Do Special and General Education Teachers' Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices
J Learn Disabil. 2023 Jul 7:222194231181915. doi: 10.1177/00222194231181915. Online ahead of print.ABSTRACTSeventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of ...
Source: Journal of Learning Disabilities - July 7, 2023 Category: Disability Authors: Steve Graham Stephen Ciullo Alyson Collins Source Type: research
Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?
This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants included 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also assessed on measures of rapid digit naming, verbal working memory, word reading, reading fluency, and reading comprehension. The results showed that readers with dyslexia repor...
Source: Journal of Learning Disabilities - July 7, 2023 Category: Disability Authors: Kevin Kien Hoa Chung Chun Bun Lam Kevin Shing-Chi Chan Alfred S Y Lee Catrina Liu Li-Chih Wang Source Type: research
Do Special and General Education Teachers' Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices
J Learn Disabil. 2023 Jul 7:222194231181915. doi: 10.1177/00222194231181915. Online ahead of print.ABSTRACTSeventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of ...
Source: Journal of Learning Disabilities - July 7, 2023 Category: Disability Authors: Steve Graham Stephen Ciullo Alyson Collins Source Type: research
Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?
This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants included 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also assessed on measures of rapid digit naming, verbal working memory, word reading, reading fluency, and reading comprehension. The results showed that readers with dyslexia repor...
Source: Journal of Learning Disabilities - July 7, 2023 Category: Disability Authors: Kevin Kien Hoa Chung Chun Bun Lam Kevin Shing-Chi Chan Alfred S Y Lee Catrina Liu Li-Chih Wang Source Type: research
Do Special and General Education Teachers' Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices
J Learn Disabil. 2023 Jul 7:222194231181915. doi: 10.1177/00222194231181915. Online ahead of print.ABSTRACTSeventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of ...
Source: Journal of Learning Disabilities - July 7, 2023 Category: Disability Authors: Steve Graham Stephen Ciullo Alyson Collins Source Type: research
Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?
This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants included 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also assessed on measures of rapid digit naming, verbal working memory, word reading, reading fluency, and reading comprehension. The results showed that readers with dyslexia repor...
Source: Journal of Learning Disabilities - July 7, 2023 Category: Disability Authors: Kevin Kien Hoa Chung Chun Bun Lam Kevin Shing-Chi Chan Alfred S Y Lee Catrina Liu Li-Chih Wang Source Type: research
Do Special and General Education Teachers' Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices
J Learn Disabil. 2023 Jul 7:222194231181915. doi: 10.1177/00222194231181915. Online ahead of print.ABSTRACTSeventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of ...
Source: Journal of Learning Disabilities - July 7, 2023 Category: Disability Authors: Steve Graham Stephen Ciullo Alyson Collins Source Type: research
Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?
This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants included 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also assessed on measures of rapid digit naming, verbal working memory, word reading, reading fluency, and reading comprehension. The results showed that readers with dyslexia repor...
Source: Journal of Learning Disabilities - July 7, 2023 Category: Disability Authors: Kevin Kien Hoa Chung Chun Bun Lam Kevin Shing-Chi Chan Alfred S Y Lee Catrina Liu Li-Chih Wang Source Type: research
Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial
We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. First- and second graders identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period. TeLCI comprised three learning modules per week that involved (a) learning new vocabulary, (b) watching fiction or nonfiction videos, and (c) answering inferential questions. Students also engaged in small-group read-alouds with their teachers once per week. Students who experienced TeLCI improved t...
Source: Journal of Learning Disabilities - June 27, 2023 Category: Disability Authors: Kristen L McMaster Panayiota Kendeou Jasmine Kim Reese Butterfuss Source Type: research
Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial
We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. First- and second graders identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period. TeLCI comprised three learning modules per week that involved (a) learning new vocabulary, (b) watching fiction or nonfiction videos, and (c) answering inferential questions. Students also engaged in small-group read-alouds with their teachers once per week. Students who experienced TeLCI improved t...
Source: Journal of Learning Disabilities - June 27, 2023 Category: Disability Authors: Kristen L McMaster Panayiota Kendeou Jasmine Kim Reese Butterfuss Source Type: research
Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial
We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. First- and second graders identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period. TeLCI comprised three learning modules per week that involved (a) learning new vocabulary, (b) watching fiction or nonfiction videos, and (c) answering inferential questions. Students also engaged in small-group read-alouds with their teachers once per week. Students who experienced TeLCI improved t...
Source: Journal of Learning Disabilities - June 27, 2023 Category: Disability Authors: Kristen L McMaster Panayiota Kendeou Jasmine Kim Reese Butterfuss Source Type: research
Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial
We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. First- and second graders identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period. TeLCI comprised three learning modules per week that involved (a) learning new vocabulary, (b) watching fiction or nonfiction videos, and (c) answering inferential questions. Students also engaged in small-group read-alouds with their teachers once per week. Students who experienced TeLCI improved t...
Source: Journal of Learning Disabilities - June 27, 2023 Category: Disability Authors: Kristen L McMaster Panayiota Kendeou Jasmine Kim Reese Butterfuss Source Type: research
Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial
We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. First- and second graders identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period. TeLCI comprised three learning modules per week that involved (a) learning new vocabulary, (b) watching fiction or nonfiction videos, and (c) answering inferential questions. Students also engaged in small-group read-alouds with their teachers once per week. Students who experienced TeLCI improved t...
Source: Journal of Learning Disabilities - June 27, 2023 Category: Disability Authors: Kristen L McMaster Panayiota Kendeou Jasmine Kim Reese Butterfuss Source Type: research
Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial
We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. First- and second graders identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period. TeLCI comprised three learning modules per week that involved (a) learning new vocabulary, (b) watching fiction or nonfiction videos, and (c) answering inferential questions. Students also engaged in small-group read-alouds with their teachers once per week. Students who experienced TeLCI improved t...
Source: Journal of Learning Disabilities - June 27, 2023 Category: Disability Authors: Kristen L McMaster Panayiota Kendeou Jasmine Kim Reese Butterfuss Source Type: research
Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial
We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. First- and second graders identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period. TeLCI comprised three learning modules per week that involved (a) learning new vocabulary, (b) watching fiction or nonfiction videos, and (c) answering inferential questions. Students also engaged in small-group read-alouds with their teachers once per week. Students who experienced TeLCI improved t...
Source: Journal of Learning Disabilities - June 27, 2023 Category: Disability Authors: Kristen L McMaster Panayiota Kendeou Jasmine Kim Reese Butterfuss Source Type: research
