Pub Date : 2020-07-16DOI: 10.1177/0731948720938661
Orly Yazdi-Ugav, S. Zach, A. Zeev
The purpose of the study was to characterize the relationships between behavior problems, academic achievement, and loneliness of students in the upper and lower thirds of a social skills classification. Participants were 733 students (359 boys and 374 girls) ages 9 to 14 years, 642 without learning disabilities (LDs) and 91 with LDs. Their homeroom teacher rated their social skills, and accordingly the upper and lower thirds of social skills scores were determined. Results showed differences in behavior problems between the low and high social skills groups. Boys displayed higher rates of behavior problems. Students with LDs achieved lower scores than their peers in academic achievements and higher scores in loneliness. The final model of the binary stepwise logistic regression showed that loneliness, behavior problems, and academic achievements were related to social skills, explaining 60% of the pseudo-variance (Cox & Snell R2 = .60). The findings help target individual variables that can promote school adjustment.
{"title":"Socioemotional Characteristics of Children With and Without Learning Disabilities","authors":"Orly Yazdi-Ugav, S. Zach, A. Zeev","doi":"10.1177/0731948720938661","DOIUrl":"https://doi.org/10.1177/0731948720938661","url":null,"abstract":"The purpose of the study was to characterize the relationships between behavior problems, academic achievement, and loneliness of students in the upper and lower thirds of a social skills classification. Participants were 733 students (359 boys and 374 girls) ages 9 to 14 years, 642 without learning disabilities (LDs) and 91 with LDs. Their homeroom teacher rated their social skills, and accordingly the upper and lower thirds of social skills scores were determined. Results showed differences in behavior problems between the low and high social skills groups. Boys displayed higher rates of behavior problems. Students with LDs achieved lower scores than their peers in academic achievements and higher scores in loneliness. The final model of the binary stepwise logistic regression showed that loneliness, behavior problems, and academic achievements were related to social skills, explaining 60% of the pseudo-variance (Cox & Snell R2 = .60). The findings help target individual variables that can promote school adjustment.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"172 - 184"},"PeriodicalIF":1.8,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720938661","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48971529","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 : 2020-07-10DOI: 10.1177/0731948720938684
Laura M. Steacy, Y. Petscher, James D. Elliott, Kathryn Smith, V. M. Rigobon, Daniel R. Abes, Ashley A. Edwards, Alexandra C Himelhoch, J. Rueckl, D. Compton
We modeled word reading growth in typically developing (n = 118) and children with dyslexia (n = 20), Grades 2–5, across multiple exposures to 30 words. We explored the facilitative versus inhibitory effects of exposures to differential mixes of words that support high- versus low-frequency vowel pronunciations. One training corpus contained a ratio of 80%–20% high- to low-frequency pronunciations (e.g., for ea; 80% ea pronounced as /i/ as in bead and 20% ea pronounced /ε/ as in dead), whereas the other consisted of a ratio of 20%–80%. We also modeled accuracy at the final exposure for a subset of 12 shared words across conditions using item-level crossed-random effects models with reading skill (i.e., typically developing vs. dyslexic), condition, word frequency, and vowel pronunciation (i.e., high- vs. low-frequency vowel pronunciation) as predictors in the model. We were particularly interested in the interaction between condition and vowel pronunciation across reading groups. Results suggest typically developing children were influenced by the interaction between condition and vowel pronunciation, suggesting both facilitation and inhibition, whereas children with dyslexia were influenced by condition and vowel pronunciation without an interaction. Results are interpreted within the overfitting model of dyslexia.
{"title":"The Effect of Facilitative Versus Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children With Dyslexia","authors":"Laura M. Steacy, Y. Petscher, James D. Elliott, Kathryn Smith, V. M. Rigobon, Daniel R. Abes, Ashley A. Edwards, Alexandra C Himelhoch, J. Rueckl, D. Compton","doi":"10.1177/0731948720938684","DOIUrl":"https://doi.org/10.1177/0731948720938684","url":null,"abstract":"We modeled word reading growth in typically developing (n = 118) and children with dyslexia (n = 20), Grades 2–5, across multiple exposures to 30 words. We explored the facilitative versus inhibitory effects of exposures to differential mixes of words that support high- versus low-frequency vowel pronunciations. One training corpus contained a ratio of 80%–20% high- to low-frequency pronunciations (e.g., for ea; 80% ea pronounced as /i/ as in bead and 20% ea pronounced /ε/ as in dead), whereas the other consisted of a ratio of 20%–80%. We also modeled accuracy at the final exposure for a subset of 12 shared words across conditions using item-level crossed-random effects models with reading skill (i.e., typically developing vs. dyslexic), condition, word frequency, and vowel pronunciation (i.e., high- vs. low-frequency vowel pronunciation) as predictors in the model. We were particularly interested in the interaction between condition and vowel pronunciation across reading groups. Results suggest typically developing children were influenced by the interaction between condition and vowel pronunciation, suggesting both facilitation and inhibition, whereas children with dyslexia were influenced by condition and vowel pronunciation without an interaction. Results are interpreted within the overfitting model of dyslexia.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"44 1","pages":"158 - 169"},"PeriodicalIF":1.8,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720938684","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47418545","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 : 2020-06-26DOI: 10.1177/0731948720932850
Gena Nelson, J. Hunt, Kristi Martin, B. Patterson, Andy Khounmeuang
The purpose of this systematic review was to examine the effectiveness of proportional reasoning interventions for students with learning disabilities (LD) or mathematics difficulty (MD). We evaluated fifth to ninth grade interventions on proportional reasoning content, instructional features, and disability and difficulty identification. The nine studies that met inclusion criteria yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. Two of the nine studies were deemed high quality and very few studies included participants with LD. Although most studies identified the concepts addressed in the interventions, authors rarely provided in-depth descriptions of how the concept was taught. The results suggest that proportional reasoning interventions for students with LD and MD is underinvestigated. We posit that intervention research in proportional reasoning can and should be expanded upon and offer suggestions in terms of how researchers can continue to develop the knowledge base.
{"title":"Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties","authors":"Gena Nelson, J. Hunt, Kristi Martin, B. Patterson, Andy Khounmeuang","doi":"10.1177/0731948720932850","DOIUrl":"https://doi.org/10.1177/0731948720932850","url":null,"abstract":"The purpose of this systematic review was to examine the effectiveness of proportional reasoning interventions for students with learning disabilities (LD) or mathematics difficulty (MD). We evaluated fifth to ninth grade interventions on proportional reasoning content, instructional features, and disability and difficulty identification. The nine studies that met inclusion criteria yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. Two of the nine studies were deemed high quality and very few studies included participants with LD. Although most studies identified the concepts addressed in the interventions, authors rarely provided in-depth descriptions of how the concept was taught. The results suggest that proportional reasoning interventions for students with LD and MD is underinvestigated. We posit that intervention research in proportional reasoning can and should be expanded upon and offer suggestions in terms of how researchers can continue to develop the knowledge base.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"159 - 171"},"PeriodicalIF":1.8,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720932850","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44491384","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 : 2020-06-24DOI: 10.1177/0731948720930423
R. A. Smith, E. Lembke
This study represents an initial examination of the potential of word dictation (WD), a form of curriculum-based measure, to identify risk in writing for young English language learners (ELs). The sample included 73 ELs with beginning to advanced English language proficiency in the first to third grades attending schools in one U.S. Midwestern school district. This district used an English-only model of instruction and students completed two forms of WD in the fall, winter, and spring. The criterion measure, a common English language proficiency assessment, was administered in the winter. Results indicated that WD maintained similar reliability and validity coefficients between the ELs in this study and previous studies with the general population. Implications for practice and future research are discussed.
{"title":"Technical Adequacy of a Spelling Curriculum-Based Measure for English Language Learners in the First Through Third Grades","authors":"R. A. Smith, E. Lembke","doi":"10.1177/0731948720930423","DOIUrl":"https://doi.org/10.1177/0731948720930423","url":null,"abstract":"This study represents an initial examination of the potential of word dictation (WD), a form of curriculum-based measure, to identify risk in writing for young English language learners (ELs). The sample included 73 ELs with beginning to advanced English language proficiency in the first to third grades attending schools in one U.S. Midwestern school district. This district used an English-only model of instruction and students completed two forms of WD in the fall, winter, and spring. The criterion measure, a common English language proficiency assessment, was administered in the winter. Results indicated that WD maintained similar reliability and validity coefficients between the ELs in this study and previous studies with the general population. Implications for practice and future research are discussed.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"144 - 155"},"PeriodicalIF":1.8,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720930423","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47723509","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 : 2020-06-24DOI: 10.1177/0731948720929001
Audrey A. Trainor, Phyllis M. Robertson
The purpose of this special series is to augment effective instruction for students with learning disabilities who are also considered culturally, racially/ethnically, linguistically, or otherwise diverse. In this paper, we acknowledge the central focus on technical rigor for the purpose of strengthening causal linkages between instruction and learning, thus enhancing instructional efficacy and accuracy. We also recognize that diminished access to effective instruction has contributed to the marginalization of diverse students. In our response to the articles in this series, we focus on the theorization of equity, articulated to varying degrees, underpinning and uniting these papers. Equity underscores the relevancy both of educational diversity and of research methods aimed toward generalizability. We discuss the implications of simultaneously using tools and methods required for both strengthening the empirical research base and studying systemic inequities inherent in our institutions and research practices.
{"title":"Culturally and Linguistically Diverse Students With Learning Disabilities: Building a Framework for Addressing Equity Through Empirical Research","authors":"Audrey A. Trainor, Phyllis M. Robertson","doi":"10.1177/0731948720929001","DOIUrl":"https://doi.org/10.1177/0731948720929001","url":null,"abstract":"The purpose of this special series is to augment effective instruction for students with learning disabilities who are also considered culturally, racially/ethnically, linguistically, or otherwise diverse. In this paper, we acknowledge the central focus on technical rigor for the purpose of strengthening causal linkages between instruction and learning, thus enhancing instructional efficacy and accuracy. We also recognize that diminished access to effective instruction has contributed to the marginalization of diverse students. In our response to the articles in this series, we focus on the theorization of equity, articulated to varying degrees, underpinning and uniting these papers. Equity underscores the relevancy both of educational diversity and of research methods aimed toward generalizability. We discuss the implications of simultaneously using tools and methods required for both strengthening the empirical research base and studying systemic inequities inherent in our institutions and research practices.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"46 - 54"},"PeriodicalIF":1.8,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720929001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49165941","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 : 2020-06-24DOI: 10.1177/0731948720929005
Amanda L. Helman, Minyi Shih Dennis, L. Kern
English learners (ELs) with reading disabilities (RDs) have been among the lowest performers on academic achievement tests that assess vocabulary. To meet academic demands and prepare for college or careers, ELs with RDs clearly need support in terms of vocabulary acquisition; however, relevant research is scarce. This study investigated the effects of the CLUES strategy, a generative vocabulary strategy, on the ability of students to analyze and define unknown science terms relating to biology. The study further evaluated students’ ability to maintain vocabulary gains over time and to generalize the CLUES strategy. The results showed that participants benefited from the use of the CLUES approach to define novel science terms and maintain their ability to use this strategy over time. The participants themselves generally expressed satisfaction with the CLUES strategy and recommended it to their peers.
{"title":"Clues: Using Generative Strategies to Improve the Science Vocabulary of Secondary English Learners With Reading Disabilities","authors":"Amanda L. Helman, Minyi Shih Dennis, L. Kern","doi":"10.1177/0731948720929005","DOIUrl":"https://doi.org/10.1177/0731948720929005","url":null,"abstract":"English learners (ELs) with reading disabilities (RDs) have been among the lowest performers on academic achievement tests that assess vocabulary. To meet academic demands and prepare for college or careers, ELs with RDs clearly need support in terms of vocabulary acquisition; however, relevant research is scarce. This study investigated the effects of the CLUES strategy, a generative vocabulary strategy, on the ability of students to analyze and define unknown science terms relating to biology. The study further evaluated students’ ability to maintain vocabulary gains over time and to generalize the CLUES strategy. The results showed that participants benefited from the use of the CLUES approach to define novel science terms and maintain their ability to use this strategy over time. The participants themselves generally expressed satisfaction with the CLUES strategy and recommended it to their peers.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"19 - 31"},"PeriodicalIF":1.8,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720929005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47508822","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 : 2020-06-19DOI: 10.1177/0731948720929006
Meiqi Deng, D. Cai, Xuan Zhou, A. Leung
The aim of the present study was to investigate the executive function and planning features of students with different types of learning difficulties. Students with mathematics difficulty (MD; n = 17), reading difficulty (RD; n = 12), and their commonalities (MDRD; n = 22), along with typically academically developing peers (TD; n = 22), were evaluated on an array of cognitive measures (working memory, inhibition, and planning) individually. Results revealed significant differences among groups on various cognitive measures. Students in the MD, RD, and MDRD groups showed poorer performance compared to the TD group on all of the working memory, inhibition, and planning tasks. The MDRD group showed an overall weakness when compared to other groups, indicating severe cognitive deficits in students with MDRD. The RD group showed deficits in inhibition and planning on tasks requiring verbal skills; MD students showed deficits in inhibition and planning on digit-related tasks. However, no salient difference was found among the MD, RD, and TD groups on working memory. Results have implications for understanding the cognitive features of MD, RD, and MDRD. Intervention programs targeting inhibition and planning may be beneficial for improving reading and mathematics achievement in students with learning difficulties.
{"title":"Executive Function and Planning Features of Students With Different Types of Learning Difficulties in Chinese Junior Middle School","authors":"Meiqi Deng, D. Cai, Xuan Zhou, A. Leung","doi":"10.1177/0731948720929006","DOIUrl":"https://doi.org/10.1177/0731948720929006","url":null,"abstract":"The aim of the present study was to investigate the executive function and planning features of students with different types of learning difficulties. Students with mathematics difficulty (MD; n = 17), reading difficulty (RD; n = 12), and their commonalities (MDRD; n = 22), along with typically academically developing peers (TD; n = 22), were evaluated on an array of cognitive measures (working memory, inhibition, and planning) individually. Results revealed significant differences among groups on various cognitive measures. Students in the MD, RD, and MDRD groups showed poorer performance compared to the TD group on all of the working memory, inhibition, and planning tasks. The MDRD group showed an overall weakness when compared to other groups, indicating severe cognitive deficits in students with MDRD. The RD group showed deficits in inhibition and planning on tasks requiring verbal skills; MD students showed deficits in inhibition and planning on digit-related tasks. However, no salient difference was found among the MD, RD, and TD groups on working memory. Results have implications for understanding the cognitive features of MD, RD, and MDRD. Intervention programs targeting inhibition and planning may be beneficial for improving reading and mathematics achievement in students with learning difficulties.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"134 - 143"},"PeriodicalIF":1.8,"publicationDate":"2020-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720929006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41839314","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 : 2020-06-04DOI: 10.1177/0731948720925402
J. C. Núñez, C. Rodríguez, E. Tuero, Estrella Fernández, Rebeca Cerezo
Research has suggested that the relationship between previous academic achievement and student variables is mediated by parent and teacher expectations of the child’s ability and future success. The goal of this study was to analyze the mediating role of teachers’ expectations and teachers’ perceptions of parents’ expectations between previous academic achievement and variables in students with Specific Learning Disorders (SLD) that are significant for school learning. The participants were 230 students with SLD from Spain, between 10 and 14 years old. Extrinsic variables influenced the students’ intrinsic variables even more than the students’ own experiences of academic success or failure. The way in which teachers in the child’s academic life respond to prior results and the expectations they form can affect their instruction and, ultimately, the children’s motivation, involvement, and persistence in learning.
{"title":"Prior Academic Achievement as a Predictor of Non-Cognitive Variables and Teacher and Parent Expectations in Students With Learning Disabilities","authors":"J. C. Núñez, C. Rodríguez, E. Tuero, Estrella Fernández, Rebeca Cerezo","doi":"10.1177/0731948720925402","DOIUrl":"https://doi.org/10.1177/0731948720925402","url":null,"abstract":"Research has suggested that the relationship between previous academic achievement and student variables is mediated by parent and teacher expectations of the child’s ability and future success. The goal of this study was to analyze the mediating role of teachers’ expectations and teachers’ perceptions of parents’ expectations between previous academic achievement and variables in students with Specific Learning Disorders (SLD) that are significant for school learning. The participants were 230 students with SLD from Spain, between 10 and 14 years old. Extrinsic variables influenced the students’ intrinsic variables even more than the students’ own experiences of academic success or failure. The way in which teachers in the child’s academic life respond to prior results and the expectations they form can affect their instruction and, ultimately, the children’s motivation, involvement, and persistence in learning.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"121 - 133"},"PeriodicalIF":1.8,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720925402","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41768163","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 : 2020-06-01DOI: 10.1177/0731948720919811
Todd M. Johnson, Margaret E. King‐Sears, Angela D. Miller
High school co-teachers prepare students with and without disabilities to earn content credits for graduation, with instructional effectiveness influenced by multiple factors. In this study, teacher self-efficacy and personal compatibility were examined as potential predictors of active involvement in instruction. The moderating effect of personal compatibility on the relationship between teacher self-efficacy and active involvement in instruction was also examined. One hundred twenty-seven co-teachers of students with learning disabilities and other high-incidence disabilities participated. Active involvement in instruction was significantly higher for general educators than for special educators. Results of Actor–Partner Interdependence Model (APIM) analyses revealed teacher self-efficacy was predictive of active involvement in instruction for general educators but not for special educators. Results of APIM with moderation found personal compatibility did not significantly moderate the relationship between teacher self-efficacy and active involvement in instruction for general or special education co-teachers. Implications for co-teaching practices are provided.
{"title":"High School Co-Teaching Partners’ Self-Efficacy, Personal Compatibility, and Active Involvement in Instruction","authors":"Todd M. Johnson, Margaret E. King‐Sears, Angela D. Miller","doi":"10.1177/0731948720919811","DOIUrl":"https://doi.org/10.1177/0731948720919811","url":null,"abstract":"High school co-teachers prepare students with and without disabilities to earn content credits for graduation, with instructional effectiveness influenced by multiple factors. In this study, teacher self-efficacy and personal compatibility were examined as potential predictors of active involvement in instruction. The moderating effect of personal compatibility on the relationship between teacher self-efficacy and active involvement in instruction was also examined. One hundred twenty-seven co-teachers of students with learning disabilities and other high-incidence disabilities participated. Active involvement in instruction was significantly higher for general educators than for special educators. Results of Actor–Partner Interdependence Model (APIM) analyses revealed teacher self-efficacy was predictive of active involvement in instruction for general educators but not for special educators. Results of APIM with moderation found personal compatibility did not significantly moderate the relationship between teacher self-efficacy and active involvement in instruction for general or special education co-teachers. Implications for co-teaching practices are provided.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"96 - 107"},"PeriodicalIF":1.8,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720919811","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46305247","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 : 2020-06-01DOI: 10.1177/0731948720922818
Rollanda E. O'Connor, V. Sanchez, Brian T. Jones, Luisana Suchilt, Valencia Youkhanna, Kristen D. Beach
Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English Language Arts instruction (ELA) in special education classes. Over 70% of student participants had LD and over half were EL. Special education teachers delivered 12 weeks of intervention spaced across 7 months to 36 students. Researchers compared outcomes on receptive and expressive measures with 17 students in business-as-usual (BAU) special education ELA. Students receiving the CHAAOS intervention learned the 48 taught words better than students in BAU conditions, retained their knowledge of words 4 weeks following the close of the intervention, and ended the year with higher vocabulary scores on a standardized measure than students in BAU classes. Students who were EL performed similarly on receptive knowledge of words to students who were native English speakers. This study documents the effectiveness of explicit vocabulary routines for students who have LD and are also EL.
很少有研究考虑到对学习障碍(LD)学生和英语学习者(EL)的学术词汇干预。本研究探讨了在特殊教育班接受英语语言艺术教学(ELA)的八年级学生中，CHAAOS (Creating Habits that Accelerate student Academic Language)词汇干预第三年的效果。超过70%的学生有学习障碍，超过一半的学生有学习障碍。特殊教育教师对36名学生进行了为期12周的干预，间隔为7个月。研究人员比较了17名接受常规教育(BAU)特殊教育的学生在接受和表达方面的结果。接受CHAAOS干预的学生比BAU条件下的学生更好地学习了48个教授的单词，并且在干预结束后的4周内保留了他们的单词知识，并且在一年结束时，在标准化测量中的词汇得分高于BAU班的学生。在词汇接受性知识方面，母语为英语的学生与母语为英语的学生表现相似。本研究证明了显性词汇例程对弱智学生和弱智学生的有效性。
{"title":"Continuing CHAAOS: Vocabulary Intervention for Students With Disabilities in Eighth Grade Who Are Also English Learners","authors":"Rollanda E. O'Connor, V. Sanchez, Brian T. Jones, Luisana Suchilt, Valencia Youkhanna, Kristen D. Beach","doi":"10.1177/0731948720922818","DOIUrl":"https://doi.org/10.1177/0731948720922818","url":null,"abstract":"Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English Language Arts instruction (ELA) in special education classes. Over 70% of student participants had LD and over half were EL. Special education teachers delivered 12 weeks of intervention spaced across 7 months to 36 students. Researchers compared outcomes on receptive and expressive measures with 17 students in business-as-usual (BAU) special education ELA. Students receiving the CHAAOS intervention learned the 48 taught words better than students in BAU conditions, retained their knowledge of words 4 weeks following the close of the intervention, and ended the year with higher vocabulary scores on a standardized measure than students in BAU classes. Students who were EL performed similarly on receptive knowledge of words to students who were native English speakers. This study documents the effectiveness of explicit vocabulary routines for students who have LD and are also EL.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"45 1","pages":"108 - 120"},"PeriodicalIF":1.8,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0731948720922818","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46241553","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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