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  Subjects -> DISABILITY (Total: 103 journals)
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Learning Disabilities : A Multidisciplinary Journal
Number of Followers: 11  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 1046-6819 - ISSN (Online) 2374-7846
Published by Sagamore Publishing LLC Homepage  [7 journals]
  • Editor’s Note

    • Free pre-print version: Loading...

      Authors: Richard T. Boon
      Abstract: Welcome to Volume 27, Issue 1 of Learning Disabilities: A Multidisciplinary Journal.
      PubDate: 2022-01-26
      Issue No: Vol. 27, No. 1 (2022)
       
  • Culturally Sustaining Mathematics for Dual Language Learners in a
           Multitiered System of Supports

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      Authors: Melissa K. Driver
      Abstract: Multi-tiered System of Supports (MTSS) is a framework in which educators intensify intervention and instructional supports in response to student data. Response to Intervention (RTI), is one of the most prevalent forms of MTSS utilized in schools and is commonly used to identify students with disabilities, including culturally and linguistically diverse learners who are often disproportionately represented in special education. Culturally and linguistically relevant RTI holds promise for promoting equitable outcomes for diverse students, including Dual Language Learners (DLL). A case study design was used to explore the actions and beliefs of an elementary mathematics teacher as she sought to meet the needs of a diverse group of learners. Findings illustrate examples of individual and collective teacher efficacy, understanding student progress, valuing student voice and discourse, believing in her CLD students’ ability to succeed, and working towards a larger shared vision at the school. Implications for culturally and linguistically relevant tiered mathematics instruction are discussed.
      PubDate: 2022-01-26
      DOI: 10.18666/LDMJ-2021-V27-I1-9988
      Issue No: Vol. 27, No. 1 (2022)
       
  • Reverse Engineering the Initial Steps of the Writing Process for Students
           with Learning Disabilities

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      Authors: Kathy B. Ewoldt, Joseph John Morgan
      Abstract: Writing is a recursive endeavor that includes multiple and often simultaneous steps (Graham & Harris, 2013; Harris et al., 2002; Rijlaarsdam et al., 2012) and is influenced by the task, environment, and learner characteristics (Flower & Hayes, 1981). These complexities within the writing process complicate the development and implementation of interventions because a breakdown in any of these areas can cause writing difficulties. This study examined an intervention designed to improve writing knowledge and skills by teaching students a strategy for creating a well-organized paragraph through a backward- then forward-sequencing of instruction. The strategy used a systematic coding method across the initial steps of the writing process (i.e., prewriting, drafting) using a graphic organizer and exemplar paragraphs. Ten elementary students in three resource classrooms at an urban school with a high English learner population in the southwestern United States participated in the four-week intervention program. Using non-parametric methods, the comparison of pre- and post-intervention measures indicate both statistically and practically significant improvements in sentence knowledge and expository paragraph writing skills; implications are discussed.
      PubDate: 2022-01-26
      DOI: 10.18666/LDMJ-2021-V27-I1-11224
      Issue No: Vol. 27, No. 1 (2022)
       
  • Modified Student Success Skills for Students with Learning Disabilities: A
           Pilot Study

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      Authors: Brett Zyromski, Moira Konrad, Sarah N. Geiger
      Abstract: A modified version of the Student Success Skills (SSS) curriculum, designed to help address the need for intervention in executive functioning skills, metacognition skills, and social skills, was offered to a small group of students in eighth grade who were identified with learning disabilities to positively impact their learning strategies and knowledge. The purpose of this pilot study was to measure the effects of this modified version of SSS on students’ (a) skills and behaviors associated with improved school performance; (b) generalization of those skills to scenarios; and (c) school-related outcomes, including a teacher report. The study design applied a single subject multiple probe across students. The primary dependent variable measured in this study was the number of school-success-related skills and strategies students identified. Findings suggest a functional relation between the modified version of SSS and participants’ ability to name skills and behaviors associated with school success. The findings of the current study, as a collaboration with school counselors and special educators, provide a first step towards illustrating the impact of a modified SSS intervention with students with IEPs. Students reported enjoying and learning from the lessons.
      PubDate: 2022-01-26
      DOI: 10.18666/LDMJ-2021-V27-I1-10302
      Issue No: Vol. 27, No. 1 (2022)
       
  • Preteaching Words to Facilitate an Instructional Level in Reading with a
           Student with a Specific Learning Disability in Reading

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      Authors: Matthew K Burns, McKinzie D. Duesenberg-Marshall, Elizabeth M. McCollom, Nikita McCree, Heba Z. Abdelnaby
      Abstract: An appropriate level of challenge for reading, called the instructional level, consists of 93% to 97% known words within the text. The current study examined if an instructional level could be facilitated by preteaching words to a male second grade student identified with a learning disability in reading. Key and high-frequency words were pretaught before reading passages, which made up the experimental condition in a single-subject reversal design. A baseline condition was also used in which the child read from similar passages without preteaching words. Results suggested that preteaching the words led to a percentage of known words that fell within the instructional level, and increased fluent reading of the experimental passages. Implications for practice and suggestions for future research are included.
      PubDate: 2022-01-26
      DOI: 10.18666/LDMJ-2021-V27-I1-11317
      Issue No: Vol. 27, No. 1 (2022)
       
 
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