The Effects of Repeated Reading Interventions on the Oral Reading Fluency of Middle School Students With Reading Difficulties and Disabilities [0.03%]
反复阅读干预对有阅读困难和障碍的中学生朗读流利度的影响
Kristie Calvin,Lindsay Ellis Lee,Christy Austin et al.
Kristie Calvin et al.
Fluency is a multidimensional construct that requires automaticity with foundational skills. Fluency is not an end in itself but serves as a bridge between decoding and reading comprehension. However, many secondary students struggle with p...
Comparing Children With and Without Learning Disabilities on Their Home Literacy Environment and Its Association With Pre-Reading Skills [0.03%]
学习障碍儿童和非学习障碍儿童的家庭阅读环境及其与学前读写能力的关系的比较研究
Rachelle M Johnson,Sara A Hart,Richard K Wagner
Rachelle M Johnson
Despite children with learning disabilities (LDs) being at high risk for reading delays, how the informal home literacy environment (HLE) of LD children compares to that of their non-LD peers has not previously been investigated. Neither ha...
Mathematics-Writing Performance of Students Experiencing Mathematics Difficulties in China [0.03%]
中国数学学习困难学生的数学写作表现
Xiaonan Han,Xin Lin
Xiaonan Han
This study aimed to conduct a comprehensive investigation into the mathematics-writing (MW) performance of students with mathematics difficulties (MDs) in China. We compared the performance of students with MD with their typically developin...
Early Reading and Math Developmental Trajectories: Examining Influences of Specific Learning Disabilities and Socioeconomic Status [0.03%]
阅读和数学的发展轨迹：探究特定学习障碍和经济社会地位的影响
Rebecca A Marks,Adrienne D Woods,Laura Mesite et al.
Rebecca A Marks et al.
This study examined the effects of socioeconomic status (SES) and specific learning disability (SLD) on reading and math developmental trajectories from kindergarten through fifth grade in the ECLS-K:2011 dataset. Using a retrospective clas...
Stephanie Al Otaiba
Stephanie Al Otaiba
Drivers of Academic Procrastination and Achievement: A Moderated Mediation Analysis in Students With and Without Specific Learning Disabilities [0.03%]
学业拖延与成就的影响因素及作用机制——被试内设计下学习障碍学生的比较研究
Sofia Mastrokoukou,Andronikos Kaliris,Claudio Longobardi
Sofia Mastrokoukou
Academic procrastination, increasingly prevalent among students, is posing challenges to academic success. In particular, students with specific learning disabilities (SLDs) in higher education (HE) often experience increased anxiety, along...
A Synthesis of Mathematics Interventions for High School Students With Mathematics Difficulties [0.03%]
高中数学学习困难学生的干预措施综述研究
S Blair Payne,Sarah R Powell,Erica C Fry
S Blair Payne
High school mathematics can have a direct impact on the academic, health, and financial outcomes of students. To understand how to better support students experiencing mathematics difficulty (MD) in Grades 9, 10, 11, and 12 (i.e., high scho...
A Meta-Analytic Review of Spelling Interventions for Students With or At-Risk for Learning Disabilities [0.03%]
学习障碍学生拼写干预的元分析研究
Brennan W Chandler,Jessica R Toste,Christina Novelli et al.
Brennan W Chandler et al.
Spelling is a vital academic skill that supports students' writing and reading development (Kim, 2020). We conducted a comprehensive meta-analytic review of spelling interventions with students with or at-risk for learning disabilities (LDs...
Patrick Ehrman,Robert J Duncan,Sara A Schmitt et al.
Patrick Ehrman et al.
Many children in the United States fail to meet proficiency benchmarks on mathematics and English Language Arts (ELA) tests in elementary school despite those tests being related to future outcomes. Thus, strategies are needed to identify a...
SLD Models and Assessment Data Sources: Effects on Identification and Confidence [0.03%]
SLD模型和评估数据源：对识别和信心的影响
Kathrin E Maki,Courtenay A Barrett,Matthew K Burns et al.
Kathrin E Maki et al.
This study experimentally examined whether specific learning disability (SLD) identification model (i.e., ability-achievement discrepancy [Ab-Ach], response-to-intervention [RtI], and patterns of strengths and weaknesses [PSW]) was associat...