Journal of Learning Disabilities最新文献

This study aimed to conduct a comprehensive investigation into the mathematics-writing (MW) performance of students with mathematics difficulties (MDs) in China. We compared the performance of students with MD with their typically developing (TD) and high-performing (HP) peers. The analysis was based on a sample of 138 sixth-grade students. Our findings revealed (a) the trend in MW performance followed the hierarchy of mathematics ability levels (HP > TD > MD), whereas all groups displayed similar performance in general writing (HP = TD = MD), (b) although all three groups were able to organize their ideas in general writing, they had difficulty structuring their ideas effectively in MW, and (c) students with MD were less likely to incorporate technical mathematics vocabulary and symbols in their MW; they were also more likely to write incomplete sentences and make punctuation mistakes in their MW. Implications for educational strategies, teaching methodologies, and targeted support interventions are discussed.

Academic procrastination, increasingly prevalent among students, is posing challenges to academic success. In particular, students with specific learning disabilities (SLDs) in higher education (HE) often experience increased anxiety, along with lower self-efficacy, which may heighten their vulnerability to the negative effects of academic procrastination. This study was designed to investigate how academic procrastination relates to academic achievement (grade point average-GPA) and to examine whether this relationship is mediated by learning and performance self-efficacy and moderated by anxiety. A self-report questionnaire was administered to 1,061 undergraduate students (M_age = 21.25, SD = 3.83), 572 with SLD. Results indicated a negative correlation between procrastination and GPA. Procrastination was associated with lower self-efficacy and had a nonsignificant direct effect on GPA. However, self-efficacy positively affected GPA. In addition, SLD significantly moderated the relationship between anxiety and GPA. These findings underscore the importance of tailored interventions for students with SLD, as academic procrastination is negatively related to self-efficacy and may indirectly influence academic performance. Understanding these dynamics can inform strategies to enhance academic success among students with learning differences.

We examined how generalized and mathematics-specific language skills predicted the word-problem performance of students with mathematics difficulty. Participants were 325 third-grade students in the southwestern United States who performed at or below the 25th percentile on a word-problem measure. We assessed generalized language skills in word reading, passage comprehension, and vocabulary knowledge. In addition, we measured mathematics-specific vocabulary knowledge. To explore variation within the mathematics-difficulty population, we utilized unconditional quantile regression to determine how each of these skill sets predicted word-problem performance when controlling for computation and emergent bilingual status. Results revealed that mathematics-vocabulary knowledge significantly predicted word-problem performance at all but two quantiles (p < .001), with strongest predictive relations at the highest quantiles. Passage comprehension had an overall significant relation to word-problem performance (p < .05) that was also reflected in multiple quantiles. Neither word-reading accuracy nor generalized-vocabulary knowledge demonstrated a significant predictive relation to word-problem performance. Given the consistent relation between mathematics-vocabulary knowledge and word-problem performance across quantiles, researchers and practitioners should prioritize evidence-based mathematics-vocabulary instruction to support students' word-problem-solving skills.

Evidenced-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multifaceted, including examinations of adherence, instructional quality, and student engagement, though mathematics intervention studies rarely report on fidelity components outside of adherence. The current study examined the relationships between these different components of fidelity and whether they are associated with student mathematics outcomes and intervention group size within the context of a first-grade mathematics intervention. Findings revealed relationships between components of fidelity with student's initial mathematics skill; however, no relationship was observed between fidelity components and student mathematics growth. Findings for group size were mixed. Limitations, implications for research and practice, and future directions are discussed.

Youth with attention-deficit/hyperactivity disorder (ADHD) often exhibit impairments in mathematics, but long-term math development into adulthood, particularly in females, is underexplored. We characterized trajectories of math achievement in girls with ADHD and an age- and ethnicity-matched comparison sample from childhood through early adulthood across four waves and examined childhood cognitive predictors (global executive functioning, working memory, processing speed) of trajectories. The ethnically and socioeconomically diverse sample consisted of 140 girls with carefully diagnosed ADHD and 88 neurotypicals, ages 6 to 12 years at baseline, from the United States. Using latent growth curve models, we examined predictors of 16-year math achievement trajectories. In both the ADHD and neurotypical groups, scores declined over time; rates of change did not differ significantly. Yet in the ADHD sample, math difficulties (defined as scores at least 1 SD below the national average) increased notably over time, with many such difficulties emerging after childhood. By adulthood, nearly half of women with ADHD exhibited clear math difficulties. Worse baseline global executive functioning predicted slower math growth over time. Girls with ADHD may benefit from math supports before concerns emerge or worsen after childhood. Additional research on preventive interventions for math difficulties, including investigation of executive functioning, is warranted.

This study investigated the extent to which domain-general and domain-specific antecedents contributed to pre-algebra's initial level and growth rate among students who experience word-problem difficulty (WPD). We examined if such a profile differs for English-language learners (ELLs; n = 75) and non-ELLs (n = 55) with WPD. We assessed 130 U.S. students at the beginning of Grade 3, end of Grade 3, and middle of Grade 4. The latent growth curve analyses revealed only word-problem solving emerged as a predictor of pre-algebraic growth across ELLs and non-ELLs. English-language learners' stronger computational skills, along with their cognitive flexibility, potentially enabled them to effectively leverage working memory and nonverbal reasoning in acquiring pre-algebraic knowledge.

We created and tested a family-based intervention with a sample of U.S. families of children in Grades 1 and 2 with reading and behavioral difficulties to investigate its impact on text comprehension. Developed with input from parents, reading experts, and behavior specialists, Family-RISE (Reading Intervention with Supports for Engagement) integrates evidence-based practices for enhancing students' knowledge of narrative texts with effective behavioral supports to maximize student engagement and minimize disruptive behaviors to help parents engage successfully in shared storybook reading. We assessed the effects of Family-RISE on children's narrative text comprehension using a multiple-baseline design. A functional relation was established between Family-RISE and narrative text comprehension, indicating Family-RISE substantially improved narrative text comprehension. Furthermore, nonoverlap of all pairs, Tau-U, and standard mean difference effect sizes were all considered large in favor of the intervention. Family members reported that the intervention was highly usable, feasible to implement, and socially valid. These findings underscore the promise of the Family-RISE intervention and the value of developing interventions that simultaneously support reading and behavior for children with co-occurring difficulties in these areas.