Harris, Bryn Kulkarni, Tara Sullivan, Amanda L
Published in
Journal of learning disabilities
The identification of specific learning disabilities (SLD) remains fraught with controversy and uncertainty about professionals' capacity to appropriately identify special education eligibility. For students from linguistically minoritized backgrounds, the exclusionary clause prohibits the identification of learning difficulties primarily attributa...
Casali, Nicole Meneghetti, Chiara Tinti, Carla MariaRe, Anna Sini, Barbara Passolunghi, Maria Chiara Valenti, Antonella Montesano, Lorena Pellegrino, Gerardo Carretti, Barbara
...
Published in
Journal of learning disabilities
Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic ...
Andrade, Paulo E Müllensiefen, Daniel Andrade, Olga V C A Dunstan, Jade Zuk, Jennifer Gaab, Nadine
Published in
Journal of learning disabilities
Musical abilities, both in the pitch and temporal dimension, have been shown to be positively associated with phonological awareness and reading abilities in both children and adults. There is increasing evidence that the relationship between music and language relies primarily on the temporal dimension, including both meter and rhythm. It remains ...
Aro, Tuija Neittaanmäki, Reeta Korhonen, Elisa Riihimäki, Heli Torppa, Minna
Published in
Journal of learning disabilities
The present study examined whether learning disabilities (LD) in reading and/or math (i.e., reading disability [RD], math disability [MD], and RD+MD) co-occur with other diagnoses. The data comprised a clinical sample (n = 430) with LD identified in childhood and a sample of matched controls (n = 2,140). Their medical diagnoses (according to the In...
Mancilla-Martinez, Jeannette Oh, Min Hyun Luk, Gigi Rollins, Adam
Published in
Journal of learning disabilities
Using U.S. state-level data, we report unadjusted and adjusted odds ratio of special education (SPED) trends in Tennessee from 2009 to 2019 for students in Grades 3 to 8 by three language groups: native English speakers (NES), English-proficient bilinguals (EPB), and Current English learners (Current EL). We report trends across all SPED disability...
Vaknin-Nusbaum, Vered Rachevski, Israel
Published in
Journal of learning disabilities
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 examine...
Baker, Scott K Kennedy, Patrick C Richards, Dean Nelson, Nancy J Fien, Hank Doabler, Christian T
Published in
Journal of learning disabilities
More than two-thirds of middle school students do not read proficiently. Research has shown that targeted interventions using explicit instruction methods can improve reading outcomes for struggling readers. A central feature of explicit instruction is the systematic implementation of instructional interactions, but it is not clear what specific in...
Malpique, Anabela Pino-Pasternak, Deborah Valcan, Debora Asil, Mustafa
Published in
Journal of learning disabilities
Two 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 indicate...
Esmaeeli, Sara
Published in
Journal of learning disabilities
This study extends the research on the preschool home literacy environment (HLE) in the context of the family risk (FR) of reading disability (RD) by examining a multiple-deficit model of RD. A total of 1171 six-year-old children were assessed at school entry, the onset of formal reading instruction in Norway. Their parents completed a questionnair...
Howard-Gosse, Abigail Bergey, Bradley W Deacon, S Hélène
Published in
Journal of learning disabilities
Given the increase in students with learning disabilities entering university, we investigated a broader group-students with a history of reading difficulties (HRD)-who are known to be at risk of academic struggles. We identified the self-reported reading challenges and strategies of university students with HRD (n = 49) and those with no history o...
