A Register Study Suggesting Homotypic and Heterotypic Comorbidity Among Individuals With Learning Disabilities [0.03%]
一项登记研究显示患有学习障碍个体中同病和异病共病现象
Tuija Aro,Reeta Neittaanmäki,Elisa Korhonen et al.
Tuija Aro et al.
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 iden...
Educational Technology in Support of Elementary Students With Reading or Language-Based Disabilities: A Cluster Randomized Control Trial [0.03%]
支持有阅读或语言障碍的小学生的学习技术：一项集群随机对照试验
Lisa B Hurwitz,Kirk P Vanacore
Lisa B Hurwitz
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 (Cor...
Randomized Controlled Trial
Journal of learning disabilities. 2023 Nov-Dec;56(6):453-466. DOI:10.1177/00222194221141093 2023
Daphne Greenberg,Dolores Perin
Daphne Greenberg
The purpose of this special series five articles is to highlight issues regarding decoding, comprehension, oral language fluency, and writing for adults with low literacy skills. Our authors' samples include adults attending adult literacy ...
Reading Fluency in Chinese Children With Reading Disabilities and/or ADHD: A Key Role for Morphology [0.03%]
阅读障碍和/或注意缺陷多动障碍的儿童汉语流利度：形态的关键作用
Miao Li,George Georgiou,John R Kirby et al.
Miao Li et al.
The Triangle Model of Reading proposes that phonology, orthography, and semantics are crucial to understand word reading and reading disability (RD). Morphology has been added as a binding agent to this model. However, it is unclear how the...
MOCCA-College: Preliminary Validity Evidence of a Cognitive Diagnostic Reading Comprehension Assessment [0.03%]
MOCCA-学院：认知诊断阅读理解评估的初步有效性证据
Ben Seipel,Patrick C Kennedy,Sarah E Carlson et al.
Ben Seipel et al.
As access to higher education increases, it is important to monitor students with special needs to facilitate the provision of appropriate resources and support. Although metrics such as the "reading readiness" ACT (formerly American Colleg...
Does Dynamic Assessment Offer An Alternative Approach to Identifying Reading Disorder? A Systematic Review [0.03%]
动态评估：一种阅读障碍的替代诊断方法吗？系统综述论文
Chris Dixon,Emily Oxley,Hannah Nash et al.
Chris Dixon et al.
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 ...
Executive Functions Training for 7- to 10-Year-Old Students With Mathematics Difficulty: Instant Effects and 6-Month Sustained Effects [0.03%]
数学困难儿童执行功能训练的短期效果和持续效应：以7～10岁学生为例
Dan Cai,Jing Zhao,Zhijun Chen et al.
Dan Cai et al.
Executive function (EF) training has shown promise for remedying general EF deficiencies faced by students with mathematics difficulty (MD) and for improving their performance. However, latest research also suggests that the instant and sus...
Examining Interactions Across Instructional Tiers: Do Features of Tier 1 Predict Student Responsiveness to Tier 2 Mathematics Intervention? [0.03%]
校级干预之间的交互作用研究：一阶课堂的特征能否预测学生对二阶数学干预的响应性？
Marah Sutherland,Taylor Lesner,Derek Kosty et al.
Marah Sutherland et al.
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 f...
A Neuropsychological Profile of Developmental Dyscalculia: The Role of Comorbidity [0.03%]
发展性数学障碍的神经心理学特征：兼并症的作用
Chiara Luoni,Maristella Scorza,Silvia Stefanelli et al.
Chiara Luoni et al.
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, ...
Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades [0.03%]
阅读障碍、发育性语言障碍或典型发展儿童的阅读和数学成就：二年级至四年级的成绩差距持续存在
Dawna M Duff,Alison E Hendricks,Lisa Fitton et al.
Dawna M Duff et al.
We examined how children (N = 448) with separate or co-occurring developmental language disorder (DLD) and dyslexia performed on school-based measures of academic functioning between second and fourth grades. Children were recruited from 1 ...