Showing papers in "Learning Disability Quarterly in 2012"
TL;DR: Despite expectations for accommodations in inclusive classrooms, little guidance for effective practice is available as mentioned in this paper, and most accommodations policies and evidence-based practices address assessments, which may result in a lack of effective practice.
Abstract: Despite expectations for accommodations in inclusive classrooms, little guidance for effective practice is available. Most accommodations policies and evidence-based practices address assessments. ...
68 citations
TL;DR: This paper investigated the relative effects of three treatments with varying instructional emphases in reading with a comparison condition and found that 80-seven students in fourth grade with reading impa- tionality was more likely to read well than those with reading emphasis.
Abstract: This study investigated the relative effects of three treatments with varying instructional emphases in reading with a comparison condition. Eighty-seven students in fourth grade with reading impai...
61 citations
TL;DR: In this article, a review builds on earlier research that evaluated the curricular features of core math programs to improve the performances of students with or at risk for mathematics difficulties and concluded that curricular feature evaluation can improve the performance of students.
Abstract: The present review builds on earlier research that evaluated the curricular features of core math programs to improve the performances of students with or at risk for mathematics difficulties. In t...
50 citations
TL;DR: In this article, a combined motivation for reading disabilities/difficulties (RD) was proposed to produce instructional gains, especially for students with reading disabilities and difficulties. But, motivation has failed to recognize motivation for its potential for producing instructional gains.
Abstract: Past research has failed to recognize motivation for its potential to produce instructional gains, especially for students with reading disabilities/difficulties (RD). To this purpose, a combined m...
49 citations
TL;DR: The authors found that 75% of variance in reading comprehension was explained by four composite variables representing word skills, language comprehension, memory, and fluency errors (which was nonsignificant).
Abstract: The following insights into the reading skills of 312 participants in adult basic and secondary education programs are based on a principal components analysis of reading components’ contributions to variance in reading comprehension. Overall, 75% of variance was explained by four composite variables representing word skills, language comprehension, memory, and fluency errors (which was nonsignificant). Differences existed in the degree to which the three significant components contributed to variance by adults’ functional reading level. These differences demonstrate a progression in which lowest ability readers seem to primarily draw on word skills and secondarily on memory, mid-level readers begin to integrate language comprehension skills with word reading and memory, and better readers engage in a balance of all three skills and abilities, yet remain below the 25th percentile in reading comprehension. Intervention developers and instructors are encouraged to not view this population as homogeneous but...
44 citations
TL;DR: In this article, a synthesis of note-taking research among students with learning disabilities or other high-incidence disabilities is presented, based on a search of the professional literature between 1980 and 20...
Abstract: This article provides a synthesis of note-taking research among students with learning disabilities or other high-incidence disabilities. A search of the professional literature between 1980 and 20...
37 citations
TL;DR: The authors investigated whether growth patterns related to cognitive processing (working memory, updating, inhibition) differed in subgroups of children with reading disabilities (RD) and found that growth in working memory (executive processing) predicted growth in other cognitive areas, such as reading and math.
Abstract: The present study investigated whether (a) growth patterns related to cognitive processing (working memory, updating, inhibition) differed in subgroups of children with reading disabilities (RD) and (b) growth in working memory (executive processing) predicted growth in other cognitive areas, such as reading and math. Seventy-three children (ages 7–17) categorized as poor decoders, poor comprehenders, or average readers were administered a battery of achievement and cognitive measures for three consecutive years. Hierarchical linear modeling showed that growth in executive processing (inhibition) in children with RD constrained growth in reading and math. The results support the notion that development in the executive system underlies performance on reading and math measures.
33 citations
TL;DR: This article examined the extent to which sixth and seventh grade mathematics textbooks incorporated recommended instructional practices for students with learning disabilities to help students with disabilities to learn to cope with their disabilities in the classroom.
Abstract: This study was an examination of the extent to which sixth- and seventh-grade mathematics textbooks incorporated recommended instructional practices for students with learning disabilities to help ...
32 citations
TL;DR: This paper found that children with mild disabilities experience sufficient failure to produce negative future expectations (goals), which may compound early academic and social deficits, and compared the performance of children with and without mild disabilities.
Abstract: Children with mild disabilities experience sufficient failure to produce negative future expectations (goals), which may compound early academic and social deficits. This research compared the teac...
26 citations
TL;DR: This article explored children's secure attachment with both parents versus one parent, as well as the unique role of children's patterns of close relationships with father and mother, for a deeper understanding of children' attachment.
Abstract: This study explored children’s secure attachment with both parents versus one parent, as well as the unique role of children’s patterns of close relationships with father and mother, for a deeper u...
17 citations
TL;DR: In this paper, the fidelity and integrity of response to intervention (RTI) as a defensible procedure for identifying children as having a child having a mental health issue is discussed.
Abstract: Professional confusion, as well as case law confusion, exists concerning the fidelity and integrity of response to intervention (RTI) as a defensible procedure for identifying children as having a ...
TL;DR: In this paper, an experimental study was conducted to assess the performance differences of third-grade students with mathematics difficulty on a test of mathematics problem solving as a function of response format.
Abstract: Students with disabilities are frequently granted accommodations for high-stakes standardized tests to provide them an opportunity to demonstrate their academic knowledge without interference from their disability. One type of possible accommodation, test response format, concerns whether students respond in multiple-choice or constructed-response format. An experimental study was conducted to assess the performance differences of third-grade students with mathematics difficulty on a test of mathematics problem solving as a function of response format. Students responding in the multiple-choice format had a significant advantage over students answering in the constructed-response format.
TL;DR: In this issue of Learning Disability Quarterly (LDQ), Professors Daves and Walker reply to my earlier LDQ article on confusion in the cases and commentary about the legal dimension of RTI as discussed by the authors.
Abstract: In this issue of Learning Disability Quarterly (LDQ), Professors Daves and Walker reply to my earlier LDQ article on confusion in the cases and commentary about the legal dimension of RTI In this
TL;DR: The Council for Learning Disabilities Research Committee hosted a "Must Read" session at the 35th Annual International Conference in which they discussed influential articles published between August 1, 2012, and July 31, 2013 as mentioned in this paper.
Abstract: The Council for Learning Disabilities’ Research Committee hosted a “Must Read” session at the 35th Annual International Conference in which they discussed influential articles published between August 1, 2012, and July 31, 2013. Articles were selected in six areas relevant to learning disabilities research and practice: response to intervention, reading assessment, math assessment, reading instruction, math instruction, and research methods. The six articles presented by the panel are summarized and explained with respect to why they are considered a “Must Read.”
TL;DR: The authors examined the effectiveness of a classroom teacher intervention, the Targeted Reading Intervention (TRI), in helping struggling readers in kindergarten and first grade, and found that it was effective in helping readers in reading.
Abstract: This study examined the effectiveness of a classroom teacher intervention, the Targeted Reading Intervention (TRI), in helping struggling readers in kindergarten and first grade. This intervention ...
TL;DR: Despite overall latent differences, retell did not demonstrate differential item functioning and had a large residual variance and low interrater reliability, suggesting that improvements to the instrument are needed.
Abstract: In this study, the authors examined the validity of a holistically scored retell within a confirmatory factor analysis framework by comparing the fit of a three-factor model of reading with the data from a diverse sample of seventh and eighth graders. The final model demonstrated adequate fit, χ2(32) = 97.316; comparative fit index = .96; Tucker–Lewis index = .94; and root mean square error of approximation = .08. Retell’s chi-square difference, Δχ2(1) = 16.652, p < .001, and factor loading (.250, p < .001) were higher for the comprehension construct. Similarly, retell’s correlation to comprehension measures (r = .155–.257, p < .01) was stronger than its relationship to measures of fluency (r = .158–.183, p < .01) or word identification (r = .132, p < .05). However, retell had a large residual variance (.938) and low interrater reliability (κ = .37), suggesting that improvements to the instrument are needed. Despite overall latent differences, retell did not demonstrate differential item functioning.
TL;DR: The authors compared the memory performance of adolescent students with specific reading disabilities with that of typical adolescent readers on a newly developed verbal reading system. But they did not compare the performance of the two groups.
Abstract: The authors of this current study compared the memory performance of adolescent students with specific reading disabilities (RD) with that of typical adolescent readers on a newly developed verbal ...
TL;DR: In this article, the authors report on the perceptions and instructional practices of Grades 3 through 5 special education teachers in a school district that implemented a multitiered response to intervention (RTI).
Abstract: This study reports on the perceptions and instructional practices of Grades 3 through 5 special education teachers in a school district that implemented a multitiered response to intervention (RTI)...
TL;DR: Results support the idea that there is an increased awareness of comorbid depression and anxiety among students with LD and a need to promote early identification and intervention in schools.
Abstract: The purpose of this study was to compare severity and risk status for anxiety and depression with coping skills among 130 Mexican school children with learning disabilities (LD) and 130 school children without LD. This research is the first to explore the emotional difficulties of Mexican children with LD. Children completed the Spanish version of the Spence Children's Anxiety Scale and Children's Depression Inventory, and the Cuestionario de Afrontamiento (Coping Skills Questionnaire). Results indicated that a higher percentage of children with LD were at risk for anxiety (22.3% vs. 11.5%) and depression (32% vs. 18%). No statistically significant differences were found for coping skills. Results support the idea that there is an increased awareness of comorbid depression and anxiety among students with LD and a need to promote early identification and intervention in schools. Efforts should focus on better understanding the relationship between social-emotional difficulties and academic achievement and on developing effective interventions to support children with LD.
TL;DR: There continues to be large variability among states regarding allowed testing accommodations and that although there has been an increase in research conducted related to the effectiveness of accommodations for students with LD in the past decade, empirical evidence remains sparse and findings are often inconclusive.
Abstract: Because high stakes are now attached to standardized assessments of student progress, policy makers, administrators, practitioners, and parents must understand how to most effectively and accuratel...
TL;DR: The authors examined the effects of three types of reading interventions on the science text reading of secondary students with learning disabilities (LD) and found that the interventions had a positive effect on reading fluency, vocabulary knowledge, and comprehension.
Abstract: This study examined the effects of three types of reading interventions on the science text reading of secondary students with learning disabilities (LD). Twenty 10th-grade students with LD participated in the study. Using a within-subjects design, the relative effects of three different instructional approaches—text reading, vocabulary learning, and text reading plus vocabulary learning—were examined and compared with a control condition in which participants received no instruction. The effects of the interventions on reading fluency, vocabulary knowledge, and comprehension were examined. Results revealed that the text-reading and combined interventions had a positive effect on reading fluency and vocabulary knowledge, and that the vocabulary intervention had a positive effect on vocabulary knowledge. Potential effects were found for the comprehension measures. Results imply that students’ reading of science text, and knowledge of the vocabulary used in that text, can be improved with direct instruction.