Graham, Steve Ciullo, Stephen Collins, Alyson
Published in
Journal of learning disabilities
Seventy-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 speci...
Chung, Kevin Kien Hoa Lam, Chun Bun Chan, Kevin Shing-Chi Lee, Alfred S Y Liu, Catrina Wang, Li-Chih
Published in
Journal of learning disabilities
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...
Morgan, Paul L Woods, Adrienne D Wang, Yangyang Farkas, George Hillemeier, Marianne M Mitchell, Cynthia
Published in
Journal of learning disabilities
Students with disabilities (SWD) who are Black or Hispanic have been reported to be more likely to be placed primarily outside of general education classrooms while attending U.S. schools. Federal law and regulation require monitoring of special education placement based on race or ethnicity. Yet, whether and to what extent racial or ethnic dispari...
Graham, Steve Collins, Alyson A Ciullo, Stephen
Published in
Journal of learning disabilities
Seventy-six general education and 67 special education teachers working in the same 66 elementary schools were surveyed about their beliefs about writing. Each teacher taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Survey findings indicated that general educat...
Choo, Ai Leen Greenberg, Daphne Li, Hongli Talwar, Amani
Published in
Journal of learning disabilities
Stuttering is a disorder that affects about 1% of the population and manifests as speech disfluencies. Reading difficulties and disabilities are commonly found in this population. Nonetheless, speech disfluencies have not been explored in adult struggling readers (ASRs). In the current study, we examined the rate of stuttering in ASRs as well as th...
Li, Danfeng Zhang, Xuejing Zhang, Li
Published in
Journal of learning disabilities
Developmental dyscalculia (DD) is a mathematics learning disorder that affects approximately 5% to 7% of the population. This study aimed to detect the underlying domain-specific and domain-general differences between DD and typically developing (TD) children. We recruited 9-year-old primary school children to form the DD group via a 2-year longitu...
Luoni, Chiara Scorza, Maristella Stefanelli, Silvia Fagiolini, Barbara Termine, Cristiano
Published in
Journal of learning disabilities
Developmental dyscalculia (DD) has long been thought to be determined by multiple components. Dyscalculia has high comorbidity with other learning and developmental disabilities, including reading and writing disorders, attention deficits, and problems in visual/spatial skills, short memory, and working memory. This study aims to assess prevalence ...
Sutherland, Marah Lesner, Taylor Kosty, Derek Lussier, Cayla Smolkowski, Keith Turtura, Jessica Doabler, Christian T Clarke, Ben
Published in
Journal of learning disabilities
High-quality Tier 1 instruction is frequently conceptualized as the "foundation" for other tiers of intervention within multitiered systems of support (MTSS) models. However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness. The purpose of this study was to examine Tier 1...
Hurwitz, Lisa B Vanacore, Kirk P
Published in
Journal of learning disabilities
Experts laud the potential of educational technology (edtech) to promote reading among students with disabilities, but supporting evidence is lacking. This study evaluated the effectiveness of the Lexia® Core5® Reading edtech program (Core5) on the Measures of Academic Progress® (MAP) Growth Reading™ and easyCBM oral reading fluency performance of ...
Dixon, Chris Oxley, Emily Nash, Hannah Gellert, Anna Steenberg
Published in
Journal of learning disabilities
Traditional static tests of reading and reading-related skills offer some ability to predict future reading performance, though such screeners may misclassify children with or at risk of reading disorder (RD). Dynamic assessment (DA) is an alternative approach that measures learning potential and may be less dependent on learning background. A syst...
