Cho, Eunsoo Mancilla-Martinez, Jeannette Hwang, Jin Kyoung Fuchs, Lynn S Seethaler, Pamela M Fuchs, Douglas
Published in
Journal of learning disabilities
The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to as higher order comorbidity (reading comprehension and word-problem solving difficulties), and...
Kim, Young-Suk Grace
Published in
Journal of learning disabilities
This article presents the application of the interactive dynamic literacy (IDL) model (Kim, 2020b) toward understanding difficulties in learning to read and write. According to the IDL model, reading and writing are part of communicative acts that draw on largely shared processes and skills as well as unique processes and skills. As such, reading a...
Li, Yixun Hui, Yi Li, Hong Liu, Xiangping
Published in
Journal of learning disabilities
The present study investigated the phonological and semantic aspects of written word learning among children with dyslexia, taking into account their use of phonetic and semantic cues embedded in words. Fifty-three Mandarin-speaking fifth graders were taught the pronunciations and meanings of 24 Chinese single-character pseudowords (children with d...
Toseeb, Umar Oginni, Olakunle Ayokunmi Dale, Philip S
Published in
Journal of learning disabilities
There is considerable variability in the extent to which young people with developmental language disorder (DLD) experience mental health difficulties. What drives these individual differences remains unclear. In the current article, data from the Twin Early Development Study were used to investigate the genetic and environmental influences on psyc...
Vaughn, Sharon Grills, Amie E Capin, Philip Roberts, Greg Fall, Anna-Mária Daniel, Johny
Published in
Journal of learning disabilities
We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxiety management. Using a randomized controlled trial, students were assigned to one of three condition...
Feng, Luxi Hancock, Roeland Watson, Christa Bogley, Rian Miller, Zachary A Gorno-Tempini, Maria Luisa Briggs-Gowan, Margaret J Hoeft, Fumiko
Published in
Journal of learning disabilities
Several crucial reasons exist to determine whether an adult has had a reading disorder (RD) and to predict a child's likelihood of developing RD. The Adult Reading History Questionnaire (ARHQ) is among the most commonly used self-reported questionnaires. High ARHQ scores indicate an increased likelihood that an adult had RD as a child and that thei...
Park, Jiyeon Bryant, Diane P Shin, Mikyung
Published in
Journal of learning disabilities
Virtual manipulatives are interactive and dynamic visual objects on a screen, which allow students to manipulate them to construct mathematical knowledge. The purpose of this study was to synthesize the literature on interventions that used virtual manipulatives to improve the mathematics performance of K-12 students with learning disabilities. A t...
Catts, Hugh W Petscher, Yaacov
Published in
Journal of learning disabilities
Considerable attention and legislation are currently focused on developmental dyslexia. A major challenge to these efforts is how to define and operationalize dyslexia. In this article, we argue that rather than defining dyslexia on the basis of an underlying condition, dyslexia is best viewed as a label for an unexpected reading disability. This v...
Feder, Liat Abu-Rabia, Salim
Published in
Journal of learning disabilities
The study tested whether cognitive retroactive transfer (CRT) of language skills from English to Hebrew takes place; specifically, whether an improvement in linguistic and meta-linguistic skills in English as a foreign language (FL) would lead to an improvement in these skills in Hebrew as the first language (L1). The participants consisted of 124 ...
Graham, Steve Ahumada, Silza Bañales, Gerardo Puente, Aníbal Guajardo, Marcela Muñoz, Ignacio
Published in
Journal of learning disabilities
Two hundred fifty-four intermediate-grade teachers (88% female) in urban public schools in Chile indicated how frequently they made writing instructional adaptations for their weakest writers, which included students with learning and other disabilities. A majority of teachers reported making the following adaptations for their weakest writers at l...
