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":"44 1","pages":"304 - 317"},"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":"44 1","pages":"261 - 274"},"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":"46 1","pages":"17 - 31"},"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 : 2021-03-16DOI: 10.1177/0731948721998707
Noor Z. Al Dahhan, Laura Mesite, Melissa J. Feller, Joanna A. Christodoulou
Accurate and timely identification of reading disabilities (RDs) is essential for providing appropriate and effective remediation for struggling readers. However, practices for identifying RDs lack sufficient documentation within and across educational and clinical settings. The wide range of possible practices intended to identify struggling readers can render the field vulnerable to inconsistencies in how the needs of struggling readers are recognized and supported. To better understand the range of current practices used to identify RDs in school-age children, we created and disseminated a survey nationally, and analyzed data from 965 practitioners. The findings indicate lengthy timelines to identify RDs; substantial variability in the composition of assessment teams, identification criteria, and diagnostic labels; and notable opportunities for enhancing practitioner training experiences. This study aims to promote cross-contextual dialogue about the identification of RDs and their implications for students’ educational experiences.
{"title":"Identifying Reading Disabilities: A Survey of Practitioners","authors":"Noor Z. Al Dahhan, Laura Mesite, Melissa J. Feller, Joanna A. Christodoulou","doi":"10.1177/0731948721998707","DOIUrl":"https://doi.org/10.1177/0731948721998707","url":null,"abstract":"Accurate and timely identification of reading disabilities (RDs) is essential for providing appropriate and effective remediation for struggling readers. However, practices for identifying RDs lack sufficient documentation within and across educational and clinical settings. The wide range of possible practices intended to identify struggling readers can render the field vulnerable to inconsistencies in how the needs of struggling readers are recognized and supported. To better understand the range of current practices used to identify RDs in school-age children, we created and disseminated a survey nationally, and analyzed data from 965 practitioners. The findings indicate lengthy timelines to identify RDs; substantial variability in the composition of assessment teams, identification criteria, and diagnostic labels; and notable opportunities for enhancing practitioner training experiences. This study aims to promote cross-contextual dialogue about the identification of RDs and their implications for students’ educational experiences.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"44 1","pages":"235 - 247"},"PeriodicalIF":1.8,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948721998707","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46012098","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 : 2021-03-01DOI: 10.1177/0731948721994843
Jennifer E. Kong, Christy Yan, Allison Serceki, H. Swanson
This meta-analysis assessed the effect of word-problem-solving interventions on the word-problem-solving accuracy of students identified as having a learning disability (LD) or at risk for an LD in kindergarten to the sixth grade. Eighteen randomized control group designed studies met the inclusion criteria. Overall, word-problem-solving interventions yielded a significant positive effect on the word-problem-solving accuracy of students in elementary grades with LD (effect size [ES] = 1.08). Instructional components that underlie effective studies were also identified. Results suggest that peer interaction and transfer instructions yielded large effects on treatment outcomes. Results also suggested that intensive interventions (50-min sessions, 34 total sessions) in Grade 3 regardless of instructional setting yielded the largest ESs. These findings support the need to develop and implement quality evidence-based instruction in classroom settings (Tier 1 instruction) prior to utilizing additional resources for more intensive and individualized intervention.
{"title":"Word-Problem-Solving Interventions for Elementary Students With Learning Disabilities: A Selective Meta-Analysis of the Literature","authors":"Jennifer E. Kong, Christy Yan, Allison Serceki, H. Swanson","doi":"10.1177/0731948721994843","DOIUrl":"https://doi.org/10.1177/0731948721994843","url":null,"abstract":"This meta-analysis assessed the effect of word-problem-solving interventions on the word-problem-solving accuracy of students identified as having a learning disability (LD) or at risk for an LD in kindergarten to the sixth grade. Eighteen randomized control group designed studies met the inclusion criteria. Overall, word-problem-solving interventions yielded a significant positive effect on the word-problem-solving accuracy of students in elementary grades with LD (effect size [ES] = 1.08). Instructional components that underlie effective studies were also identified. Results suggest that peer interaction and transfer instructions yielded large effects on treatment outcomes. Results also suggested that intensive interventions (50-min sessions, 34 total sessions) in Grade 3 regardless of instructional setting yielded the largest ESs. These findings support the need to develop and implement quality evidence-based instruction in classroom settings (Tier 1 instruction) prior to utilizing additional resources for more intensive and individualized intervention.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"44 1","pages":"248 - 260"},"PeriodicalIF":1.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948721994843","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41868853","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 : 2021-02-22DOI: 10.1177/0731948721993117
Xuan Yang, Y. Xin
During the past 20 years, numerous studies examining the use of problem posing in mathematics instruction have documented positive outcomes in terms of students’ problem-solving skills, creativity, and attitudes and beliefs regarding the study of mathematics. However, despite these promising results, problem posing in mathematics instruction has rarely been studied in the population of students with learning disabilities (LD). This study describes a problem-posing intervention that draws on an existing Conceptual Model–based Problem-Solving program (COMPS, Xin) into the problem posing task. The COMPS-based problem posing intervention is designed to teach word problem posing skills to students with LDs under structured posing situations. The study used a multiple baseline across participants design and found the intervention was effective in improving students’ problem solving and posing skills. It provided implications for future research and teaching regarding the use of problem posing interventions in mathematics for students with LDs.
{"title":"Teaching Problem Posing to Students With Learning Disabilities","authors":"Xuan Yang, Y. Xin","doi":"10.1177/0731948721993117","DOIUrl":"https://doi.org/10.1177/0731948721993117","url":null,"abstract":"During the past 20 years, numerous studies examining the use of problem posing in mathematics instruction have documented positive outcomes in terms of students’ problem-solving skills, creativity, and attitudes and beliefs regarding the study of mathematics. However, despite these promising results, problem posing in mathematics instruction has rarely been studied in the population of students with learning disabilities (LD). This study describes a problem-posing intervention that draws on an existing Conceptual Model–based Problem-Solving program (COMPS, Xin) into the problem posing task. The COMPS-based problem posing intervention is designed to teach word problem posing skills to students with LDs under structured posing situations. The study used a multiple baseline across participants design and found the intervention was effective in improving students’ problem solving and posing skills. It provided implications for future research and teaching regarding the use of problem posing interventions in mathematics for students with LDs.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"280 - 293"},"PeriodicalIF":1.8,"publicationDate":"2021-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948721993117","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48419361","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 : 2021-02-15DOI: 10.1177/0731948721989973
Philip Capin, Eunsoo Cho, Jeremy Miciak, G. Roberts, S. Vaughn
This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students (n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.
{"title":"Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties","authors":"Philip Capin, Eunsoo Cho, Jeremy Miciak, G. Roberts, S. Vaughn","doi":"10.1177/0731948721989973","DOIUrl":"https://doi.org/10.1177/0731948721989973","url":null,"abstract":"This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students (n = 446) who scored below the 16th percentile on a measure of reading comprehension into subgroups based on their performance in word reading (WR) and listening comprehension (LC). Three latent profiles emerged: (a) moderate deficits in both WR and LC of similar severity (91%), (b) severe deficit in WR paired with moderate LC deficit (5%), and (c) severe deficit in LC with moderate WR difficulties (4%). Analyses examining the associations between cognitive attributes and group membership indicated students with lower performance on cognitive predictors were more likely to be in a severe subgroup. Implications for educators targeting improved reading performance for upper elementary students with significant reading difficulties were discussed.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"44 1","pages":"183 - 196"},"PeriodicalIF":1.8,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948721989973","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49409814","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 : 2021-02-05DOI: 10.1177/0731948721991549
Brian Gearin, Y. Petscher, Christopher T. Stanley, Nancy Nelson, Hank Fien
Previous studies of K–12 dyslexia legislation have described broad trends in legislative content, such as the presence or absence of screening and intervention requirements. This study uses document analysis to provide a finer-grained description of the laws to highlight critical variation in policy that will directly affect (a) the number and type of students identified as having or being at risk for specific reading disabilities, including dyslexia, (b) the types of supports they receive, and (c) the implementation of the laws. Results of the study indicate that differences in legislative content across states, and ambiguity within states, may lead to heterogeneous effects on student and school outcomes. Areas needing special analytic attention by researchers and policy implementers are discussed.
{"title":"Document Analysis of State Dyslexia Legislation Suggests Likely Heterogeneous Effects on Student and School Outcomes","authors":"Brian Gearin, Y. Petscher, Christopher T. Stanley, Nancy Nelson, Hank Fien","doi":"10.1177/0731948721991549","DOIUrl":"https://doi.org/10.1177/0731948721991549","url":null,"abstract":"Previous studies of K–12 dyslexia legislation have described broad trends in legislative content, such as the presence or absence of screening and intervention requirements. This study uses document analysis to provide a finer-grained description of the laws to highlight critical variation in policy that will directly affect (a) the number and type of students identified as having or being at risk for specific reading disabilities, including dyslexia, (b) the types of supports they receive, and (c) the implementation of the laws. Results of the study indicate that differences in legislative content across states, and ambiguity within states, may lead to heterogeneous effects on student and school outcomes. Areas needing special analytic attention by researchers and policy implementers are discussed.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"267 - 279"},"PeriodicalIF":1.8,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948721991549","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45299800","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 : 2021-02-01DOI: 10.1177/0731948720984555
Diane Pedrotty Bryant
Dr. Dake Zhang is the guest editor of this special series on geometry. Part 1 of the series contains 3 of the 5 articles; the other articles will appear in Part 2. I am pleased that Dr. Zhang took the lead on identifying authors and topics of papers that focus on geometry for this special issue. According to the National Mathematics Advisory Panel (2008), proficiency with aspects of geometry should be understood as the “Critical Foundations of Algebra” (p. 18). Moreover, emphases on the essential “concepts and skills that constitute geometry must be provided at the elementary and middle grade levels” (p. 18). Certainly, familiarity with spatial reasoning and geometric learning trajectories enhance understanding of geometry. Unfortunately, geometry is a mathematics domain that tends to be undertaught in school and receives limited focus in mathematics texts. We know that geometric and spatial skills are critical job skills for 21st-century STEAM jobs—Science, Technology, Engineering, the Arts & Architecture, and Mathematics. Therefore, I welcome this special issue topic and hope that LDQ readers will find the content informative and important for their own research and work. To begin, Zhang sets the stage by providing an introduction to the special issue. Chen, Li, and Zhang provide their insights about the TIMSS data in the paper, “Students With Specific Difficulties in Geometry: Exploring the TIMSS 2011 Data With Plausible Values and Latent Profile Analysis.” Finally, Liu, Bryant, Kiru, and Nozari’s paper, “Geometry Interventions for Students with Learning Disabilities: A Research Synthesis” focuses on an interpretive review of the literature. Following the special issue papers, Bundock, Hawken, Kiuhara, O’Keefe, O’Neil, and Cummings examine how to teach rate of change and problem solving to high school students with high incidence disabilities at Tier 3. Thus, this issue provides readers with a wealth of information about geometry while also including the important paper on rate of change and problem-solving, skills that can be challenging for high school students with disabilities. In the final paper, Doabler et al. used an empirically validated Tier 2 kindergarten mathematics intervention to investigate whether the initial mathematics skill of 880 kindergarten students at risk of MLD predicted the quantity and quality of explicit instructional interactions experienced during the intervention. I greatly appreciate the scholarly contributions of all of these researchers to the understanding of critical issues facing our field. I hope the papers in this issue of LDQ will stimulate discussion and encourage readers to further explore these important topics.
{"title":"Introduction to Volume 44, Issue 1 of the Learning Disability Quarterly","authors":"Diane Pedrotty Bryant","doi":"10.1177/0731948720984555","DOIUrl":"https://doi.org/10.1177/0731948720984555","url":null,"abstract":"Dr. Dake Zhang is the guest editor of this special series on geometry. Part 1 of the series contains 3 of the 5 articles; the other articles will appear in Part 2. I am pleased that Dr. Zhang took the lead on identifying authors and topics of papers that focus on geometry for this special issue. According to the National Mathematics Advisory Panel (2008), proficiency with aspects of geometry should be understood as the “Critical Foundations of Algebra” (p. 18). Moreover, emphases on the essential “concepts and skills that constitute geometry must be provided at the elementary and middle grade levels” (p. 18). Certainly, familiarity with spatial reasoning and geometric learning trajectories enhance understanding of geometry. Unfortunately, geometry is a mathematics domain that tends to be undertaught in school and receives limited focus in mathematics texts. We know that geometric and spatial skills are critical job skills for 21st-century STEAM jobs—Science, Technology, Engineering, the Arts & Architecture, and Mathematics. Therefore, I welcome this special issue topic and hope that LDQ readers will find the content informative and important for their own research and work. To begin, Zhang sets the stage by providing an introduction to the special issue. Chen, Li, and Zhang provide their insights about the TIMSS data in the paper, “Students With Specific Difficulties in Geometry: Exploring the TIMSS 2011 Data With Plausible Values and Latent Profile Analysis.” Finally, Liu, Bryant, Kiru, and Nozari’s paper, “Geometry Interventions for Students with Learning Disabilities: A Research Synthesis” focuses on an interpretive review of the literature. Following the special issue papers, Bundock, Hawken, Kiuhara, O’Keefe, O’Neil, and Cummings examine how to teach rate of change and problem solving to high school students with high incidence disabilities at Tier 3. Thus, this issue provides readers with a wealth of information about geometry while also including the important paper on rate of change and problem-solving, skills that can be challenging for high school students with disabilities. In the final paper, Doabler et al. used an empirically validated Tier 2 kindergarten mathematics intervention to investigate whether the initial mathematics skill of 880 kindergarten students at risk of MLD predicted the quantity and quality of explicit instructional interactions experienced during the intervention. I greatly appreciate the scholarly contributions of all of these researchers to the understanding of critical issues facing our field. I hope the papers in this issue of LDQ will stimulate discussion and encourage readers to further explore these important topics.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"44 1","pages":"3 - 3"},"PeriodicalIF":1.8,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720984555","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46032665","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：