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
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
Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee
We report trends across all SPED disability categories and across five prevalent disability categories (specific learning disability, specific language impairment, intellectual disability, other health impairments, and autism). The cross-sectional analytic sample included 812,783 students from 28 districts that met the SPED risk ratio threshold set by the state. Results revealed that, compared with NES students, both EPB and Current EL students were generally less likely to receive SPED services, suggesting evidence of language status disparities in SPED representation. Furthermore, findings varied depending on whether adj...
Source: Journal of Learning Disabilities - June 13, 2023 Category: Disability Authors: Jeannette Mancilla-Martinez Min Hyun Oh Gigi Luk Adam Rollins Source Type: research
Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee
We report trends across all SPED disability categories and across five prevalent disability categories (specific learning disability, specific language impairment, intellectual disability, other health impairments, and autism). The cross-sectional analytic sample included 812,783 students from 28 districts that met the SPED risk ratio threshold set by the state. Results revealed that, compared with NES students, both EPB and Current EL students were generally less likely to receive SPED services, suggesting evidence of language status disparities in SPED representation. Furthermore, findings varied depending on whether adj...
Source: Journal of Learning Disabilities - June 13, 2023 Category: Disability Authors: Jeannette Mancilla-Martinez Min Hyun Oh Gigi Luk Adam Rollins Source Type: research
Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee
We report trends across all SPED disability categories and across five prevalent disability categories (specific learning disability, specific language impairment, intellectual disability, other health impairments, and autism). The cross-sectional analytic sample included 812,783 students from 28 districts that met the SPED risk ratio threshold set by the state. Results revealed that, compared with NES students, both EPB and Current EL students were generally less likely to receive SPED services, suggesting evidence of language status disparities in SPED representation. Furthermore, findings varied depending on whether adj...
Source: Journal of Learning Disabilities - June 13, 2023 Category: Disability Authors: Jeannette Mancilla-Martinez Min Hyun Oh Gigi Luk Adam Rollins Source Type: research
Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee
We report trends across all SPED disability categories and across five prevalent disability categories (specific learning disability, specific language impairment, intellectual disability, other health impairments, and autism). The cross-sectional analytic sample included 812,783 students from 28 districts that met the SPED risk ratio threshold set by the state. Results revealed that, compared with NES students, both EPB and Current EL students were generally less likely to receive SPED services, suggesting evidence of language status disparities in SPED representation. Furthermore, findings varied depending on whether adj...
Source: Journal of Learning Disabilities - June 13, 2023 Category: Disability Authors: Jeannette Mancilla-Martinez Min Hyun Oh Gigi Luk Adam Rollins Source Type: research
Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee
We report trends across all SPED disability categories and across five prevalent disability categories (specific learning disability, specific language impairment, intellectual disability, other health impairments, and autism). The cross-sectional analytic sample included 812,783 students from 28 districts that met the SPED risk ratio threshold set by the state. Results revealed that, compared with NES students, both EPB and Current EL students were generally less likely to receive SPED services, suggesting evidence of language status disparities in SPED representation. Furthermore, findings varied depending on whether adj...
Source: Journal of Learning Disabilities - June 13, 2023 Category: Disability Authors: Jeannette Mancilla-Martinez Min Hyun Oh Gigi Luk Adam Rollins Source Type: research
Special Education Representation Trends Vary by Language Status: Evidence of Underrepresentation in Tennessee
We report trends across all SPED disability categories and across five prevalent disability categories (specific learning disability, specific language impairment, intellectual disability, other health impairments, and autism). The cross-sectional analytic sample included 812,783 students from 28 districts that met the SPED risk ratio threshold set by the state. Results revealed that, compared with NES students, both EPB and Current EL students were generally less likely to receive SPED services, suggesting evidence of language status disparities in SPED representation. Furthermore, findings varied depending on whether adj...
Source: Journal of Learning Disabilities - June 13, 2023 Category: Disability Authors: Jeannette Mancilla-Martinez Min Hyun Oh Gigi Luk Adam Rollins Source Type: research
