International journal for research in learning disabilities最新文献

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New Directions in the Study of Neurodevelopmental Disorders 神经发育障碍研究的新方向

International journal for research in learning disabilities

Pub Date : 2023-03-31 DOI: 10.28987/6.1.3

T. Papadopoulos

The Conference at the University of Oviedo, Spain, within the 44th Annual Meeting of the International Academy for Research in Learning Disabilities, was an excellent opportunity to share knowledge, explore perspectives and reflect on the study of neurodevelopmental disorders in Europe and elsewhere in the world. The William M. Cruickshank Memorial Keynote Address, New Directions in the Study of Neurodevelopmental Disorders, covered a broad range of topics relevant to cognition, intelligence, and achievement. It also provided the opportunity to present parts of our current work pertinent to the study of neurodevelopmental dysfunctions and the Marie Skłodowska-Curie Action (MSCA) ITN Neo-PRISM-C project. The presentation began by focusing on what we study and how and why we study what we study about neurodevelopmental disorders. This was followed by a discussion about the brain and (learning) behaviour, accompanied by some relevant evidence on the neurological basis for reading difficulties, particularly the phonological and visual deficits pathways in the framework of the magnocellular deficit theory. The session concluded with a discussion of the comorbidity of various disorders and the use of the Research Domain Criteria (RDoC) framework as an alternative to the traditional diagnostic categories for the study of neurodevelopmental disorders. Examples of how neuroscience research can contribute to this endeavour were also provided.

在国际学习障碍研究院第44届年会期间，在西班牙奥维耶多大学举行的会议是一次极好的机会，可以分享知识，探索观点，反思欧洲和世界其他地方对神经发育障碍的研究。威廉·M·克鲁克申克纪念演讲《神经发育障碍研究的新方向》涵盖了与认知、智力和成就相关的广泛主题。它还提供了展示我们目前与神经发育功能障碍研究和Marie Skłodowska Curie Action（MSCA）ITN Neo-PRIS-C项目相关的部分工作的机会。演讲开始时重点讨论了我们对神经发育障碍的研究，以及我们如何以及为什么研究这些研究。随后对大脑和（学习）行为进行了讨论，并提供了一些关于阅读困难的神经学基础的相关证据，特别是在大细胞缺陷理论框架下的语音和视觉缺陷途径。会议最后讨论了各种疾病的合并症，并使用研究领域标准（RDoC）框架作为神经发育障碍研究的传统诊断类别的替代方案。还提供了神经科学研究如何为这一努力做出贡献的例子。

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引用次数: 1

Using Virtual Manipulatives With Technology-Based Graphic Organizers to Support Students in Solving Proportion Word Problems 使用虚拟操作和基于技术的图形整理器支持学生解决比例单词问题

International journal for research in learning disabilities

Pub Date : 2023-03-31 DOI: 10.28987/6.1.28

Rachel H. Billman, K. Regan, Rajiv Satsangi

Proportional reasoning and knowledge of fractions are critical skills for completing algebra successfully, yet many students with mathematics learning disabilities (MLD) enter algebra classes without adequate prior knowledge of these skills. This study used a single-subject/case research, combined multiple-baseline and alternating-treatment design to determine the functional relation between the use of varied technology-based interventions (i.e., a virtual manipulative [VM], a technology-based graphic organizer [TBGO], and a combination of both [VM+TBGO]) and student accuracy in solving proportion word problems. Additional dependent variables included student independence and duration. Three high school students with MLD solved proportion word problems without assistance in the baseline phase and then randomly alternated between the three treatments during intervention. Overall, student accuracy and independence increased, and the time required to solve word problems decreased. All students preferred using technology to solve word problems and the VM+TBGO. Limitations, implications for practice, and suggestions for future research are discussed.

比例推理和分数知识是成功完成代数的关键技能，然而许多有数学学习障碍(MLD)的学生在没有足够的这些技能知识的情况下进入代数课程。本研究采用单受试者/案例研究，结合多基线和交替处理设计，以确定使用各种基于技术的干预措施(即虚拟操作[VM]，基于技术的图形组织者[TBGO]，以及两者的组合[VM+TBGO])与学生解决比例字问题的准确性之间的功能关系。其他因变量包括学生独立性和学习时间。在基线阶段，3名MLD高中生在没有帮助的情况下解决了比例字问题，然后在干预期间随机交替进行三种治疗。总体而言，学生的准确性和独立性提高了，解决文字问题所需的时间减少了。所有学生都喜欢使用技术解决文字问题和VM+TBGO。讨论了局限性、对实践的启示以及对未来研究的建议。

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引用次数: 0

Developmental Dyslexia: An Exploratory Study Using Thematic Analysis of the Self-Reported Reading Difficulties of Monolingual and Bilingual Adults 发展性阅读障碍:对单语和双语成人自述阅读困难的专题分析

International journal for research in learning disabilities

Pub Date : 2023-03-31 DOI: 10.28987/6.1.44

L. Tomitch, D. Neumann, Veema Lodhia, Nasrin Zamani Foroushani, K. Waldie

This exploratory study investigated the self-reported reading difficulties and compensatory strategies of monolingual and bilingual adults with dyslexia. Twenty monolinguals and six bilinguals answered a questionnaire that collected socio-demographic data as well as information regarding their reading difficulties, experiences, and possible comorbidities. Data were analyzed using thematic analysis. Four themes were determined: (a) reading difficulties may be pervasive but can be circumvented with effective coping strategies; (b) individuals with dyslexia can succeed academically and obtain a university degree, but they most likely have to work harder than typical readers; (c) dyslexia has an impact on reading habits, and reading is a challenge; and (d) comorbidities are a part of life for people with dyslexia. Our results highlight the struggles that individuals with dyslexia continue to have, regardless of when they were diagnosed, whether they received literacy assistance, and whether they learned a second language. Most important, this study shows that individuals with dyslexia, both monolinguals and bilinguals, are able to use effective coping strategies and obtain academic and professional success.

这项探索性研究调查了患有阅读障碍的单语和双语成年人自我报告的阅读困难和补偿策略。20名单语者和6名双语者回答了一份问卷，该问卷收集了社会人口统计数据以及有关他们阅读困难、经历和可能合并症的信息。数据采用专题分析法进行分析。确定了四个主题：（a）阅读困难可能普遍存在，但可以通过有效的应对策略来规避；（b）阅读障碍患者可以在学业上取得成功并获得大学学位，但他们很可能比普通读者更努力；（c）阅读障碍会影响阅读习惯，而阅读是一项挑战；（d）合并症是阅读障碍患者生活的一部分。我们的研究结果强调了阅读障碍患者继续面临的困难，无论他们何时被诊断，是否接受了识字援助，以及是否学习了第二语言。最重要的是，这项研究表明，阅读障碍患者，无论是单语者还是双语者，都能够使用有效的应对策略，并在学术和职业上取得成功。

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引用次数: 0

The Accuracy of U.S. Middle School Teachers’ Judgment of Student Reading Abilities 美国中学教师对学生阅读能力判断的准确性

International journal for research in learning disabilities

Pub Date : 2023-03-31 DOI: 10.28987/6.1.14

Deborah K. Reed, Adam J. Reeger, E. Hazeltine, B. McMurray

Teacher judgments of students’ reading abilities in the elementary grades have been researched extensively, but less is known about how middle school teachers judge their students’ word reading, fluency, vocabulary, and comprehension skills. Such information could be useful when determining which students and reading components would be reasonable instructional priorities. Thus, the present study explored U.S. teachers’ accuracy at predicting the performance of students in Grades 6–8 on standardized measures of reading abilities. The multilevel analytic models accounted for the nesting of students (n = 97) within teacher raters (n = 12) at three middle schools in one school district. Results indicated that the teachers’ ratings of overall ability and their beliefs about the specific skills with which their students struggled were poor predictors of actual student performance. Although the small sample of teachers from one district in one country limits the generalizability of the results, the findings suggest that some middle school teachers’ judgments could misidentify students at potential risk for reading difficulties or misalign instruction with particular skill areas of need. The discussion addresses the importance of making efficient but accurate decisions about screening students for reading intervention and planning differentiated or targeted intervention.

在小学阶段，教师对学生阅读能力的判断已经被广泛研究，但对中学教师如何判断学生的单词阅读、流利性、词汇和理解技能知之甚少。在确定哪些学生和阅读部分是合理的教学重点时，这些信息可能很有用。因此，本研究探讨了美国教师在预测6-8年级学生阅读能力标准化指标方面的准确性。多层次分析模型考虑了一个学区内三所中学教师评分员（n=12）中学生（n=97）的嵌套情况。结果表明，教师对整体能力的评分以及他们对学生所难掌握的特定技能的信念，对学生的实际表现预测不佳。尽管来自一个国家一个地区的小样本教师限制了结果的可推广性，但研究结果表明，一些中学教师的判断可能会错误地识别出有阅读困难潜在风险的学生，或使教学与特定技能领域的需求不一致。讨论讨论了就筛选学生进行阅读干预和计划差异化或有针对性的干预做出有效但准确的决定的重要性。

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引用次数: 0

Error Patterns in the Knowledge-Based Inference-Making of Less Skilled Middle-Grade Readers: An Exploratory Study. 中等年级低技能读者基于知识的推理错误模式的探索性研究。

International journal for research in learning disabilities

Pub Date : 2022-01-01

Amy E Barth, Cathy Newman Thomas, Heather Kincaid, Ethan Ankrum, Brandon Ruiz, Leslie Salazar

The primary aims of this mixed method study were to (a) examine the effectiveness of a brief inference intervention, (b) compare the types of knowledge-based inferencing errors less skilled middle grade readers make, and (c) evaluate if self-reported cognitive load relates to inferencing. Participants (n = 17) were randomly assigned to a graphic organizer-inference intervention (GO-Inference) (n = 9) or business as usual (BAU) condition (n = 8), and differences between groups were explored for each study purpose. Quantitative and qualitative results suggested that while less skilled readers in the GO-Inference condition made modest progress in forming knowledge-based inferences, they continued to struggle to distinguish relevant versus irrelevant information from text and/or retrieve knowledge necessary to form inferences. Students in the BAU condition were more likely to make errors such as providing irrelevant information or failing to respond. Additionally, students in the GO-Inference condition reported lower cognitive load during inference-making tasks.

这项混合方法研究的主要目的是(a)检验简短推理干预的有效性，(b)比较中等水平读者在基于知识的推理中所犯错误的类型，以及(c)评估自我报告的认知负荷是否与推理有关。参与者(n = 17)被随机分配到图形组织者推理干预(GO-Inference) (n = 9)或照常工作(BAU)条件(n = 8)，并为每个研究目的探索组间差异。定量和定性结果表明，虽然在GO-Inference条件下，技能较差的读者在形成基于知识的推理方面取得了适度的进展，但他们仍然难以从文本中区分相关与不相关的信息和/或检索形成推理所需的知识。在BAU条件下，学生更容易犯错误，如提供不相关的信息或没有回应。此外，推理组的学生在推理任务中的认知负荷较低。

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引用次数: 0

The “Write Stuff”: What Do We Know About Developmental Dysgraphia? “写东西”:我们对发展性书写障碍了解多少?

International journal for research in learning disabilities

Pub Date : 2021-01-15 DOI: 10.28987/IJRLD.5.1.3

C. McBride, Zebedee Rui En Cheah

As researchers come to recognize the origins of dysgraphia, we can better suggest optimal approaches to remediation. In defining dysgraphia, we review the writing process, research on the development of writing, and various factors related to either spelling difficulties, visual-motor difficulties, or both, that might interfere in the process of writing. We conclude by exploring some potentially helpful remediation techniques that should be considered as educators, clinicians, researchers, teachers, and parents work together to ameliorate the potentially devastating consequences of dysgraphia.

随着研究人员逐渐认识到书写困难的起源，我们可以更好地提出最佳的补救方法。在定义书写困难时，我们回顾了写作过程、对写作发展的研究，以及与拼写困难、视觉运动困难或两者相关的各种因素，这些因素可能会干扰写作过程。最后，我们探索了一些潜在的有益补救技术，这些技术应该被视为教育工作者、临床医生、研究人员、教师和家长共同努力，以减轻书写困难的潜在破坏性后果。

引用次数: 3

The Effects of Blended Text-Processing and Linguistic Comprehension Interventions Among Struggling Middle-School Readers. 混合文本处理和语言理解干预对初中困难读者的影响。

International journal for research in learning disabilities

Pub Date : 2015-01-01

Amy E Barth, Sharon Vaughn, Elisabeth V McCulley

Reading comprehension is an essential academic skill (Nash & Snowling, 2006; National Reading Panel, National Institute of Child Health and Human Development, 2000). Yet, among students in the eighth grade, approximately 64% of all students and 91% of students with disabilities do not read at proficient levels (National Center for Education Statistics [NCES], 2013). This suggests that when reading grade-level texts, a large percentage of middle-grade readers are not able to accurately connect important ideas in text, form inferences that integrate information in text with general knowledge of the topic, and synthesize common ideas across various texts (NCES, 2013). These data highlight the need for intensive reading interventions that explicitly teach middle-grade struggling readers how to comprehend grade-level texts and acquire content knowledge from the texts they read.

阅读理解是一项基本的学术技能（Nash & Snowling, 2006; National Reading Panel, National Institute of Child Health and Human Development, 2000）。然而，在八年级学生中，约有 64% 的学生和 91% 的残疾学生的阅读能力达不到熟练水平（国家教育统计中心 [NCES]，2013 年）。这表明，在阅读年级水平的课文时，很大一部分中年级读者无法准确地将课文中的重要观点联系起来，无法形成将课文中的信息与主题常识相结合的推论，也无法综合各种课文中的共同观点（NCES，2013）。这些数据突出表明，有必要采取强化阅读干预措施，明确教导中年级有困难的读者如何理解年级水平的课文，并从他们阅读的课文中获取内容知识。

引用次数: 0

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International journal for research in learning disabilities

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