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
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
How Does Visual Temporal Processing Affect Chinese Character Reading in Children With Dyslexia? From the Perspective of Inhibition
J Learn Disabil. 2023 Nov 9:222194231207549. doi: 10.1177/00222194231207549. Online ahead of print.ABSTRACTGiven that inhibition interacts with visual temporal processing (VTP), the past evidence regarding the influence of VTP on the Chinese character reading of children with dyslexia may not disclose the whole picture without considering inhibition. Thus, the present study is among the first to investigate VTP and cognitive inhibition as well as their relationships to Chinese character reading. We compared the performances of 62 Chinese-speaking children with dyslexia in primary school (n = 62, Mage = 11.36 years) on VTP ...
Source: Journal of Learning Disabilities - November 9, 2023 Category: Disability Authors: Rong-An Jhuo Hsien-Ming Yang Huang-Ju Tsai Li-Chih Wang Source Type: research
How Does Visual Temporal Processing Affect Chinese Character Reading in Children With Dyslexia? From the Perspective of Inhibition
J Learn Disabil. 2023 Nov 9:222194231207549. doi: 10.1177/00222194231207549. Online ahead of print.ABSTRACTGiven that inhibition interacts with visual temporal processing (VTP), the past evidence regarding the influence of VTP on the Chinese character reading of children with dyslexia may not disclose the whole picture without considering inhibition. Thus, the present study is among the first to investigate VTP and cognitive inhibition as well as their relationships to Chinese character reading. We compared the performances of 62 Chinese-speaking children with dyslexia in primary school (n = 62, Mage = 11.36 years) on VTP ...
Source: Journal of Learning Disabilities - November 9, 2023 Category: Disability Authors: Rong-An Jhuo Hsien-Ming Yang Huang-Ju Tsai Li-Chih Wang Source Type: research
How Does Visual Temporal Processing Affect Chinese Character Reading in Children With Dyslexia? From the Perspective of Inhibition
J Learn Disabil. 2023 Nov 9:222194231207549. doi: 10.1177/00222194231207549. Online ahead of print.ABSTRACTGiven that inhibition interacts with visual temporal processing (VTP), the past evidence regarding the influence of VTP on the Chinese character reading of children with dyslexia may not disclose the whole picture without considering inhibition. Thus, the present study is among the first to investigate VTP and cognitive inhibition as well as their relationships to Chinese character reading. We compared the performances of 62 Chinese-speaking children with dyslexia in primary school (n = 62, Mage = 11.36 years) on VTP ...
Source: Journal of Learning Disabilities - November 9, 2023 Category: Disability Authors: Rong-An Jhuo Hsien-Ming Yang Huang-Ju Tsai Li-Chih Wang Source Type: research
How Does Visual Temporal Processing Affect Chinese Character Reading in Children With Dyslexia? From the Perspective of Inhibition
J Learn Disabil. 2023 Nov 9:222194231207549. doi: 10.1177/00222194231207549. Online ahead of print.ABSTRACTGiven that inhibition interacts with visual temporal processing (VTP), the past evidence regarding the influence of VTP on the Chinese character reading of children with dyslexia may not disclose the whole picture without considering inhibition. Thus, the present study is among the first to investigate VTP and cognitive inhibition as well as their relationships to Chinese character reading. We compared the performances of 62 Chinese-speaking children with dyslexia in primary school (n = 62, Mage = 11.36 years) on VTP ...
Source: Journal of Learning Disabilities - November 9, 2023 Category: Disability Authors: Rong-An Jhuo Hsien-Ming Yang Huang-Ju Tsai Li-Chih Wang Source Type: research
Reading Interventions for Students in Grades 3-12 With Significant Word Reading Difficulties
We examined intervention effects for students with significant word reading difficulties (SWRD; standard score of 80 on at least one pretest measure of word reading), which includes individuals with or at risk for dyslexia. We investigated: (a) What are the effects of reading interventions for students in grades 3-12 with SWRD? and (b) What intervention features (i.e., instructional components and elements of dosage) are related to improved reading outcomes for the target population? A meta-analysis of 22 studies and 208 effect sizes revealed a statistically significant, positive, mean effect (g = 0.14, standard error [SE]...
Source: Journal of Learning Disabilities - November 8, 2023 Category: Disability Authors: Alexis N Boucher Bethany H Bhat Nathan H Clemens Sharon Vaughn Katherine O'Donnell Source Type: research
Reading Interventions for Students in Grades 3-12 With Significant Word Reading Difficulties
We examined intervention effects for students with significant word reading difficulties (SWRD; standard score of 80 on at least one pretest measure of word reading), which includes individuals with or at risk for dyslexia. We investigated: (a) What are the effects of reading interventions for students in grades 3-12 with SWRD? and (b) What intervention features (i.e., instructional components and elements of dosage) are related to improved reading outcomes for the target population? A meta-analysis of 22 studies and 208 effect sizes revealed a statistically significant, positive, mean effect (g = 0.14, standard error [SE]...
Source: Journal of Learning Disabilities - November 8, 2023 Category: Disability Authors: Alexis N Boucher Bethany H Bhat Nathan H Clemens Sharon Vaughn Katherine O'Donnell Source Type: research
Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties
J Learn Disabil. 2023 Oct 31:222194231204619. doi: 10.1177/00222194231204619. Online ahead of print.ABSTRACTChildren with mathematical difficulties need to spend more time than typically achieving children on solving even simple equations. Since these tasks already require a larger share of their cognitive resources, additional demands imposed by the need to switch between tasks may lead to a greater decline of performance in children with mathematical difficulties. We explored differential task switch costs with respect to switching between addition versus subtraction with a tablet-based arithmetic verification task and a...
Source: Journal of Learning Disabilities - October 31, 2023 Category: Disability Authors: Darius Endlich Wolfgang Lenhard Peter Marx Tobias Richter Source Type: research
Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties
J Learn Disabil. 2023 Oct 31:222194231204619. doi: 10.1177/00222194231204619. Online ahead of print.ABSTRACTChildren with mathematical difficulties need to spend more time than typically achieving children on solving even simple equations. Since these tasks already require a larger share of their cognitive resources, additional demands imposed by the need to switch between tasks may lead to a greater decline of performance in children with mathematical difficulties. We explored differential task switch costs with respect to switching between addition versus subtraction with a tablet-based arithmetic verification task and a...
Source: Journal of Learning Disabilities - October 31, 2023 Category: Disability Authors: Darius Endlich Wolfgang Lenhard Peter Marx Tobias Richter Source Type: research
Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties
J Learn Disabil. 2023 Oct 31:222194231204619. doi: 10.1177/00222194231204619. Online ahead of print.ABSTRACTChildren with mathematical difficulties need to spend more time than typically achieving children on solving even simple equations. Since these tasks already require a larger share of their cognitive resources, additional demands imposed by the need to switch between tasks may lead to a greater decline of performance in children with mathematical difficulties. We explored differential task switch costs with respect to switching between addition versus subtraction with a tablet-based arithmetic verification task and a...
Source: Journal of Learning Disabilities - October 31, 2023 Category: Disability Authors: Darius Endlich Wolfgang Lenhard Peter Marx Tobias Richter Source Type: research
