of Single-Case Research Designs When Testing Mathematics Interventions for Students With Learning Disabilities","authors":"Corey Peltier, Margaret M. Flores, Tricia K. Strickland","doi":"10.1177/07319487211010318","DOIUrl":"https://doi.org/10.1177/07319487211010318","url":null,"abstract":"Single-case research design is a useful methodology for evaluating the presence of a functional relation between an intervention and the mathematical performance of students with a learning disability. However, a functional relation cannot be established with threats to internal validity of the design. External validity is impacted if researchers do not clearly describe their methods so that others may replicate them. Therefore, single-case researchers must maximize the internal and external validity of their investigations. We provide a commentary on investigations published in Learning Disability Quarterly that implemented a mathematics intervention for students with a mathematics learning disability. We will highlight specific features of single-case designs within the review and provide recommendations for the field.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/07319487211010318","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41933114","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 : 2021-05-01DOI: 10.1177/07319487211005535
D. Bryant
{"title":"Introduction to Volume 44.2 of the Learning Disability Quarterly","authors":"D. Bryant","doi":"10.1177/07319487211005535","DOIUrl":"https://doi.org/10.1177/07319487211005535","url":null,"abstract":"","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/07319487211005535","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44691452","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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