Journal of Learning Disabilities This is an RSS file. You can use it to subscribe to this data in your favourite RSS reader or to display this data on your own website or blog.

A Systematic Review of CBM Content in Practitioner-Focused Journals: Do We Talk About Instructional Decision-Making?
J Learn Disabil. 2023 Dec 7:222194231215031. doi: 10.1177/00222194231215031. Online ahead of print.ABSTRACTData-based decision-making (DBDM) using curriculum-based measurement (CBM) data has demonstrated effectiveness in improving academic achievement for students with or at risk for learning disability. Despite substantial evidence supporting DBDM, its use is not common practice for many educators, even those who regularly collect CBM data. One explanation for its lack of widespread use is that educators may not receive adequate training in the DBDM aspects of CBM. Espin et al. examined the extent to which DBDM is represe...
Source: Journal of Learning Disabilities - December 7, 2023 Category: Disability Authors: Erica C Fry Jessica R Toste Beth R Feuer Christine A Espin Source Type: research

Response to Intervention and Specific Learning Disability Identification: Evidence From Tennessee
J Learn Disabil. 2023 Dec 4:222194231215013. doi: 10.1177/00222194231215013. Online ahead of print.ABSTRACTResponse to intervention (RTI) is a method for providing academic support to students and for identifying specific learning disabilities (SLDs). Using interrupted time series and hazard models, we examined if statewide RTI adoption was associated with changes in rates of SLD and first-time SLD identification in elementary schools, and if these associations varied across student groups. Response to intervention was associated with an initial decline in the percentage of students with SLD in the state that continued ove...
Source: Journal of Learning Disabilities - December 4, 2023 Category: Disability Authors: Allison F Gilmour Justin Harper Blair Lloyd Alyssa Van Camp Source Type: research

Proficiency With Number Concepts and Operations: Replicating the Efficacy of a First-Grade Mathematics Intervention
J Learn Disabil. 2023 Nov 28:222194231209017. doi: 10.1177/00222194231209017. Online ahead of print.ABSTRACTConceptual replications are part and parcel of education science. Methodologically rigorous conceptual replication studies permit researchers to test and strengthen the generalizability of a study's initial findings. The current conceptual replication sought to replicate the efficacy of a small-group, first-grade mathematics intervention with 240 first-grade students with mathematics difficulties in a new geographical region. Participating students were randomized into one of three conditions: (a) 2:1 mathematics int...
Source: Journal of Learning Disabilities - November 28, 2023 Category: Disability Authors: Christian T Doabler Ben Clarke Jessica E Turtura Marah Sutherland Jenna A Gersib Taylor Lesner Madison Cook Georgia L Kimmel Keith Smolkowski Derek Kosty Source Type: research

Primary School Teachers' Adaptations for Struggling Writers: Survey Study of Grade 1 to 6 Teachers in Australia
J Learn Disabil. 2023 Nov 13:222194231211946. doi: 10.1177/00222194231211946. Online ahead of print.ABSTRACTTwo hundred ninety-eight primary teachers (88% female) from across all Australian states and territories reported on the frequency with which they implemented instructional adaptations for struggling writers in their classrooms. They also rated their preparation and self-efficacy for teaching writing. The majority of participating teachers indicated they provided additional instruction on spelling, capitalization and punctuation, and sentence construction at least once a week or more often. Teachers further reported ...
Source: Journal of Learning Disabilities - November 14, 2023 Category: Disability Authors: Anabela Malpique Deborah Pino-Pasternak Debora Valcan Mustafa Asil Source Type: research

Perpetuating the Gaps: 21st-Century Skills in Students With Learning Disabilities and Their Typically Developing Peers
This study examined whether there are differences between students with learning disabilities (LD) and their typically developing peers with regard to their 21st-century skills according to their self-report and whether the differences between the two groups are greater in postsecondary education than in high school-an aim that had not been examined in depth in previous research. Findings suggest that overall (beyond type of learner), in most skills, postsecondary education students reported higher scores than high school students on questionnaires designed for self-assessment of 21st-century skills. Second, students with ...
Source: Journal of Learning Disabilities - November 14, 2023 Category: Disability Authors: Vered Vaknin-Nusbaum Israel Rachevski Source Type: research

Measuring Instructional Interactions During Reading Instruction for Students Receiving Intervention in Middle School
This study used a regression discontinuity design to compare the frequency and impact of instructional interactions experienced by eighth-grade students who received a targeted reading intervention (n = 1,461) with those who did not (n = 4,292). Results indicated that students who received intervention experienced far more instructional interactions with their teachers than did students who did not. However, the association between rates of interaction and student need in the intervention group was minimal, and the relationship between the rate of instructional interactions and reading growth was mixed. Implications for in...
Source: Journal of Learning Disabilities - November 14, 2023 Category: Disability Authors: Scott K Baker Patrick C Kennedy Dean Richards Nancy J Nelson Hank Fien Christian T Doabler Source Type: research