Journal Of Learning Disabilities[JOURNAL]
Sun
200 papers
Meta-Analyses of Reading Intervention Studies Including Students With Learning Disabilities: A Methodological Review.
King S, Wang L, Datchuk SM … +1 more , Rodgers DB
J Learn Disabil · 2023 · PMID 35164579 · Publisher ↗
Learning disabilities (LD) may affect a range of academic skills but are most often observed in reading. Researchers and policymakers increasingly recommend addressing reading difficulties encountered by students with LD...
Learning disabilities (LD) may affect a range of academic skills but are most often observed in reading. Researchers and policymakers increasingly recommend addressing reading difficulties encountered by students with LD using evidence-based practices, or interventions validated through multiple, high-quality research studies. A valuable tool in identifying evidence-based practices is the meta-analysis, which entails statistically aggregating the results obtained through primary studies. Specific methods used in meta-analyses have the potential to influence their findings, with ramifications for research and practice. This review assessed the methodological features of the systematic reviews and analytic procedures featured in meta-analyses of reading intervention studies that included students with LD written between 2000 and 2020. Identified articles ( = 23) suggest that meta-analyses have become more prevalent and transparent over time, notwithstanding issues related to publication bias and the opacity of coding procedures. A discussion of implications follows a description of results.
A Synthesis of the Conceptualization and Measurement of Implementation Fidelity in Mathematics Intervention Research.
Bos SE, Powell SR, Maddox SA … +1 more , Doabler CT
J Learn Disabil · 2023 · PMID 35068249 · Publisher ↗
In intervention studies, high rates of implementation fidelity are important markers of a study's success; however, the definition of is both complex and dynamic. In this synthesis, we examined the dimensions of impleme...
In intervention studies, high rates of implementation fidelity are important markers of a study's success; however, the definition of is both complex and dynamic. In this synthesis, we examined the dimensions of implementation fidelity measured and reported in 99 studies in which researchers utilized a mathematics intervention for elementary students (i.e., Grades 1-5). We examined implementation fidelity following recommendations made by Dane and Schneider (1998), O'Donnell (2008), and DeFouw et al. (2009) to capture a comprehensive representation of the implementation fidelity data collected and reported within mathematics intervention studies. We organized our conceptualization of implementation fidelity into four overarching categories and nine dimensions within those categories: intervention design (i.e., theories of change and logistics), fidelity of implementor (i.e., adherence, quality of delivery, dosage, and implementor knowledge or experience), student engagement, and treatment analysis (i.e., treatment differentiation and analysis of implementation fidelity). Overall, findings indicate many author teams reported adherence data and dosage data, but significantly fewer studies reported quality of delivery data, student engagement data, or treatment differentiation data. In addition, author teams were more likely to report at least one form of logistics, such as implementor support, than theories of change. Implications for research and practice are discussed.
Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners.
Cho E, Mancilla-Martinez J, Hwang JK … +3 more , Fuchs LS, Seethaler PM, Fuchs D
J Learn Disabil · 2022 · PMID 35012396 · Full text
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...
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 (reading comprehension and word-problem solving difficulties), and to examine the profiles of at-risk LM learners compared with at-risk non-LM learners. At-risk (LM = 70; non-LM = 89) and not-at-risk (LM = 44; non-LM = 114) students were evaluated on foundational academic (word reading, calculation), behavioral (behavioral attention), cognitive (working memory, processing speed, nonverbal reasoning), and language (vocabulary, listening comprehension) measures in English. Results indicated listening comprehension was the only shared risk factor for higher order comorbidity. Furthermore, LM learners were 3 times more likely to be identified as at risk compared with non-LM learners. Finally, among at-risk learners, no differences were found on cognitive dimensions by language status, but LM learners had lower reading and listening comprehension skills than non-LM learners, with a relative advantage in behavioral attention. Results have implications for understanding higher order comorbidity and for developing methods to identify and intervene with higher order comorbidity among the growing population of LM learners.
Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model.
Kim YG
J Learn Disabil · 2022 · PMID 35001719 · Full text
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...
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 and writing are dissociable but interdependent systems that have hierarchical, interactive, and dynamic relations. These key tenets of the IDL model are applied to the disruption of reading and writing development to explain co-occurrence of reading-writing difficulties using a single framework. The following hypotheses are presented: (a) co-occurrence between word reading and spelling and handwriting difficulties; (b) co-occurrence of dyslexia with written composition difficulties; (c) co-occurrence between reading comprehension and written composition difficulties; (d) co-occurrence of language difficulties with reading difficulties and writing difficulties; (e) co-occurrence of reading, writing, and language difficulties with weak domain-general skills or executive functions such as working memory and attentional control (including attention-deficit/ hyperactivity disorder [ADHD]); and (f) multiple pathways for reading and writing difficulties. Implications are discussed.
Sustaining the Use of Evidence-Based Tier 1 Literacy Practices That Benefit Students With Disabilities.
Wexler J, Swanson E, Shelton A … +3 more , Kurz LA, Bray L, Hogan E
J Learn Disabil · 2023 · PMID 34989255 · Publisher ↗
The adoption and sustainability of evidence-based Tier 1 literacy practices in secondary content-area classes is important to improve reading success for students with learning disabilities. We conducted an exploratory m...
The adoption and sustainability of evidence-based Tier 1 literacy practices in secondary content-area classes is important to improve reading success for students with learning disabilities. We conducted an exploratory multiple-case study investigating teachers' adoption and sustained use of evidence-based Tier 1 literacy practices that benefit students with learning disabilities. The study was conducted within the context of an adolescent literacy model demonstration project funded by the U.S. Office of Special Education Programs (i.e., Promoting Adolescents' Comprehension of Text [PACT] Plus). Interviews were conducted with two administrators and seven teachers who sustained implementation of the PACT practices beyond 1 year of researcher support. Analyses revealed practice and school-level factors that influenced teachers' sustained use of the practices. We used findings from this study to propose a model of sustainability of Tier 1 evidence-based literacy practices used to improve outcomes for students with learning disabilities. Limitations and implications for future research are provided.
International Perspectives on Spelling and Writing in Different Orthographies: Introduction to the Special Series.
Joshi RM, Wijekumar K, Gillespie Rouse A
J Learn Disabil · 2022 · PMID 34918560 · Publisher ↗
This article serves as an introduction to the special issue on spelling and writing in different orthographies. Most studies and theoretical models of writing are based on the English language, and it is generally assume...
This article serves as an introduction to the special issue on spelling and writing in different orthographies. Most studies and theoretical models of writing are based on the English language, and it is generally assumed that what is true for English is also true for other languages. Further, there are more studies on reading compared to studies of writing and spelling. Considering that 80% of the world's population speaks a language other than English, we need more studies on writing and spelling in languages other than English. With this intention, we are presenting 6 papers on writing and spelling in different languages of different orthographic depth, from highly transparent orthographies like Spanish and Italian to highly opaque orthography like Cantonese.
Phonological Processing, Visuospatial Skills, and Pattern Understanding in Chinese Developmental Dyscalculia.
Liu S, Cheng C, Wu P … +5 more , Zhang L, Wang Z, Wei W, Chen Y, Zhao J
J Learn Disabil · 2022 · PMID 34905999 · Publisher ↗
A number of previous studies have identified cognitive deficits in developmental dyscalculia (DD). Yet, most of these studies were in alphabetic languages, whereas few of them examined Chinese DD. Here, we conducted a st...
A number of previous studies have identified cognitive deficits in developmental dyscalculia (DD). Yet, most of these studies were in alphabetic languages, whereas few of them examined Chinese DD. Here, we conducted a study aiming to determine the cognitive factors associated with DD in Chinese children. Five candidate cognitive factors of DD-phonological retrieval, phonological awareness, visual-spatial attention, spatial thinking, and pattern understanding-were examined in the present study. A total of 904 Chinese children ages 8 to 11 years participated in this study. From the sample, 97 children were identified with DD through tests of arithmetic ability, and 93 age- and IQ-matched typically developing children were selected as controls. Logistic regression analysis revealed that phonological retrieval, pattern understanding, visual-spatial attention, and phonological awareness significantly predicted DD, whereas spatial thinking failed to do so. Results of logistic relative weights analysis showed that all five factors explained statistically significant amounts of variance in arithmetic scores. Phonological retrieval had the most influence on DD, followed by pattern understanding, visual-spatial attention, phonological awareness, and spatial thinking. These findings have important clinical implications for diagnosis and intervention of Chinese DD.
Using Spelling Error Analyses to Examine Individual Differences in German Students From Diverse Linguistic Backgrounds: A Latent Class Approach.
Zhang S, Breuer EO, Grünke M … +1 more , Joshi RM
J Learn Disabil · 2022 · PMID 34866485 · Publisher ↗
The current study examined German spelling errors among students with German as their first language (L1) and those with German as their second language (L2) in Grades 3-4 (elementary school students; = 127) and Grades...
The current study examined German spelling errors among students with German as their first language (L1) and those with German as their second language (L2) in Grades 3-4 (elementary school students; = 127) and Grades 5-7 (secondary school students; = 379). Five hundred and six students participated in the study. We performed two separate latent class analyses on elementary and secondary school students. Results indicate that elementary school students can be categorized as good (Class 1), consonant error dominant (Class 2), or poor (Class 3) spellers. However, secondary students can be categorized as addition and sequence error dominant (Class 1), substitution and omission error dominant (Class 2), or poor (Class 3) spellers. The three-step multinomial logistic regression analyses suggested that decoding was associated with the highest chances of being poor spellers in both elementary and secondary schools. Speaking German as L1 or L2 was a significant predictor of heterogeneities in secondary, but not elementary, school students. Polish L1 secondary students had the highest possibility of being poor spellers. The results suggest heterogeneities of student profiles. In addition, special attention should be given to secondary school students with the Polish L1 background in their spelling struggles associated with German orthography.
Special Education Services and School-Related Quality of Life in Children With Learning Disorders and Their Families: A One-Year Follow-Up Study.
Waber DP, Boiselle EC, Forbes PW … +1 more , Sideridis GD
J Learn Disabil · 2022 · PMID 34865563 · Publisher ↗
Learning disorders can have adverse impacts on children and families extending beyond the academic skills deficits. The goal of the present study was to assess the impact of the school's response, following an independen...
Learning disorders can have adverse impacts on children and families extending beyond the academic skills deficits. The goal of the present study was to assess the impact of the school's response, following an independent evaluation, for child and family school-related quality of life (QOL). We hypothesized that a positive school response would be associated with improved QOL. Parents completed the LDQOL/15, a brief measure of school-related QOL, at the time that their child received an independent evaluation and again a year later ( = 155). At follow-up, parents reported the tenor of the school's response to the evaluation and whether special education services had changed. QOL problems were very high in this referred population, with 66% of respondents rating a level of problems in the clinical range at baseline. Predicted interactions between time of assessment (baseline/follow-up) and the school's response to the evaluation were confirmed for all outcome variables; a positive school response was associated with improved QOL. Nevertheless, the overall prevalence of school-related QOL problems remained high a year after the evaluation. These findings indicate that special education interventions can mitigate learning disabilities' impacts, but even with these services, many children with learning disorders and their families continue to be significantly affected.
Effects of Varying Levels of Data Use to Intensify a Multisyllabic Word Reading Intervention for Upper Elementary Students With or at Risk for Reading Disabilities.
Filderman MJ, Toste JR
J Learn Disabil · 2022 · PMID 34796757 · Publisher ↗
For students who show inadequate response to research-based intervention, intensification of intervention using data-based decision making (DBDM) is recommended. There is a paucity of research on upper elementary student...
For students who show inadequate response to research-based intervention, intensification of intervention using data-based decision making (DBDM) is recommended. There is a paucity of research on upper elementary students related to the efficacy of (a) word reading interventions and (b) DBDM procedures. This randomized controlled trial examined the differential effects of data use at two timepoints to intensify a multisyllabic word reading intervention for Grades 4 and 5 students with or at risk for reading disabilities (RD). Eighty-eight students were randomly assigned to one of three conditions: initial customization of the intervention (IC-only), initial customization with DBDM (IC + DBDM), or a business-as-usual comparison condition. Results indicated that (a) students in both treatment conditions outperformed the comparison condition on multisyllabic word reading and (b) students in the IC + DBDM condition also outperformed comparison students on decoding. Implications, including the use of DBDM in addition to IC-only as well as methods for decision-making within a small-group context, are discussed.
Learning Disabilities Elevate Children's Risk for Behavioral-Emotional Problems: Differences Between LD Types, Genders, and Contexts.
Aro T, Eklund K, Eloranta AK … +2 more , Ahonen T, Rescorla L
J Learn Disabil · 2022 · PMID 34779295 · Full text
Our purpose was to study the frequency of behavioral-emotional problems among children identified with a learning disability (LD). The data were obtained for 579 Finnish children (8-15 years) with reading disability (RD-...
Our purpose was to study the frequency of behavioral-emotional problems among children identified with a learning disability (LD). The data were obtained for 579 Finnish children (8-15 years) with reading disability (RD-only), math disability (MD-only), or both (RDMD) assessed at a specialized clinic between 1985 and 2017. We analyzed percentages of children with behavioral-emotional symptoms reaching clinical range (i.e., score ≥1.5 s) and the effects of the LD type, gender, and context (home vs. school) on them. Furthermore, we analyzed the effect of the severity of LD and gender on the amount of behavioral-emotional symptoms reported by teachers and parents. Alarmingly high percentages of children, irrespective of LD type, demonstrated behavioral-emotional problems: more than 37% in Affective, Anxiety, and Attention-Deficit/Hyperactivity Disorder (ADHD) problems. Contextual variation was large, as more problems were reported by teachers than by mothers. The unique effects of gender and LD type were rare, but the results raised concern for those with MD-only, especially boys. The results underscore the need to draw attention to the importance of assessing children with LD for behavioral-emotional problems and emphasize the importance of teachers' awareness of behavioral-emotional problems among students with LD and cooperation among child, teacher, and parents in assessment and support planning.
Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties.
Vaughn S, Grills AE, Capin P … +3 more , Roberts G, Fall AM, Daniel J
J Learn Disabil · 2022 · PMID 34753334 · Full text
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 inter...
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 conditions: (a) small-group reading intervention with anxiety management instruction (RANX), (b) small-group reading intervention with math fact practice (RMATH), and (c) business-as-usual (BAU) comparison condition (no researcher provided treatment). Personnel from the research team provided participants in the RANX and RMATH the same reading intervention with the variation in the two treatments being whether the same amount of time per lesson was allocated to anxiety management (RANX) or practicing math facts (RMATH). Students in the RANX significantly outperformed students in the BAU on reading comprehension (effect size [ES] = 1.22) and students in the RMATH outperformed BAU on reading comprehension (ES = 0.77). Groups did not differ significantly on other reading outcomes. Reading anxiety moderated the main effect of the RANX intervention on the Test of Word Reading Efficiency (TOWRE) word reading when contrasted against the BAU group, indicating a significant difference favoring RANX where treatment's effect decreased by 0.94 units (about 1 point on the outcome) on word reading for each additional point increase in reading anxiety.
Writing Motivation of College Students in Basic Writing and First-Year Composition Classes: Confirmatory Factor Analysis of Scales on Goals, Self-Efficacy, Beliefs, and Affect.
Philippakos ZAT, Wang C, MacArthur C
J Learn Disabil · 2023 · PMID 34751071 · Publisher ↗
The purpose of the study was to validate a writing motivation questionnaire that consists of four scales for first-year college writers-students with low writing skills in basic writing classes and students in typical fi...
The purpose of the study was to validate a writing motivation questionnaire that consists of four scales for first-year college writers-students with low writing skills in basic writing classes and students in typical first-year composition (FYC)-to investigate differences between these two groups and to examine the relationship of motivational constructs with writing quality. Participants were 371 college students (142 in basic writing classes and 229 in FYC). Students completed a 49-item motivation questionnaire with scales for goal-orientation, self-efficacy, beliefs, and affect about writing and wrote an argumentative essay. Confirmatory factor analysis provided evidence for the structural construct validity of all scales for both groups. Statistically significant differences between basic writers and FYC students were found on self-efficacy for grammar and strategies and on beliefs about the importance of substance and mechanics. Structural equation modeling found statistically significant positive relationships of essay quality with all three self-efficacy scales and belief about the importance of substance to good writing, as well as negative relationships with avoidance goal orientation and belief in the importance of mechanics. Limitations and implications for motivation and instruction of basic writing students and of adults with learning disabilities are discussed.
Unpacking the Simple View of Reading for Struggling Adult Readers.
Talwar A, Greenberg D, Tighe EL … +1 more , Li H
J Learn Disabil · 2021 Nov · PMID 34715753 · Publisher ↗
The Simple View of Reading (SVR), which posits that reading comprehension is the product of decoding and linguistic comprehension, has been studied extensively with school-age readers. However, little is known about the...
The Simple View of Reading (SVR), which posits that reading comprehension is the product of decoding and linguistic comprehension, has been studied extensively with school-age readers. However, little is known about the intricacies of the SVR for adults who struggle with reading. This study addresses notable gaps in this literature, including the dimensionality of linguistic comprehension, the interaction between the two SVR components, and the relative contributions of components across different reading proficiency levels. With a sample of 392 struggling adult readers, confirmatory factor analyses indicated that the linguistic comprehension component encompasses the highly related yet separable constructs of oral vocabulary and listening comprehension. Structural equation modeling showed significant main effects of decoding and listening comprehension, but not oral vocabulary, on reading comprehension. In addition, the interaction among the SVR components did not uniquely contribute to variance in reading comprehension. Quantile regression models demonstrated that the unique effects of the SVR components were relatively stable in magnitude across different levels of reading comprehension performance. Implications for instruction and future research are discussed.
Applying an Individual Word-Problem Intervention to a Small-Group Setting: A Pilot Study's Evidence of Improved Word-Problem Performance for Students Experiencing Mathematics Difficulty.
Powell SR, Berry KA, Acunto AN … +2 more , Fall AM, Roberts G
J Learn Disabil · 2022 · PMID 34629006 · Publisher ↗
The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students...
The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty ( = 76) were randomly assigned to word-problem intervention ( = 56) or business-as-usual comparison ( = 20). Intervention occurred for 13 weeks, 3 times per week, 30 min per session. Multilevel models revealed the intervention condition significantly outperformed the BaU on a proximal word-problem outcome, corroborating results from our prior individual intervention. When comparing student performance in the individual versus small-group intervention, findings suggest students received added benefit from the individual intervention. The word-problem intervention successfully translated to a small-group setting, which holds important implications for educators working with students in supplemental, targeted, or Tier 2 mathematics intervention settings.
Development of an Abbreviated Adult Reading History Questionnaire (ARHQ-Brief) Using a Machine Learning Approach.
Feng L, Hancock R, Watson C … +5 more , Bogley R, Miller ZA, Gorno-Tempini ML, Briggs-Gowan MJ, Hoeft F
J Learn Disabil · 2022 · PMID 34628989 · Full text
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...
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 their children may develop RD. This study focused on whether a subset of ARHQ items (ARHQ-Brief) could be equally effective in assessing adults' reading history as the full ARHQ. We used a machine learning approach, lasso (known as L1 regularization), and identified 6 of 23 items that resulted in the ARHQ-Brief. Data from 97 adults and 47 children were included. With the ARHQ-Brief, we report a threshold of 0.323 as suitable to identify past likelihood of RD in adults with a sensitivity of 72.4% and a specificity of 81.5%. Comparison of predictive performances between ARHQ-Brief and the full ARHQ showed that ARHQ-Brief explained an additional 10%-35.2% of the variance in adult and child reading. Furthermore, we validated ARHQ-Brief's superior ability to predict reading ability using an independent sample of 28 children. We close by discussing limitations and future directions.
Predicting and Evaluating Treatment Response: Evidence Toward Protracted Response Patterns for Severely Impacted Students With Dyslexia.
Middleton AE, Farris EA, Ring JJ … +1 more , Odegard TN
J Learn Disabil · 2022 · PMID 34612740 · Publisher ↗
Great strides have been made in the development of effective methods of instruction for children with dyslexia. However, individual response to treatment varies, and weaknesses persist for some students with dyslexia des...
Great strides have been made in the development of effective methods of instruction for children with dyslexia. However, individual response to treatment varies, and weaknesses persist for some students with dyslexia despite otherwise effective instruction. Continued efforts are needed to support the prospective identification of poor response, particularly in routine intervention settings. The current study addressed whether indicators of dyslexia risk as outlined by hybrid diagnostic models predict response in children who received Tier 3 dyslexia intervention in their schools. The program's efficacy has been previously documented in remediating reading abilities in children with dyslexia. Data were examined from 115 elementary-age children who received routine Tier 3 dyslexia intervention in their schools. Logistic regression revealed powerful effects of preintervention fluency and gender in predicting response, with weaker effects of decoding and rapid naming. Attention-deficit/hyperactivity disorder status also played a role in predicting response. Phonological awareness and listening-reading comprehension discrepancy did not predict response. Profile analyses indicated near- and far-transfer of skill for the adequate response group, whereas growth in the poor response group was limited to near-transfer. Findings support a continuum of severity that may be associated with less robust growth and generalization over the course of the intervention.
Reviewing Evidence on the Relations Between Oral Reading Fluency and Reading Comprehension for Adolescents.
Washburn J
J Learn Disabil · 2022 · PMID 34533088 · Publisher ↗
In this article, I systematically review evidence on the relations between oral reading fluency (ORF) and reading comprehension (RC) for adolescents with limited reading proficiency (ALRP) in Grades 6 to12. I organized f...
In this article, I systematically review evidence on the relations between oral reading fluency (ORF) and reading comprehension (RC) for adolescents with limited reading proficiency (ALRP) in Grades 6 to12. I organized findings from 23 studies into five themes: (a) unclear role of ORF in the simple view of reading model for ALRP, (b) ALRP have distinct reader profiles, (c) ORF consists of more than automaticity, (d) the role of ORF varies, and (e) oral reading automaticity has tenuous predictive value for ALRP. Results suggest that knowledge of an adolescent's ORF, as commonly defined and assessed, provides helpful information about an adolescent's reader profile but is not sufficient to evaluate instructional needs or measure progress. I conclude the article with a discussion on implications for researchers, assessment developers, practitioners, and school administrators.
Data Mountain: Self-Monitoring, Goal Setting, and Positive Attributions to Enhance the Oral Reading Fluency of Elementary Students With or at Risk for Reading Disabilities.
Didion L, Toste JR
J Learn Disabil · 2022 · PMID 34519560 · Publisher ↗
Data Mountain is a self-determination program that has shown early promise in enhancing the oral reading fluency (ORF) of students with or at risk for reading disabilities (RD). This program supports self-determined lear...
Data Mountain is a self-determination program that has shown early promise in enhancing the oral reading fluency (ORF) of students with or at risk for reading disabilities (RD). This program supports self-determined learning behaviors through explicit teaching of self-monitoring, goal setting, and positive attributions. The present study tested the effects of Data Mountain on the ORF of 81 students with or at risk for RD in second through fifth grades, randomly assigned to one of three conditions: Data Mountain delivered in small groups, Data Mountain delivered individually, or a comparison condition. Results from hierarchical linear modeling indicated that treatment students read an average of 31 more words per minute with a growth rate twice that of comparison students ( < .01). The transferable possibilities of Data Mountain to provide students with an opportunity to learn self-determination skills and support ORF is significant to the field of special education.
Difficulties of Young Adults With Dyslexia in Reading and Writing Numbers.
Cornoldi C, Rivella C, Montesano L … +1 more , Toffalini E
J Learn Disabil · 2022 · PMID 34416830 · Publisher ↗
Letters and numbers are different domains, and their differentiation increases with schooling. It has nonetheless been argued that reading alphabetic and numerical materials partly involves the same processes, even in ad...
Letters and numbers are different domains, and their differentiation increases with schooling. It has nonetheless been argued that reading alphabetic and numerical materials partly involves the same processes, even in adults. Whether individuals with dyslexia have difficulty reading and writing numbers remains to be established. This study examined this issue in a group of 30 young adults with a diagnosis of dyslexia, without any concurrent specific difficulty in processing quantities, compared with a typically developing group matched for gender, age, university attended and course of studies, and approximate calculation ability. The results showed that adults with dyslexia also have severe difficulty in reading and writing numbers. It emerged that their number reading speed correlated moderately with word reading speed. We concluded that dyslexia is specifically related with difficulties in reading and writing not only alphabetic material but also numerical material. Our findings suggest that these abilities should be considered more carefully when assessing and supporting individuals with dyslexia.
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