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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2021-01-29DOI: 10.1177/0731948721989328
L. Didion, Jessica R. Toste, Sarah A. Benz, K. Shogren
Research findings illustrate the strong connection between self-determined learning and reading performance for students with or at risk for disabilities. Students with or at risk for learning disabilities (LDs), who are at increased risk for academic failure, may benefit from instruction to promote self-determination skills. Causal Agency Theory has driven research on interventions to support the development of self-determination in people with disabilities since the 1990s; however, this work has most often focused on adolescents and young adults. Self-determination skills develop over the lifespan—and targeting the building blocks for these skills in the elementary years can lay a foundation for the development of self-determined learners in reading and beyond. As such, this systematic review sought to investigate to what extent self-determination skills were taught to improve reading outcomes for students with or at risk for LD in kindergarten through fifth grade. Twelve studies met criteria for inclusion; two randomized controlled trials (RCTs) and 10 single-case design studies. Results indicate self-determination for students with LD at the elementary level is limited; all interventions used a subcomponent related to self-regulation. Goal setting and positive attributions were also investigated but within intervention packages alongside self-regulation. Future researchers should study the effects of interventions that use other self-determination components for this population of students.
{"title":"How Are Self-Determination Components Taught to Improve Reading Outcomes for Elementary Students With or At Risk for Learning Disabilities?","authors":"L. Didion, Jessica R. Toste, Sarah A. Benz, K. Shogren","doi":"10.1177/0731948721989328","DOIUrl":"https://doi.org/10.1177/0731948721989328","url":null,"abstract":"Research findings illustrate the strong connection between self-determined learning and reading performance for students with or at risk for disabilities. Students with or at risk for learning disabilities (LDs), who are at increased risk for academic failure, may benefit from instruction to promote self-determination skills. Causal Agency Theory has driven research on interventions to support the development of self-determination in people with disabilities since the 1990s; however, this work has most often focused on adolescents and young adults. Self-determination skills develop over the lifespan—and targeting the building blocks for these skills in the elementary years can lay a foundation for the development of self-determined learners in reading and beyond. As such, this systematic review sought to investigate to what extent self-determination skills were taught to improve reading outcomes for students with or at risk for LD in kindergarten through fifth grade. Twelve studies met criteria for inclusion; two randomized controlled trials (RCTs) and 10 single-case design studies. Results indicate self-determination for students with LD at the elementary level is limited; all interventions used a subcomponent related to self-regulation. Goal setting and positive attributions were also investigated but within intervention packages alongside self-regulation. Future researchers should study the effects of interventions that use other self-determination components for this population of students.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948721989328","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43288999","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 : 2020-12-28DOI: 10.1177/0731948720983615
{"title":"Corrigendum to Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens","authors":"","doi":"10.1177/0731948720983615","DOIUrl":"https://doi.org/10.1177/0731948720983615","url":null,"abstract":"","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720983615","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41611690","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 : 2020-11-16DOI: 10.1177/0731948720972411
Ben Clarke, Nancy Nelson, Leanne Ketterlin Geller, Derek B. Kosty, K. Smolkowski, Taylor Lesner, David Furjanic, Hank Fien
This pilot study examined the promise of a Tier 2 Grade 6 intervention program for students at risk for difficulties in mathematics. The study utilized a quasi-experimental design. The final sample included 112 students in treatment (Promoting Algebra Readiness) and 86 students in control (standard district practice) conditions. The Promoting Algebra Readiness program consisted of 93 lessons across four strands focused on key concepts and applications of fractions. Measures of mathematics achievement were collected at pretest and posttest. Feasibility and usability data indicated favorable impressions by users and strong levels of implementation fidelity. Gain scores of treatment students were significantly greater than those of control peers on two of four proximal measures of mathematics achievement. Positive nonsignificant effects were found on additional proximal and distal measures. Implications for educators delivering instruction for at-risk students in multitier service delivery models are discussed.
{"title":"Investigating the Promise of a Tier 2 Sixth-Grade Fractions Intervention","authors":"Ben Clarke, Nancy Nelson, Leanne Ketterlin Geller, Derek B. Kosty, K. Smolkowski, Taylor Lesner, David Furjanic, Hank Fien","doi":"10.1177/0731948720972411","DOIUrl":"https://doi.org/10.1177/0731948720972411","url":null,"abstract":"This pilot study examined the promise of a Tier 2 Grade 6 intervention program for students at risk for difficulties in mathematics. The study utilized a quasi-experimental design. The final sample included 112 students in treatment (Promoting Algebra Readiness) and 86 students in control (standard district practice) conditions. The Promoting Algebra Readiness program consisted of 93 lessons across four strands focused on key concepts and applications of fractions. Measures of mathematics achievement were collected at pretest and posttest. Feasibility and usability data indicated favorable impressions by users and strong levels of implementation fidelity. Gain scores of treatment students were significantly greater than those of control peers on two of four proximal measures of mathematics achievement. Positive nonsignificant effects were found on additional proximal and distal measures. Implications for educators delivering instruction for at-risk students in multitier service delivery models are discussed.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720972411","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48064222","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 : 2020-11-01DOI: 10.1177/0731948719865476
Katherine H. Herold, Allison M. Bock, M. Murphy, M. Mazzocco
When a student struggles with a mathematics task, adults may rephrase or expand initial task instructions to clarify instructions or scaffold problem solving. Yet expanded instructions may not benefit all children, especially children with a mathematics learning disability (MLD). Here, we explore whether expanded instructions differentially affect fractions comparison performance for children with or without MLD. Fifth graders (N = 190) completed two consecutive sets of 24 fraction comparison items, each accompanied by initial or expanded instructions, respectively; and also completed vocabulary, spatial reasoning, verbal working memory, executive function, and number knowledge tasks. Results showed that fraction comparison performance was generally worse following expanded rather than initial instructions, particularly for difficult items or for children with MLD. Fixed ordered regressions showed that the strength of cognitive skills as predictors of performance varied depending on instructions format and MLD status, that the five cognitive predictors collectively accounted for more performance variation with initial compared to expanded instructions, and that vocabulary’s relative predictive strength as a single predictor increased when instructions were expanded, but only for children with mathematics difficulties. These findings support the notion that problem features differentially affect children with or without MLD and that not all children benefit from hearing expanded instructions for difficult mathematics tasks.
{"title":"Expanding Task Instructions May Increase Fractions Problem Difficulty for Students With Mathematics Learning Disability","authors":"Katherine H. Herold, Allison M. Bock, M. Murphy, M. Mazzocco","doi":"10.1177/0731948719865476","DOIUrl":"https://doi.org/10.1177/0731948719865476","url":null,"abstract":"When a student struggles with a mathematics task, adults may rephrase or expand initial task instructions to clarify instructions or scaffold problem solving. Yet expanded instructions may not benefit all children, especially children with a mathematics learning disability (MLD). Here, we explore whether expanded instructions differentially affect fractions comparison performance for children with or without MLD. Fifth graders (N = 190) completed two consecutive sets of 24 fraction comparison items, each accompanied by initial or expanded instructions, respectively; and also completed vocabulary, spatial reasoning, verbal working memory, executive function, and number knowledge tasks. Results showed that fraction comparison performance was generally worse following expanded rather than initial instructions, particularly for difficult items or for children with MLD. Fixed ordered regressions showed that the strength of cognitive skills as predictors of performance varied depending on instructions format and MLD status, that the five cognitive predictors collectively accounted for more performance variation with initial compared to expanded instructions, and that vocabulary’s relative predictive strength as a single predictor increased when instructions were expanded, but only for children with mathematics difficulties. These findings support the notion that problem features differentially affect children with or without MLD and that not all children benefit from hearing expanded instructions for difficult mathematics tasks.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948719865476","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46303188","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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