Journal Of Learning Disabilities[JOURNAL]
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200 papers
An Examination of Implementation Fidelity Within the Context of a Tier 2 Mathematics Intervention.
Lussier C, Clarke B, Kosty D … +4 more , Rodriguez G, Scalise K, Doabler C, Turtura J
J Learn Disabil · 2025 · PMID 39924770 · Publisher ↗
Evidenced-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core compo...
Evidenced-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multifaceted, including examinations of adherence, instructional quality, and student engagement, though mathematics intervention studies rarely report on fidelity components outside of adherence. The current study examined the relationships between these different components of fidelity and whether they are associated with student mathematics outcomes and intervention group size within the context of a first-grade mathematics intervention. Findings revealed relationships between components of fidelity with student's initial mathematics skill; however, no relationship was observed between fidelity components and student mathematics growth. Findings for group size were mixed. Limitations, implications for research and practice, and future directions are discussed.
Misalignments Between Student Teaching Placements and Initial Teaching Positions: Implications for the Early-Career Attrition of Special Education Teachers.
Backes B, Cowan J, Goldhaber D … +2 more , Jin Z, Theobald R
J Learn Disabil · 2025 · PMID 39819171 · Publisher ↗
Graduates of special education teacher education programs can teach in a range of special education settings, raising the potential that their training can occur in very different settings than where they find their firs...
Graduates of special education teacher education programs can teach in a range of special education settings, raising the potential that their training can occur in very different settings than where they find their first jobs. We follow 263 completers of Moderate Disabilities programs in the U.S. state of Massachusetts from their field placements to their early-career teaching positions and study the characteristics of their field placements and the degree to which these are aligned with their early-career teaching positions. We also assess the degree to which alignment is associated with early-career teacher turnover. We found that many of these teachers student taught in an inclusive setting but were hired into a self-contained special education setting and vice versa, and teachers who experienced this misalignment were more likely to leave the workforce early in their careers. Teachers who student taught with a supervising practitioner without a special education license were also more likely to leave early. Findings suggest that teachers training to educate students with learning disabilities should student teach in a setting that is aligned with where they are likely to be hired and with a supervising practitioner who is trained in special education.
Language Predictors of Word-Problem Performance Among Third-Grade Students With Mathematics Difficulty.
Lariviere DO, Powell SR, Fall AM … +2 more , Roberts G, Arsenault TL
J Learn Disabil · 2025 · PMID 39812186 · Full text
We examined how generalized and mathematics-specific language skills predicted the word-problem performance of students with mathematics difficulty. Participants were 325 third-grade students in the southwestern United S...
We examined how generalized and mathematics-specific language skills predicted the word-problem performance of students with mathematics difficulty. Participants were 325 third-grade students in the southwestern United States who performed at or below the 25th percentile on a word-problem measure. We assessed generalized language skills in word reading, passage comprehension, and vocabulary knowledge. In addition, we measured mathematics-specific vocabulary knowledge. To explore variation within the mathematics-difficulty population, we utilized unconditional quantile regression to determine how each of these skill sets predicted word-problem performance when controlling for computation and emergent bilingual status. Results revealed that mathematics-vocabulary knowledge significantly predicted word-problem performance at all but two quantiles ( < .001), with strongest predictive relations at the highest quantiles. Passage comprehension had an overall significant relation to word-problem performance ( < .05) that was also reflected in multiple quantiles. Neither word-reading accuracy nor generalized-vocabulary knowledge demonstrated a significant predictive relation to word-problem performance. Given the consistent relation between mathematics-vocabulary knowledge and word-problem performance across quantiles, researchers and practitioners should prioritize evidence-based mathematics-vocabulary instruction to support students' word-problem-solving skills.
Mathematics Achievement in Women With and Without ADHD: Childhood Predictors and Developmental Trajectories Into Adulthood.
Henry LN, Gross RA, Hinshaw SP
J Learn Disabil · 2025 · PMID 39760234 · Full text
Youth with attention-deficit/hyperactivity disorder (ADHD) often exhibit impairments in mathematics, but long-term math development into adulthood, particularly in females, is underexplored. We characterized trajectories...
Youth with attention-deficit/hyperactivity disorder (ADHD) often exhibit impairments in mathematics, but long-term math development into adulthood, particularly in females, is underexplored. We characterized trajectories of math achievement in girls with ADHD and an age- and ethnicity-matched comparison sample from childhood through early adulthood across four waves and examined childhood cognitive predictors (global executive functioning, working memory, processing speed) of trajectories. The ethnically and socioeconomically diverse sample consisted of 140 girls with carefully diagnosed ADHD and 88 neurotypicals, ages 6 to 12 years at baseline, from the United States. Using latent growth curve models, we examined predictors of 16-year math achievement trajectories. In both the ADHD and neurotypical groups, scores declined over time; rates of change did not differ significantly. Yet in the ADHD sample, math difficulties (defined as scores at least 1 below the national average) increased notably over time, with many such difficulties emerging after childhood. By adulthood, nearly half of women with ADHD exhibited clear math difficulties. Worse baseline global executive functioning predicted slower math growth over time. Girls with ADHD may benefit from math supports concerns emerge or worsen after childhood. Additional research on preventive interventions for math difficulties, including investigation of executive functioning, is warranted.
The Individuals With Disabilities Education Act: Clarifying the Relationship Between Free Appropriate Public Education and Least Restrictive Environment.
Yell ML, Bradley MR
J Learn Disabil · 2025 · PMID 39707846 · Publisher ↗
In 2025, the Individuals with Disabilities Education Act (IDEA) will have been the primary law driving the field of special education for 50 years. A contentious area of disagreement has been the relationship between two...
In 2025, the Individuals with Disabilities Education Act (IDEA) will have been the primary law driving the field of special education for 50 years. A contentious area of disagreement has been the relationship between two primary mandates of the law: the obligation of schools to provide a free, appropriate public education (FAPE) to eligible students with disabilities and the obligation to place these students in the least restrictive environment (LRE) appropriate to each student's individual needs. The conflict over LRE can be traced throughout the history of IDEA, in debates referenced as "mainstreaming," "regular education initiative," "inclusion," and "full inclusion." In this case, we draw on (a) Congressional intent as shown in the writings of a co-sponsor of the law, (b) the language of the law and regulations, (c) special education rulings of the U.S. Supreme Court and other U.S. Courts of Appeals addressing FAPE and LRE, and (d) policy guidance from the U.S. Department of Education. We argue that there is no basis for believing that FAPE and LRE are in conflict. Rather, the FAPE requirement of the IDEA is the primary obligation of school districts, and it sets the parameters for determining the LRE. To believe otherwise represents a fundamental misunderstanding of the law. We describe how for students eligible under the category of learning disabilities, this perceived conflict has been especially challenging. Historically, the IDEA has made a distinction between high-incidence disabilities, those that occur more frequently, and low-incidence disabilities, those that occur less frequently. At some point, these distinctions morphed into a belief that high-incidence disabilities required less-intensive interventions and were more suited to regular class placement than those students with low-incidence disabilities. This distinction is incorrect. For each student identified as eligible for special education services, the determination of LRE should be an individualized decision based on student needs and where those needs can be best met. This discussion is a critical one for students with learning disabilities and all students with disabilities who may require intensive individualized supports, regardless of prior conceptions of low- and high-disability categories.
Why Do Parenting Styles Matter? The Relation Between Parenting Styles, Cyberbullying, and Problematic Internet Use Among Children With and Without SLD/ADHD.
Eden S, Tal H
J Learn Disabil · 2025 · PMID 39673083 · Publisher ↗
This study focuses on the pervasive issues of cyberbullying and problematic internet use (PIU) among youth, particularly in children with disabilities. To elucidate the role of parents in mitigating these challenges, the...
This study focuses on the pervasive issues of cyberbullying and problematic internet use (PIU) among youth, particularly in children with disabilities. To elucidate the role of parents in mitigating these challenges, the study examines the prevalence of three parenting styles (permissive/authoritarian/authoritative), and their correlation with cyberbullying and PIU among children with or without specific learning disorder (SLD) or attention-deficit/hyperactivity disorders (ADHD). The study consisted of 300 Israeli participants: 150 children-9 to 12 years old, with their 150 parents, divided into two groups-SLD/ADHD and those with typical development. Comparative analysis revealed that the SLD/ADHD group scored higher in the authoritarian style compared with the typical-development group. Furthermore, authoritative parenting style correlated with lower incidences of cyberbullying and PIU, and foster a more positive parent-child relationship, which in turn contributed to reduced cyberbullying and PIU. These findings underscore the importance of adopting an authoritative parenting style among parents, particularly among parents of children with SLD/ADHD.
Supporting Teachers' Data-Based Individualization of Early Writing Instruction: An Efficacy Trial.
McMaster KL, Lembke ES, Shanahan E … +8 more , Choi S, An J, Schatschneider C, Duesenberg-Marshall MD, Birinci S, McCollom E, Garman C, Moore K
J Learn Disabil · 2025 · PMID 39648409 · Publisher ↗
In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers' data-based instruction (DBI) for students with intensive early writing...
In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers' data-based instruction (DBI) for students with intensive early writing needs. Teachers ( = 154; primarily special educators or intervention specialists) were assigned randomly to a treatment group ( = 76), in which they received tools, learning, and coaching to support their DBI implementation over 20 weeks, or to a control group ( = 78). Students either received DBI in early writing ( = 155) from treatment teachers or their usual writing instruction ( = 154) from control teachers. Treatment teachers outperformed controls on measures of DBI knowledge and skills ( = 1.57) and self-efficacy for writing instruction ( = .94), and treatment students outperformed controls on proximal and distal writing outcomes (s = .14-.29). Student characteristics (grade, special education status, English learner status, and race/ethnicity) did not moderate intervention effects. We discuss findings in terms of the importance of supporting students with intensive learning needs, the efficacy and feasibility of implementing DBI-TLC, and implications for pre- and in-service teacher training and support.
Vulnerability to Achievement Stressors: More Evidence That Students With Learning Disabilities Require Intensive Intervention.
Namkung JM, Fuchs LS
J Learn Disabil · 2025 · PMID 39523510 · Publisher ↗
In this article, we introduce the term , which refers to differentially low achievement when shifts in the educational environment "stress" or threaten the capacity of an individual or a group of individuals to make acad...
In this article, we introduce the term , which refers to differentially low achievement when shifts in the educational environment "stress" or threaten the capacity of an individual or a group of individuals to make academic progress. We also introduce a methodological framework for assessing vulnerability to achievement stressors. Vulnerability to achievement stressors in students with learning disabilities (LD), relative to students without disabilities, is illustrated with two achievement stressors: (a) the shift in learning standards codified in Common Core State Standards, specifically the increase in complexity of the fourth-grade fractions curriculum, and (b) the COVID-19 pandemic, which decreased instructional structure by disrupting in-person teaching. Because these illustrations were embedded within randomized controlled trials, each with an inclusive instruction condition and an intensive intervention condition, they also provide the basis for concluding that intensive intervention is more effective than inclusive instruction for addressing students with LD's vulnerability to achievement stressors and for narrowing their persistently severe achievement gaps.
Efficacy of Small-Group Reading Intervention for Grades 2 and 3 Children With Reading Difficulties: A Cluster Randomized Controlled Trial.
Dunn K, Georgiou GK, Savage R … +1 more , Parrila R
J Learn Disabil · 2025 · PMID 39523505 · Publisher ↗
We examined whether a Phonics + Set for Variability (SV) reading intervention would lead to better irregular word reading compared to Phonics + Morphology within a cluster randomized control trial (RCT) design with a fol...
We examined whether a Phonics + Set for Variability (SV) reading intervention would lead to better irregular word reading compared to Phonics + Morphology within a cluster randomized control trial (RCT) design with a follow-up measurement. The participants were 273 Grades 2 and 3 students with reading difficulties (139 in the Phonics + SV and 134 in the Phonics + Morphology) who received intervention in small groups (2-4 children), 4 times a week, 30 minutes each time, for 15 weeks. All participants were from schools in Alberta, Canada. Results of hierarchical linear modeling showed that there was a significant effect of intervention on all reading outcomes (e.g., from pre- to posttest the effect sizes for Phonics + SV ranged from = 0.74 to 1.54 and for Phonics + Morphology from = 0.75 to 1.49). Unexpectedly, there were no differences between the intervention conditions in any of the outcome variables, including irregular word reading and morphological awareness that the interventions partly focused on.
Considerations for Intensifying Word-Problem Interventions for Students With MD: A Qualitative Umbrella Review of Relevant Meta-Analyses.
Myers JA, Arsenault TL, Powell SR … +3 more , Witzel BS, Tanner E, Pigott TD
J Learn Disabil · 2025 · PMID 39506246 · Publisher ↗
Word problem-solving (WPS) poses a significant challenge for many students, particularly those with mathematics difficulties (MD), hindering their overall mathematical development. To improve WPS proficiency, providing i...
Word problem-solving (WPS) poses a significant challenge for many students, particularly those with mathematics difficulties (MD), hindering their overall mathematical development. To improve WPS proficiency, providing individualized and intensive interventions is critical. This umbrella review examined 11 medium- to high-quality meta-analyses to identify intervention and participant characteristics, informed by the Taxonomy of Intervention Intensity (TII) framework, that consistently moderate WPS outcomes for students with MD. Our analysis identified four characteristics with consistent moderating effects: intervention model, number of treatment sessions, group size, and academic risk area. This result suggests that these variables are potential considerations when customizing and intensifying WPS interventions to maximize their effectiveness for students with MD. We discuss the implications of these findings for practice and research and acknowledge the limitations of our review.
The Prevalence of Specific Learning Difficulties in Higher Education: A Study of UK Universities Across 12 Academic Years.
Brunswick N, Wilson NJ, Kruger I … +2 more , Chamberlain R, McManus IC
J Learn Disabil · 2025 · PMID 39428650 · Full text
Specific learning and attention difficulties are often first identified in childhood, but they can cause lifelong academic and occupational challenges. We explored the prevalence of these difficulties and the representat...
Specific learning and attention difficulties are often first identified in childhood, but they can cause lifelong academic and occupational challenges. We explored the prevalence of these difficulties and the representation of sex and ethnicity amongst all first-year students in United Kingdom (UK) higher education (HE) across 12 years-almost 5.7 million students-and compared course preferences and university destinations of those with and without difficulties. Students declaring learning/attention difficulties were more likely to be White or of Mixed ethnicity and least likely to be Asian. They were more likely to attend specialist HE institutions or newer universities, and more likely to study courses in creative arts and design, agriculture and architecture than law, languages, computer science, and mathematical sciences. The number of students declaring difficulties has increased year on year, in actual terms and as a proportion of the student body, suggesting that efforts to increase diversity and inclusion have been successful. However, differences remain between students with and without learning/attention difficulties in terms of ethnicity, subjects studied, and HE institutions attended, so more needs to be done to identify and address reasons for this. While this paper reports data from UK students, it addresses an international question and invites similar explorations of other national datasets.
The Global and Local Patterns of Reading-Related Cognitive and Ecological Variables in Chinese First-Grade Children: A Cross-Sectional Network Analysis.
Wei Z, Wang L, Xu Z … +4 more , Luo L, Zhang X, Li N, Liu D
J Learn Disabil · 2025 · PMID 39376017 · Publisher ↗
In the current study, we tested a network model of reading difficulty by using state-of-the-art psychological network analysis. Four hundred and fifty-three Chinese first-grade children (about 38% female, mean age = 7.00...
In the current study, we tested a network model of reading difficulty by using state-of-the-art psychological network analysis. Four hundred and fifty-three Chinese first-grade children (about 38% female, mean age = 7.00, = 0.41) were divided into good ( = 154), competent ( = 147), and struggling ( = 152) readers based on their scores of Chinese character reading. The Extended Bayesian Information Criterion graphical lasso (EBICglasso) method was applied to estimate cross-sectional networks for the three groups. Each network included four cognitive nodes (homophone awareness, morphological structure awareness, phonological awareness, and vocabulary) and two ecological nodes (family socioeconomic status and the number of books at home). Chronological age and nonverbal intelligence were also included in the estimated networks. The global (i.e., global structure and global connectivity) and local patterns (i.e., the most important edges and nodes) in each network were reported. The network comparison results showed that global connectivity was significantly lower among struggling readers than for good readers, implying that a holistic impairment of bidirectional connections among multiple variables relates to the difficulty in learning to read. The theoretical and empirical implications and the significance of applying the network approach to reading research are discussed.
Predicting Adolescent Arithmetic and Reading Dysfluency.
Koponen T, Eklund K, Aunola K … +3 more , Poikkeus AM, Lerkkanen MK, Torppa M
J Learn Disabil · 2025 · PMID 39314154 · Full text
The long-term negative consequences of learning difficulties have been acknowledged. Nonetheless, research is still scarce regarding the prediction of adolescent difficulties in reading and arithmetic skills. The present...
The long-term negative consequences of learning difficulties have been acknowledged. Nonetheless, research is still scarce regarding the prediction of adolescent difficulties in reading and arithmetic skills. The present study examines at which age phase and with what kind of constellation of parent- and child-related factors can adolescent difficulties in arithmetic and/or reading fluency be successfully predicted. A sample of Finnish children ( = 941) was followed from the onset of kindergarten (at age 6) through adolescence (ages 13-16). Children's cognitive skills were assessed in kindergarten, and arithmetic and reading fluency were examined in Grades 2, 4, 6, 7, and 9. Parents' self-report data were collected on their own learning difficulties and educational level. Scoring below the 16th percentile in both Grades 7 and 9 was set as the criterion for dysfluency either in reading ( = 87, 9.2%) or arithmetic ( = 84, 8.9%). Adolescent dysfluency in both domains was moderately predicted by parental measures and kindergarten cognitive skills. Although adding school-age fluency measures clearly increased both the predictability and specificity of models up to Grade 4 for both skills, knowledge of letters' names, counting, and visuospatial skills remained unique predictors of dysfluency in adolescence.
Exploring Predictors of Teachers' Sustained Use of Data-Based Instruction.
An J, Shanahan E, Choi S … +1 more , McMaster KL
J Learn Disabil · 2025 · PMID 39291845 · Publisher ↗
The purpose of this logistic regression study was to identify predictors of teacher-reported sustained use of data-based instruction (DBI) during the COVID-19 pandemic and assess the extent to which the identified predic...
The purpose of this logistic regression study was to identify predictors of teacher-reported sustained use of data-based instruction (DBI) during the COVID-19 pandemic and assess the extent to which the identified predictors explained teachers' sustained use after completing programmatic support for intensive early writing instruction. We surveyed 58 teachers who participated in a professional development efficacy trial regarding their sustained use of DBI in writing. The model indicated a higher predicted probability of sustaining DBI for teachers who received the full treatment (tools, learning modules, and coaching for 20 weeks of intervention during their year of participation in the efficacy trial) compared to teachers in the control group who only received tools and learning modules at the end of their participation year. In addition, teachers who taught in-person were more likely to sustain compared to those who taught in remote or hybrid models, controlling for other variables. Furthermore, as the number of facilitators that teachers reported increased, teachers were more likely to sustain their use of DBI components, controlling for other variables. Further research could shed light on the relative impact of different types of facilitators and different levels of support.
Ongoing Teacher Support for Data-Based Individualization: A Meta-Analysis and Synthesis.
Shanahan E, Choi S, An J … +4 more , Casey-Wilke B, Birinci S, Roberts C, Reno E
J Learn Disabil · 2025 · PMID 39238247 · Full text
Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextua...
Although data-based individualization (DBI) has positive effects on learning outcomes for students with learning difficulties, this framework can be difficult for teachers to implement due to its complexity and contextual barriers. The first aim of this synthesis was to investigate the effects of ongoing professional development (PD) support for DBI on teachers' DBI knowledge, skills, beliefs, and fidelity and the achievement of preschool to Grade 12 students with academic difficulties. The second aim was to report on characteristics of this support and explore whether features were associated with effects. We identified 26 studies, 16 and 22 of which examined teacher and student outcomes, respectively. Meta-analyses indicated that the weighted mean effect size for DBI with ongoing support for teachers was = 0.86 (95% confidence interval [CI] = [0.43, 1.28], < .001, = 83.74%, = 46) and = 0.31 for students (95% CI = [0.19, 0.42], < .001, = 61.38%, = 103). We did not identify moderators of treatment effects. However, subset effects were descriptively larger for ongoing support that targeted data-based instructional changes or included collaborative problem-solving. Researchers may improve future DBI PD by focusing on support for teachers' instructional changes, describing support practices in greater detail, and advancing technological supports.
A Family-Based Intervention for Early Elementary Students With Reading and Behavioral Difficulties: A Pilot Study.
Roberts GJ, Capin P, Handy A … +2 more , Coté B, Jimenez Z
J Learn Disabil · 2025 · PMID 39092930 · Publisher ↗
We created and tested a family-based intervention with a sample of U.S. families of children in Grades 1 and 2 with reading and behavioral difficulties to investigate its impact on text comprehension. Developed with inpu...
We created and tested a family-based intervention with a sample of U.S. families of children in Grades 1 and 2 with reading and behavioral difficulties to investigate its impact on text comprehension. Developed with input from parents, reading experts, and behavior specialists, Family-RISE (Reading Intervention with Supports for Engagement) integrates evidence-based practices for enhancing students' knowledge of narrative texts with effective behavioral supports to maximize student engagement and minimize disruptive behaviors to help parents engage successfully in shared storybook reading. We assessed the effects of Family-RISE on children's narrative text comprehension using a multiple-baseline design. A functional relation was established between Family-RISE and narrative text comprehension, indicating Family-RISE substantially improved narrative text comprehension. Furthermore, nonoverlap of all pairs, Tau-, and standard mean difference effect sizes were all considered large in favor of the intervention. Family members reported that the intervention was highly usable, feasible to implement, and socially valid. These findings underscore the promise of the Family-RISE intervention and the value of developing interventions that simultaneously support reading and behavior for children with co-occurring difficulties in these areas.
Assessing Beliefs About Intrinsic and Extrinsic Determinants of SLD: Evaluating the Factor Structure of a Novel Instrument.
Barrett CA, Maki KE, Chesnut SR
J Learn Disabil · 2025 · PMID 39057745 · Publisher ↗
Schools conduct comprehensive psychoeducational evaluations to identify students with specific learning disabilities (SLDs) and determine whether they qualify for special education services. This decision-making process...
Schools conduct comprehensive psychoeducational evaluations to identify students with specific learning disabilities (SLDs) and determine whether they qualify for special education services. This decision-making process is complex and research has documented many factors influencing SLD identification decisions. One such factor may be decision-makers' beliefs about the underlying causes of SLD, including intrinsic and extrinsic factors. However, no studies to date have examined the underlying factor structure of the responses to prompts about the causes of SLD from intrinsic and extrinsic perspectives. This study was conducted with a sample of 521 U.S. school psychologists as part of a larger study examining decision-making during SLD identification. Using confirmatory factor analyses (CFA) to compare two theoretically plausible models, results suggested that a single latent factor best captured variability in responses to these prompts. Implications for assessing beliefs and how they impact the psychoeducational assessment process to identify SLDs are discussed, along with areas for future research.
Do Mathematics and Reading Skills Impact Student Science Outcomes?
Doabler CT, Rojo M, Gersib JA … +10 more , Fall AM, Longhi MA, Lovette GE, Roberts G, Uy J, Johnson K, Ghafghazi S, Phelps JB, Powell SR, Therrien WJ
J Learn Disabil · 2025 · PMID 39056893 · Full text
Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students' initia...
Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students' initial mathematics and reading skills influenced their treatment response to a whole-class, second-grade science program called Scientific Explorers (Sci2). The original Sci2 study employed a cluster randomized controlled design and included 294 U.S. students from 18 second-grade classrooms. Differential effects of the program by initial mathematics and reading skill levels were not observed for an interactive science assessment and a distal science outcome measure. However, based on initial reading skill levels, moderation results were found on a science vocabulary measure, suggesting the effects of Sci2 were greatest for students with higher initial reading skills. Similar results were found using initial mathematics skill levels as a predictor of differential response such that students with higher mathematics skills reaped stronger treatment effects on the vocabulary measure. Further, we found initial mathematics skills also influenced outcomes on the proximal science content assessment, where students with higher initial mathematics skills led to higher outcomes. Overall, findings suggest Sci2 produced robust effects for all students ( = 0.24-1.23), regardless of initial skill proficiencies. Implications for exploring differential response in science intervention research are discussed.
A Community Data Sharing Resource: The LDbase Data Repository.
Hart SA, Schatschneider C, Reynolds T … +1 more , Calvo F
J Learn Disabil · 2024 · PMID 38807421 · Full text
The purpose of this invited paper is to show the learning disabilities field what LDbase is, why it's important for the field, what it offers the field, and examples of how you can leverage LDbase in your own work.
The purpose of this invited paper is to show the learning disabilities field what LDbase is, why it's important for the field, what it offers the field, and examples of how you can leverage LDbase in your own work.
Teaching Constant Rate-of-Change Problem-Solving to Secondary Students With or at Risk of Learning Disabilities.
Bundock K, Callan G, McClain MB … +3 more , Benney CM, Longhurst DN, Rolf KR
J Learn Disabil · 2025 · PMID 38770824 · Publisher ↗
Rate of change (i.e., slope) is a critical mathematics concept for success in everyday life, academics, and professional careers. Students with or at risk of learning disabilities struggle with solving rate-of-change pro...
Rate of change (i.e., slope) is a critical mathematics concept for success in everyday life, academics, and professional careers. Students with or at risk of learning disabilities struggle with solving rate-of-change problems, especially word problems. Interventions that incorporate representations and problem-solving strategies are effective for improving the word problem-solving performance of students with disabilities. This multiple-probe, multiple-baseline, single-case design study evaluated the effects of an intervention that included an integrated, concrete-representational-abstract teaching framework with an embedded problem-solving strategy (POD Check) on students' rate-of-change word problem-solving performance. The intervention was delivered virtually via video conferencing technology. Four middle- and high-school students with or at risk of mathematics learning disabilities in the U.S. Intermountain West region participated in the intervention. Results indicate evidence of a functional relation between the intervention and students' word problem-solving performance, and effects were maintained 2-4 weeks after the intervention. The findings of this study provide implications for mathematics intervention research and practice for students with learning disabilities.
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