Pub Date : 2024-08-21DOI: 10.1177/00144029241271151
Jamie N. Pearson, Lonnie D. C. Manns, Jared H. Stewart-Ginsburg, DeVoshia L. Mason Martin, Janelle A. Johnson
Professionals play an important role in when and how families access autism services. Black families often experience disparate access to autism services compared to White families. Family Peer Advocates (FPAs) are professionals who have personal experience with the diagnostic process, school-based supports, and community-based services, and provide training and support to families. Understanding the experiences of FPAs may help researchers and practitioners better address the needs of Black autistic children and their families. The purpose of this qualitative study was to explore FPAs’ experiences providing autism-related services and resources for Black families with autistic children. We conducted focus groups with 32 FPAs from two agencies in one southeastern state. Three themes emerged from our inductive data analysis regarding FPA experiences: (a) serving multiple roles; (b) working with “zero resources”; and (c) variations in racial responsivity. Given our findings, we call for FPAs to ensure they are considering and responding to the intersecting impact of race on families’ experiences with autism diagnosis and services.
{"title":"Experiences of Family Peer Advocates Supporting Black Families Raising Autistic Children","authors":"Jamie N. Pearson, Lonnie D. C. Manns, Jared H. Stewart-Ginsburg, DeVoshia L. Mason Martin, Janelle A. Johnson","doi":"10.1177/00144029241271151","DOIUrl":"https://doi.org/10.1177/00144029241271151","url":null,"abstract":"Professionals play an important role in when and how families access autism services. Black families often experience disparate access to autism services compared to White families. Family Peer Advocates (FPAs) are professionals who have personal experience with the diagnostic process, school-based supports, and community-based services, and provide training and support to families. Understanding the experiences of FPAs may help researchers and practitioners better address the needs of Black autistic children and their families. The purpose of this qualitative study was to explore FPAs’ experiences providing autism-related services and resources for Black families with autistic children. We conducted focus groups with 32 FPAs from two agencies in one southeastern state. Three themes emerged from our inductive data analysis regarding FPA experiences: (a) serving multiple roles; (b) working with “zero resources”; and (c) variations in racial responsivity. Given our findings, we call for FPAs to ensure they are considering and responding to the intersecting impact of race on families’ experiences with autism diagnosis and services.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"6 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142021869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/00144029241259013
Sarah K. Cox, Jenny R. Root, Addie McConomy, Kathryn Davis
Replications provide credibility by demonstrating under what conditions experimental findings can be repeated, the premise behind evidence-based practices. Replications in single-case research also investigate generalization of findings across groups. For groups with high variability, such as individuals with autism, assumptions of generalizability should be based on learners who are similar in critical ways. The purpose of this study was to use Coyne et al.'s framework for replication and the next generation guidelines for single-case research to extend understanding of “for whom” and “under what conditions” modified schema-based instruction (an established evidence-based practice for individuals with autism) is effective. In this distal conceptual replication of Root et al., contextual and instructional variables of theoretical and practical importance were intentionally manipulated or maintained and reported to model transparency and support replicability. Four high school students receiving special education under the Individuals With Disabilities Education Act category of autism were taught mathematical and social problem-solving behaviors within the context of percentage-of-change word problems. Researchers used modified schema-based instruction and augmented reality in a one-on-one setting and assessed generalization to purchasing in the food court of a mall biweekly. We frame our discussion around the recommendations for replication research from Coyne et al. and recommendations for single-case research from Ledford et al., concluding with suggestions for future replications that use single-case research designs.
{"title":"“For Whom” and “Under What Conditions” Is MSBI Effective? A Conceptual Replication With High School Students With Autism","authors":"Sarah K. Cox, Jenny R. Root, Addie McConomy, Kathryn Davis","doi":"10.1177/00144029241259013","DOIUrl":"https://doi.org/10.1177/00144029241259013","url":null,"abstract":"Replications provide credibility by demonstrating under what conditions experimental findings can be repeated, the premise behind evidence-based practices. Replications in single-case research also investigate generalization of findings across groups. For groups with high variability, such as individuals with autism, assumptions of generalizability should be based on learners who are similar in critical ways. The purpose of this study was to use Coyne et al.'s framework for replication and the next generation guidelines for single-case research to extend understanding of “for whom” and “under what conditions” modified schema-based instruction (an established evidence-based practice for individuals with autism) is effective. In this distal conceptual replication of Root et al., contextual and instructional variables of theoretical and practical importance were intentionally manipulated or maintained and reported to model transparency and support replicability. Four high school students receiving special education under the Individuals With Disabilities Education Act category of autism were taught mathematical and social problem-solving behaviors within the context of percentage-of-change word problems. Researchers used modified schema-based instruction and augmented reality in a one-on-one setting and assessed generalization to purchasing in the food court of a mall biweekly. We frame our discussion around the recommendations for replication research from Coyne et al. and recommendations for single-case research from Ledford et al., concluding with suggestions for future replications that use single-case research designs.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"48 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141764039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-28DOI: 10.1177/00144029241247034
Jay Plasman, Desmond Myles
Despite growing calls to increase diversity in science, technology, engineering, and mathematics (STEM) fields, students with learning disabilities (SWLDs) remain underrepresented in STEM at the postsecondary level. Considering this call for increased diversity as a means to expand and strengthen STEM success, we used the High School Longitudinal Study of 2009 to explore how participation in engineering career and technical education (E-CTE) links to postsecondary educational outcomes for SWLDs. Particularly, we examined how E-CTE participation relates to postsecondary remedial course taking, enrollment in a 4-year postsecondary institution, and declaration of a STEM major. Results from school fixed-effects estimations suggest that each credit of E-CTE earned is associated with fewer remedial college courses, a higher likelihood of enrolling in a 4-year as opposed to sub-baccalaureate institution, and increased odds of declaring a STEM major. To conclude, we discuss the implications of our findings for both policymakers and practitioners.
{"title":"STEM Pathway and College Progression: The Link Between Engineering CTE and Postsecondary Outcomes for Students With Learning Disabilities","authors":"Jay Plasman, Desmond Myles","doi":"10.1177/00144029241247034","DOIUrl":"https://doi.org/10.1177/00144029241247034","url":null,"abstract":"Despite growing calls to increase diversity in science, technology, engineering, and mathematics (STEM) fields, students with learning disabilities (SWLDs) remain underrepresented in STEM at the postsecondary level. Considering this call for increased diversity as a means to expand and strengthen STEM success, we used the High School Longitudinal Study of 2009 to explore how participation in engineering career and technical education (E-CTE) links to postsecondary educational outcomes for SWLDs. Particularly, we examined how E-CTE participation relates to postsecondary remedial course taking, enrollment in a 4-year postsecondary institution, and declaration of a STEM major. Results from school fixed-effects estimations suggest that each credit of E-CTE earned is associated with fewer remedial college courses, a higher likelihood of enrolling in a 4-year as opposed to sub-baccalaureate institution, and increased odds of declaring a STEM major. To conclude, we discuss the implications of our findings for both policymakers and practitioners.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"12 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141165156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-17DOI: 10.1177/00144029241247071
Erin Pearce Kilpatrick, Jolie Ziomek-Daigle, Allison U. Nealy
Informed by disability critical race theory (DisCrit), this phenomenological study explored the perspectives of Black parents of young adults with high-incidence disabilities regarding their experiences with their children's postsecondary planning processes. Fourteen Black parents participated in semistructured interviews and shared recommendations for educator practices. Five overarching themes emerged from the phenomenological data analysis. Namely, Black parents (a) experienced invisibility by a lack of inclusive postsecondary planning, (b) felt marginalized due to collusive forces of ableism and racism, (c) persevered through postsecondary planning processes and beyond, (d) navigated inequities through social supports and other supports, and (e) enacted ongoing resistance and advocacy. Findings illuminate how Black parents experienced their child's postsecondary planning, and we provide recommendations for educators to advance the postsecondary planning needs of multiple marginalized students and their parents.
{"title":"Postsecondary Planning Perspectives of Black Parents of Young Adults With High-Incidence Disabilities","authors":"Erin Pearce Kilpatrick, Jolie Ziomek-Daigle, Allison U. Nealy","doi":"10.1177/00144029241247071","DOIUrl":"https://doi.org/10.1177/00144029241247071","url":null,"abstract":"Informed by disability critical race theory (DisCrit), this phenomenological study explored the perspectives of Black parents of young adults with high-incidence disabilities regarding their experiences with their children's postsecondary planning processes. Fourteen Black parents participated in semistructured interviews and shared recommendations for educator practices. Five overarching themes emerged from the phenomenological data analysis. Namely, Black parents (a) experienced invisibility by a lack of inclusive postsecondary planning, (b) felt marginalized due to collusive forces of ableism and racism, (c) persevered through postsecondary planning processes and beyond, (d) navigated inequities through social supports and other supports, and (e) enacted ongoing resistance and advocacy. Findings illuminate how Black parents experienced their child's postsecondary planning, and we provide recommendations for educators to advance the postsecondary planning needs of multiple marginalized students and their parents.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"27 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140961563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-24DOI: 10.1177/00144029241247037
Anne Barwasser, Sarah Schulze, Chiara Gieseler, Matthias Grünke
Word problem-solving is one major area in mathematics that has been identified as being particularly challenging for students, specifically for those with learning disabilities (LDs) and emotional and behavioral disorders (EBD). This study aims at evaluating the effects of a strategic math intervention with concept maps on the ability to solve word problems (addition and subtraction problems, number range of thousand) among students with LDs and EBD from the eighth grade. A multiple-baseline design across participants ( N = 9) was applied to evaluate the intervention, which was held three times a week over a 6-week period. Overall, the results demonstrated a functional relation between the amount of correctly solved word problem tasks and the intervention. All nine students improved in word problem-solving, as evidenced by the fact that more tasks were solved, with a higher score in the intervention phase compared with the baseline (between-case standardized mean difference was 1.84; 95% confidence interval [1.24, 2.44]). The social validity data display that all students found the intervention helpful but also partly exhausting. The limitations and implications of this study are discussed.
{"title":"Effects of a Math Single-Case Intervention on Word Problem-Solving in Students With Learning Disabilities and Emotional and Behavioral Disorders","authors":"Anne Barwasser, Sarah Schulze, Chiara Gieseler, Matthias Grünke","doi":"10.1177/00144029241247037","DOIUrl":"https://doi.org/10.1177/00144029241247037","url":null,"abstract":"Word problem-solving is one major area in mathematics that has been identified as being particularly challenging for students, specifically for those with learning disabilities (LDs) and emotional and behavioral disorders (EBD). This study aims at evaluating the effects of a strategic math intervention with concept maps on the ability to solve word problems (addition and subtraction problems, number range of thousand) among students with LDs and EBD from the eighth grade. A multiple-baseline design across participants ( N = 9) was applied to evaluate the intervention, which was held three times a week over a 6-week period. Overall, the results demonstrated a functional relation between the amount of correctly solved word problem tasks and the intervention. All nine students improved in word problem-solving, as evidenced by the fact that more tasks were solved, with a higher score in the intervention phase compared with the baseline (between-case standardized mean difference was 1.84; 95% confidence interval [1.24, 2.44]). The social validity data display that all students found the intervention helpful but also partly exhausting. The limitations and implications of this study are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140642936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-18DOI: 10.1177/00144029241247032
Laura Kern, Heather Peshak George, Lauren L. Evanovich, Jennifer M. Hodnett, Jennifer Freeman
Restraint and seclusion (R/S) are practices employed by schools to address severe student behavior. Although the use of R/S has been shown to have harmful impact for students, staff, and schools, there is no federal law that addresses its use in schools. A lack of a universal approach leaves each state to determine its own legislation and policy. The current study seeks to extend previous research efforts on state policy guidance and legislation reviews on the use of R/S by reporting on key similarities and differences across states policy guidance and legislation. Specifically, policy guidance and legislation on the school use of R/S are reviewed from the U.S. states and territories, including Washington, D.C.; Puerto Rico; Guam; and the Virgin Islands. Most states and territories were found to have either legislation or policy guidance on the use of R/S in schools. However, there are many differences across the states, including on its use and reporting for students with disabilities. Findings are also compared with the proposed federal bill Keeping All Students Safe Act. Finally, given the lack of passage of the federal law, highlights and recommendations are provided for state leaders on considerations for improvement as R/S remains a state regulated educational issue.
{"title":"A Review of U.S. Policy Guidance and Legislation on Restraint and Seclusion in Schools: Considerations for Improvement","authors":"Laura Kern, Heather Peshak George, Lauren L. Evanovich, Jennifer M. Hodnett, Jennifer Freeman","doi":"10.1177/00144029241247032","DOIUrl":"https://doi.org/10.1177/00144029241247032","url":null,"abstract":"Restraint and seclusion (R/S) are practices employed by schools to address severe student behavior. Although the use of R/S has been shown to have harmful impact for students, staff, and schools, there is no federal law that addresses its use in schools. A lack of a universal approach leaves each state to determine its own legislation and policy. The current study seeks to extend previous research efforts on state policy guidance and legislation reviews on the use of R/S by reporting on key similarities and differences across states policy guidance and legislation. Specifically, policy guidance and legislation on the school use of R/S are reviewed from the U.S. states and territories, including Washington, D.C.; Puerto Rico; Guam; and the Virgin Islands. Most states and territories were found to have either legislation or policy guidance on the use of R/S in schools. However, there are many differences across the states, including on its use and reporting for students with disabilities. Findings are also compared with the proposed federal bill Keeping All Students Safe Act. Finally, given the lack of passage of the federal law, highlights and recommendations are provided for state leaders on considerations for improvement as R/S remains a state regulated educational issue.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"74 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140622909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-03DOI: 10.1177/00144029241240615
Kathleen King Thorius, Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sullivan
{"title":"Theoretical and Methodological Diversity of Exceptional Children Scholarship","authors":"Kathleen King Thorius, Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sullivan","doi":"10.1177/00144029241240615","DOIUrl":"https://doi.org/10.1177/00144029241240615","url":null,"abstract":"","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this quantitative systematic literature review was to identify and describe published mathematics studies from 1980 to 2021 that incorporated a self-monitoring component ( k = 22 studies; N = 1,787 students). We examined specific self-monitoring procedures, instructional contexts, implementation variables, and methodological quality. For inclusion, studies needed to (a) include self-monitoring (defined as students observing, evaluating, and/or recording their behaviors), (b) include co-occurring mathematics instruction, (c) include at least one mathematics outcome measure, (d) occur in a school setting, (e) include students in Grades K–12, and (f) utilize a single-case, experimental, or quasiexperimental design. Variables of interest were coded and methodological quality was assessed using What Works Clearinghouse standards. Our findings suggest that students with and without disabilities generally benefit from embedded self-monitoring procedures across mathematical content areas and tiers of instructional support. Future research should further unpack definitions of self-monitoring and related constructs.
{"title":"A Quantitative Systematic Literature Review of Self-Monitoring Components Within Mathematics Instruction and Intervention","authors":"Marah Sutherland, Cayla Lussier, Gena Nelson, Marissa Pilger Suhr, Janice Fong, Jessica Turtura, Ben Clarke","doi":"10.1177/00144029241230322","DOIUrl":"https://doi.org/10.1177/00144029241230322","url":null,"abstract":"The purpose of this quantitative systematic literature review was to identify and describe published mathematics studies from 1980 to 2021 that incorporated a self-monitoring component ( k = 22 studies; N = 1,787 students). We examined specific self-monitoring procedures, instructional contexts, implementation variables, and methodological quality. For inclusion, studies needed to (a) include self-monitoring (defined as students observing, evaluating, and/or recording their behaviors), (b) include co-occurring mathematics instruction, (c) include at least one mathematics outcome measure, (d) occur in a school setting, (e) include students in Grades K–12, and (f) utilize a single-case, experimental, or quasiexperimental design. Variables of interest were coded and methodological quality was assessed using What Works Clearinghouse standards. Our findings suggest that students with and without disabilities generally benefit from embedded self-monitoring procedures across mathematical content areas and tiers of instructional support. Future research should further unpack definitions of self-monitoring and related constructs.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"29 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140069833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-05DOI: 10.1177/00144029231220302
Min Hyun Oh, Jeannette Mancilla‐Martinez
Under federal law, parents have the right to decline, or waive, English language support services when their child is identified as an English learner (EL) in school. In this study, we focus on this important subgroup of ELs—referred to as waived ELs—at the understudied intersection of EL status and special education (SPED) status. Using longitudinal statewide Tennessee data from 2010 to 2021, we used discrete-time hazard modeling to explore ELs’ representation in SPED services by their English language service waiver status (i.e., ever-waived EL vs. never-waived EL). Results revealed that ELs’ likelihood of placement into SPED services, and specifically for specific learning disability and speech-language impairment, varied by their English language service waiver status. We describe similarities and differences in the timing and likelihood of placement trends and discuss implications for practice and policy.
根据联邦法律，当孩子在学校被认定为英语学习者（EL）时，家长有权拒绝或放弃英语语言支持服务。在本研究中，我们将重点关注这一重要的英语学习者亚群体，即被放弃的英语学习者，他们的英语学习者身份与特殊教育（SPED）身份之间的交叉点尚未得到充分研究。利用田纳西州 2010 年至 2021 年的纵向数据，我们采用离散时间危险模型，根据英语语言服务豁免状态（即曾经豁免的 EL 与从未豁免的 EL）来探讨 EL 在特殊教育服务中的代表性。结果显示，根据英语语言服务豁免状况的不同， ELs 被安置到 SPED 服务，特别是特殊学习障碍和言语障碍服务的可能性也不同。我们描述了安置趋势的时间和可能性的异同，并讨论了对实践和政策的影响。
{"title":"Waived English Learners: The Understudied Intersection of English Learner and Special Education Status","authors":"Min Hyun Oh, Jeannette Mancilla‐Martinez","doi":"10.1177/00144029231220302","DOIUrl":"https://doi.org/10.1177/00144029231220302","url":null,"abstract":"Under federal law, parents have the right to decline, or waive, English language support services when their child is identified as an English learner (EL) in school. In this study, we focus on this important subgroup of ELs—referred to as waived ELs—at the understudied intersection of EL status and special education (SPED) status. Using longitudinal statewide Tennessee data from 2010 to 2021, we used discrete-time hazard modeling to explore ELs’ representation in SPED services by their English language service waiver status (i.e., ever-waived EL vs. never-waived EL). Results revealed that ELs’ likelihood of placement into SPED services, and specifically for specific learning disability and speech-language impairment, varied by their English language service waiver status. We describe similarities and differences in the timing and likelihood of placement trends and discuss implications for practice and policy.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"45 11","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139381721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-02DOI: 10.1177/00144029231220308
Li-Chih Wang, Duo Liu, He-Hsiu Lin, Kevin Kien-Hoa Chung, Zhengye Xu
One of the most well-known instructional methods used to enhance Chinese character reading (CCR) is Chinese stem-deriving instruction (CSDI). In this method, CCR is taught via a group of characters (e.g., 清, 情, and 靚) that share the same stem (e.g., 青). However, the effectiveness of CSDI on the CCR of Chinese children with dyslexia remains inconsistent, and the reason may be the diverse designs of this method across studies. Thus, this study aimed to use a quasiexperiment-design study to compare the effects of various forms of CSDI based on the (in)consistency of the extending characters’ sounds, their appearances, and their amount (i.e., how many of them). In total, 122 Chinese third to sixth graders with dyslexia were recruited from primary schools, and they were randomly assigned to one of three groups: (a) visuospatially controlled CSDI ( n = 37; all taught characters shared the same pronunciation), (b) verbally controlled CSDI ( n = 45; all taught characters shared the same structure), and (c) noncontrolled CSDI ( n = 40; all taught characters selected only on the basis of their frequencies). They were tested by CCR and dictation before and after the instruction. We found that CCR was significantly improved in all three CSDI groups, whereas only the verbally controlled CSDI group showed significant improvements in dictation. Furthermore, verbally and visuospatially controlled CSDI earned the greatest benefits in decreasing the visual errors and phonetic errors in CCR and decreasing the radical errors and homophone errors in dictation. Our findings shed light on the effectiveness of CSDI in terms of diverse designs, and frontline practitioners should take our findings into consideration when using CSDI.
{"title":"The Effectiveness of Diverse Designs of Chinese Stem-Deriving Instruction for Chinese Children With Dyslexia","authors":"Li-Chih Wang, Duo Liu, He-Hsiu Lin, Kevin Kien-Hoa Chung, Zhengye Xu","doi":"10.1177/00144029231220308","DOIUrl":"https://doi.org/10.1177/00144029231220308","url":null,"abstract":"One of the most well-known instructional methods used to enhance Chinese character reading (CCR) is Chinese stem-deriving instruction (CSDI). In this method, CCR is taught via a group of characters (e.g., 清, 情, and 靚) that share the same stem (e.g., 青). However, the effectiveness of CSDI on the CCR of Chinese children with dyslexia remains inconsistent, and the reason may be the diverse designs of this method across studies. Thus, this study aimed to use a quasiexperiment-design study to compare the effects of various forms of CSDI based on the (in)consistency of the extending characters’ sounds, their appearances, and their amount (i.e., how many of them). In total, 122 Chinese third to sixth graders with dyslexia were recruited from primary schools, and they were randomly assigned to one of three groups: (a) visuospatially controlled CSDI ( n = 37; all taught characters shared the same pronunciation), (b) verbally controlled CSDI ( n = 45; all taught characters shared the same structure), and (c) noncontrolled CSDI ( n = 40; all taught characters selected only on the basis of their frequencies). They were tested by CCR and dictation before and after the instruction. We found that CCR was significantly improved in all three CSDI groups, whereas only the verbally controlled CSDI group showed significant improvements in dictation. Furthermore, verbally and visuospatially controlled CSDI earned the greatest benefits in decreasing the visual errors and phonetic errors in CCR and decreasing the radical errors and homophone errors in dictation. Our findings shed light on the effectiveness of CSDI in terms of diverse designs, and frontline practitioners should take our findings into consideration when using CSDI.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"9 5","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139452364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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：