Journal Of Learning Disabilities[JOURNAL]
Sun
200 papers
The Effects of Computerized Versus Collaborative Professional Development on Teachers' and Students' Performance Related to the Concept Anchoring Routine.
Schumaker JB, Walsh LD, Fisher JB … +1 more , Graner PS
J Learn Disabil · 2021 Nov · PMID 33501854 · Publisher ↗
Two studies investigated the effects of a live, collaborative Professional Development (PD) program versus individualized PD with a multimedia software program. For both studies, teachers were randomly assigned to either...
Two studies investigated the effects of a live, collaborative Professional Development (PD) program versus individualized PD with a multimedia software program. For both studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used the software program or to an Actual Workshop (AW) group that participated in a face-to-face workshop that included collaborative activities. The same teaching routine, the Concept Anchoring Routine, was taught to the teachers in both studies. In Study 1, teachers' scores on a knowledge test about the routine and written plans for using the routine significantly improved from pretest to posttest in both groups. The groups' posttest scores were not significantly different. Similarly, in Study 2, both groups' posttest scores with regard to their knowledge of the routine, their written plans for use of the routine, and their implementation of the routine in their classes were significantly higher than their baseline scores. There were no differences between the teacher groups after training. The posttest knowledge scores of the whole groups of students being taught by both groups of teachers were also significantly higher than their pretest scores. Similar significant results were achieved by the students with LD. Moreover, the whole groups of students of VW teachers earned significantly higher posttest scores than the whole groups of students of AW teachers. Both teacher groups were satisfied with the training they received and with the routine. The students of both groups were satisfied with the way their teachers used the routine to help them learn.
Impaired Perception and Neural Processing of Rules in Developmental Dyslexia.
Virtala P, Partanen E, Kujala T
J Learn Disabil · 2021 Nov · PMID 33478339 · Full text
Rules and regularities of language are typically processed in an implicit and effortless way in the human brain. Individuals with developmental dyslexia have problems in implicit learning of regularities in sequential st...
Rules and regularities of language are typically processed in an implicit and effortless way in the human brain. Individuals with developmental dyslexia have problems in implicit learning of regularities in sequential stimuli, but the neural basis of this deficit has not been studied. This study investigated extraction and utilization of a complex auditory rule at neural and perceptual levels in 18 adults with dyslexia and 20 typical readers. Mismatch negativity (MMN) and P3a responses to rule violations in speech stimuli, reflecting change detection and attention switch, respectively, were recorded with electroencephalogram. Both groups reported no or little explicit awareness of the rule, suggesting implicit processing. People with dyslexia showed deficient extraction of the rule evidenced by diminished MMNs estimated to originate particularly from the left perisylvian region. The group difference persisted in the attentive condition after the participants were told about the rule, and behavioral detection of the rule violations was poor in people with dyslexia, possibly suggesting difficulties also in utilizing explicit information of the rule. Based on these results, the speech processing difficulties in dyslexia extend beyond phoneme discrimination and basic auditory feature extraction. Challenges in implicit extraction and effortless adoption of complex auditory rules may be central to language learning difficulties in dyslexia.
Educator Perspectives on Data-Based Decision Making in Germany and the United States.
Blumenthal S, Blumenthal Y, Lembke ES … +3 more , Powell SR, Schultze-Petzold P, Thomas ER
J Learn Disabil · 2021 Jul · PMID 33472508 · Publisher ↗
The purpose of this explorative study was to examine the use and understanding of key components of data-based decision making by educators in two countries-Germany and the United States. Educators responded to a survey...
The purpose of this explorative study was to examine the use and understanding of key components of data-based decision making by educators in two countries-Germany and the United States. Educators responded to a survey that asked about data use and characteristics related to data-based decision making (DBDM). Results suggest educators in both countries are focused on using data to monitor progress, although less so in Germany. Educators in both countries noted similar understanding of important features (e.g., psychometric properties) of data. Educators in the United States reported they used data for decision making at the classroom level almost twice as often as their counterparts in Germany, while German educators focused on decision making at the student level. These findings will influence future research, including joint studies that could use the best practices of both countries, and professional learning opportunities for educators in Germany and the United States.
Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?
Schmitterer AMA, Brod G
J Learn Disabil · 2021 Sep · PMID 33448247 · Full text
Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how...
Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was "not necessary," "potentially necessary," or "definitely necessary." Independent experimenters tested the students' reading and spelling abilities with standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers' decisions with regard to students' needing a intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students' spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers' ratings over and above students' reading skills. Teachers thus relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers' assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined.
How Specific Are Learning Disabilities?
Peterson RL, McGrath LM, Willcutt EG … +3 more , Keenan JM, Olson RK, Pennington BF
J Learn Disabil · 2021 Nov · PMID 33446025 · Full text
Despite historical emphasis on "specific" learning disabilities (SLDs), academic skills are strongly correlated across the curriculum. Thus, one can ask how specific SLDs truly are. To answer this question, we used bifac...
Despite historical emphasis on "specific" learning disabilities (SLDs), academic skills are strongly correlated across the curriculum. Thus, one can ask how specific SLDs truly are. To answer this question, we used bifactor models to identify variance shared across academic domains (academic ), as well as variance unique to reading, mathematics, and writing. Participants were 686 children ages 8 to 16. Although the sample was overselected for learning disabilities, we intentionally included children across the full range of individual differences in this study in response to growing recognition that a dimensional, quantitative view of SLD is more accurate than a categorical view. Confirmatory factor analysis identified five academic domains (basic reading, reading comprehension, basic math, math problem-solving, and written expression); spelling clustered with basic reading and not writing. In the bifactor model, all measures loaded significantly on academic . Basic reading and mathematics maintained variance distinct from academic , consistent with the notion of SLDs in these domains. Writing did not maintain specific variance apart from academic , and evidence for reading comprehension-specific variance was mixed. Academic was strongly correlated with cognitive ( = .72) but not identical to it. Implications for SLD diagnosis are discussed.
English Spelling Performance in Writing Samples Among Spanish-Speaking ELLs.
Lindner AL, Wijekumar K, Joshi RM
J Learn Disabil · 2022 · PMID 33383994 · Publisher ↗
The depth of the English orthography makes reading and spelling in English a difficult task; particularly for English language learners (ELLs) whose first language (L1) has a shallow orthography. Mastering spelling in En...
The depth of the English orthography makes reading and spelling in English a difficult task; particularly for English language learners (ELLs) whose first language (L1) has a shallow orthography. Mastering spelling in English is a critical component of increasing the English literacy of ELLs. This study investigated the English spelling of 569 Spanish-speaking ELLs in Grades 4 to 6. Participants' writing samples were analyzed for spelling errors. Latent class analysis was utilized to discover hidden categories within the data using eight spelling error categories: (a) Vowel Omission; (b) Vowel Addition; (c) Vowel Substitution; (d) Vowel Sequence; (e) Consonant Omission; (f) Consonant Addition; (g) Consonant Substitution; (h) Consonant Sequence. Consonant- and vowel-based errors were nearly equal in each grade level. Latent class analysis resulted in a two-class model. Students in Class 1 made more types of errors than students in Class 2. As the grade level increased, the percentage of students in Class 2 increased. The results of this study show the effects of English and Spanish orthographies on the spelling of Spanish-speaking ELLs, with spelling errors occurring among both vowels and consonants. As omissions were the most prevalent errors in both classes, spelling instruction aimed at decreasing omissions should be considered for ELLs.
Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis.
Taboada Barber A, Klauda SL, Wang W … +2 more , Cartwright KB, Cutting LE
J Learn Disabil · 2022 · PMID 33383991 · Publisher ↗
This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 s...
This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of EBs and EMs alike. Altogether, the study extends research on EBs with S-RCD by identifying variables beyond oral language that may account for their reading comprehension difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Furthermore, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both EBs and EMS.
Parent and Teacher Ratings of Behavioral Executive Functioning for Students With Dyslexia.
Morte-Soriano MR, Begeny JC, Soriano-Ferrer M
J Learn Disabil · 2021 Sep · PMID 33371789 · Publisher ↗
Research exploring behavioral ratings of executive functioning (EF) for children and adolescents with dyslexia is scarce, which limits researchers, clinicians, educators, and parents from understanding and best supportin...
Research exploring behavioral ratings of executive functioning (EF) for children and adolescents with dyslexia is scarce, which limits researchers, clinicians, educators, and parents from understanding and best supporting these students at home and/or school. Using the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) rating scale to measure participants' EF behaviors in home and school settings, a primary objective of this study was to examine the EF of Spanish children and adolescents with dyslexia ( = 78) and to compare their EF with typically developing (TD) peers ( = 82). The study also sought to examine agreements and disagreements among teacher and parent raters. One key finding was that children and adolescents with dyslexia were rated by both parents and teachers as having more frequent cognitive, behavioral, and emotional EF difficulties in home and school compared with TD peers. However, teachers often reported greater severity of impairments than parents did across several EF domains, potentially suggesting a differential pattern of EF difficulties between home and school. Results are discussed in relation to multi-informant assessment practices for EF behaviors (e.g., there may be differential patterns of EF difficulties between home and school) and how the findings have implications for supporting children and adolescents with dyslexia.
Precursors of Reading Performance and Double- and Triple-Deficit Risks in Spanish.
De la Calle AM, Guzmán-Simón PhD F, García-Jiménez PhD E … +1 more , Aguilar M
J Learn Disabil · 2021 Jul · PMID 33355031 · Publisher ↗
Early literacy skills serve as the best precursors of reading success and risk indicators of the double deficit and triple deficit hypotheses according to the spelling consistency of languages. Our study analyzes the pre...
Early literacy skills serve as the best precursors of reading success and risk indicators of the double deficit and triple deficit hypotheses according to the spelling consistency of languages. Our study analyzes the predictive value of phonological awareness, naming speed, and orthographic skills for early reading in Spanish. Participants included 362 Spanish children aged 4 to 5 years. We used data analysis to examine the relationships between these precursors and fluency through a structural equation model and investigated the risk indicators of poor reading performance according to the double deficit and triple deficit hypotheses using binary logistic analysis. Our research delimits a model for the Spanish language that emphasizes the predictive value of phonological awareness, letter-naming fluency, and knowledge of graphemes in early reading. Letter-naming fluency is the best precursor to early reading experiences, and poor early reading performance in children is explained by deficits in phonological awareness, naming speed, and visual orientation. Our findings confirm the risk indicators of the triple deficit hypothesis in the early learning of reading in Spanish.
A Model of Chinese Spelling Development in Hong Kong Kindergarteners.
Ye Y, McBride C, Yin L … +2 more , Cheang LM, Tse CY
J Learn Disabil · 2022 · PMID 33349140 · Publisher ↗
Copying characters presented previously (delayed copying) is an important skill in Chinese literacy acquisition. The relations of delayed copying and a set of literacy-related skills (including vocabulary knowledge, rapi...
Copying characters presented previously (delayed copying) is an important skill in Chinese literacy acquisition. The relations of delayed copying and a set of literacy-related skills (including vocabulary knowledge, rapid automatized naming, phonological awareness, morphological awareness, and orthographic awareness), visual-orthographic judgment, motor coordination, pure copying of foreign scripts, and delayed copying to Chinese spelling were examined among 294 typically developing Hong Kong kindergarteners. With all other variables statistically controlled, rapid automatized naming, phonological awareness, morphological awareness, orthographic awareness, motor coordination, and delayed copying all uniquely explained Chinese spelling. To further investigate how delayed copying interacts with other skills, path analyses were conducted. The final model showed that vocabulary knowledge, visual-orthographic judgment, and pure copying had indirect effects on spelling through delayed copying. These findings partly support spelling models developed in alphabetic writing systems, but also reflect the uniqueness of Chinese. In addition, results suggest that delayed copying is a unique window into how children learn to write words in Chinese. The potentially critical role of delayed copying in Chinese spelling makes it a potentially good clinical indicator of early spelling proficiency and spelling difficulties.
Different Cognitive Correlates of Early Learning of Spelling of Different Target Types in Korean Hangul Among First Language Children and Adult Foreign Language Learners.
Cho JR, McBride C
J Learn Disabil · 2022 · PMID 33307946 · Publisher ↗
This study examined whether different cognitive correlates are associated with spelling of different target types, such as phonologically consistent and inconsistent syllables, of Korean Hangul among 94 five-year-old fir...
This study examined whether different cognitive correlates are associated with spelling of different target types, such as phonologically consistent and inconsistent syllables, of Korean Hangul among 94 five-year-old first language (L1) Korean children and 41 foreign language (FL) learners who are Hong Kong Chinese college students. Korean children performed tasks of spelling, along with measures of syllable and phoneme coda awareness, phonological and orthographic working memory, morphological awareness, vocabulary, and orthographic knowledge. Among Korean 5-year-old children, coda awareness and orthographic working memory explained unique variance in spelling of phonologically consistent syllables, whereas syllable and coda awareness, orthographic working memory, orthographic knowledge, and vocabulary all explained unique variance in spelling of inconsistent syllables. When Chinese college students were tested on spelling of Korean Hangul as a foreign language, along with a battery of tasks in Korean similar to those administered to the L1 children, only orthographic working memory significantly explained spelling of consistent syllables, whereas only vocabulary knowledge explained spelling of inconsistent syllables. In both groups, spelling accuracy was lower in phonologically inconsistent than in consistent Hangul syllables. These findings suggest that different cognitive demands are involved in early spelling of phonologically consistent and inconsistent syllables in Korean Hangul among L1 and FL learners.
A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent Readers.
Daniel J, Capin P, Steinle P
J Learn Disabil · 2021 · PMID 33251955 · Full text
A majority of reading-related intervention studies aiming to remediate struggling readers' reading outcomes assess student performance immediately following the conclusion of an intervention to determine intervention eff...
A majority of reading-related intervention studies aiming to remediate struggling readers' reading outcomes assess student performance immediately following the conclusion of an intervention to determine intervention effects. Few studies collect follow-up data to measure the long-term sustainability of treatment effects. Hence, the aim of the current synthesis was to examine follow-up intervention effects of reading interventions involving adolescent struggling readers in Grades 6 to 12. Our literature search yielded only 10 studies that reported follow-up data for intervention participants, which highlights the dearth of intervention research that examines sustainability of intervention effects. Of the 10 included studies, the weighted mean effect size for all reading outcome measures was = 0.78 at immediate posttest and = 0.27 at follow-up, in favor of treatment group students. Although the magnitude of difference between treatment and control groups diminished at follow-up time, a comparison of treatment group students' immediate posttest and follow-up scores showed that students mostly maintained gains made during intervention at follow-up time points.
Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools.
Reddy LA, Lekwa A, Shernoff E
J Learn Disabil · 2021 · PMID 33238818 · Publisher ↗
Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investig...
Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education (GE) versus special education (SE) teacher practices and student outcomes in high-poverty urban elementary schools. Coaches used observational data via the Classroom Strategies Assessment System to identify practice needs, set goals, create plans, and monitor progress toward goals. Prior to coaching, GE and SE teachers were observed using evidence-based instructional and behavior management practices; however, some practices were at rates lower than recommended by the research literature. Results suggest that goal selection and frequency and quality of practices were generally comparable between GE and SE teachers. However, SE teachers used 30% fewer behavior corrective feedback statements, on average, than GE teachers ( = .04). Overall, the effect of the coaching intervention did not differ across GE and SE teachers; both had significantly improved instructional and behavior management practices and student outcomes when compared with teachers in the control condition. Limitations and future directions for research and practice are discussed.
College Readiness: Differences Between First-Year Undergraduates With and Without ADHD.
Canu WH, Stevens AE, Ranson L … +5 more , Lefler EK, LaCount P, Serrano JW, Willcutt E, Hartung CM
J Learn Disabil · 2021 Nov · PMID 33238816 · Publisher ↗
Attention-deficit/hyperactivity disorder (ADHD) is characterized by inattentive, hyperactive, and impulsive behaviors. Impairment in individuals diagnosed with ADHD is significant; one such domain of impairment is achiev...
Attention-deficit/hyperactivity disorder (ADHD) is characterized by inattentive, hyperactive, and impulsive behaviors. Impairment in individuals diagnosed with ADHD is significant; one such domain of impairment is achieving a college education. College students with ADHD tend to have lower grade point averages, take longer to graduate, and have higher dropout rates than individuals without ADHD. Those with ADHD may be inadequately prepared for college. College readiness can be broken into self-determination, academic skills, and daily living skills, all of which are possible areas of deficit for individuals with ADHD, given their common characteristics. In the current study, we examined differences in college readiness in undergraduates with and without ADHD. In general, students with ADHD were found to be less prepared for college than those without ADHD, and specific areas of unpreparedness were identified. The findings support the need for intervention for students with ADHD before or early in their college careers. Further research on specific skill deficits and ameliorative steps is needed.
A Meta-Analysis of the Impact of Professional Development on Teachers' Knowledge, Skill, and Self-Efficacy in Data-Based Decision-Making.
Gesel SA, LeJeune LM, Chow JC … +2 more , Sinclair AC, Lemons CJ
J Learn Disabil · 2021 Jul · PMID 33203294 · Publisher ↗
The purpose of this review was to synthesize research on the effect of professional development (PD) targeting data-based decision-making processes on teachers' knowledge, skills, and self-efficacy related to curriculum-...
The purpose of this review was to synthesize research on the effect of professional development (PD) targeting data-based decision-making processes on teachers' knowledge, skills, and self-efficacy related to curriculum-based measurement (CBM) and data-based decision-making (DBDM). To be eligible for this review, studies had to (a) be published in English, (b) include in-service or pre-service K-12 teachers as participants, (c) use an empirical group design, and (d) include sufficient data to calculate an effect size for teacher outcome variables. The mean effect of DBDM PD on teacher outcomes was = 0.57 ( < .001). This effect was not moderated by study quality. These results must be viewed through the lens of significant heterogeneity in effects across included studies, which could not be explained by follow-up sensitivity analyses. In addition, the experimental studies included in this review occurred under ideal, researcher-supported conditions, which impacts the generalizability of the effects of DBDM PD in practice. Implications for research and practice are discussed.
Kindergarteners at Risk for Severe Mathematics Difficulties: Investigating Tipping Points of Core Mathematics Instruction.
Doabler CT, Clarke B, Kosty D … +5 more , Maddox SA, Smolkowski K, Fien H, Baker SK, Kimmel GL
J Learn Disabil · 2021 Mar · PMID 33203291 · Publisher ↗
A concerning number of students enter kindergarten facing an intractable variation of mathematics difficulties (MD). This study investigated the impact of an explicit, core kindergarten mathematics program on the mathema...
A concerning number of students enter kindergarten facing an intractable variation of mathematics difficulties (MD). This study investigated the impact of an explicit, core kindergarten mathematics program on the mathematical outcomes of kindergartners who demonstrated risk for severe MD at kindergarten entry and examined whether these students improved from a category of high MD risk (i.e., <10th percentile) to a lower risk of MD (i.e., norm-referenced performance at or above the 10th, 20th, 30th, and 40th percentiles) between the fall and spring of kindergarten. Differential response to the program based on the classroom-level proportion of students with severe MD was also explored. A total of 795 kindergarteners with severe MD from 122 classrooms were included in the analyses. Results suggested students with severe MD in treatment classrooms improved from fall to spring at a greater rate than their control peers. Treatment students also demonstrated higher rates of improvement from below the 10th percentile to a performance at or above the 20th, 30th, and 40th percentiles across the school year. No evidence of differential efficacy of the program by the classroom-level proportion of students with severe MD was found. Implications for using explicit mathematics programs to thwart the onset of severe MD among academically vulnerable students are discussed.
Factors Related to Data-Based Decision-Making: Examining Experience, Professional Development, and the Mediating Effect of Confidence on Teacher Graph Literacy.
Oslund EL, Elleman AM, Wallace K
J Learn Disabil · 2021 Jul · PMID 33185149 · Publisher ↗
In tiered instructional systems (Response to Intervention [RTI]/Multitier System of Supports [MTSS]) that rely on ongoing assessment of students at risk of experiencing academic difficulties, the ability to make informed...
In tiered instructional systems (Response to Intervention [RTI]/Multitier System of Supports [MTSS]) that rely on ongoing assessment of students at risk of experiencing academic difficulties, the ability to make informed decisions using student data is critical for student learning. Prior research has demonstrated that, on average, teachers have difficulty analyzing and interpreting student progress-monitoring (PM) data presented graphically (i.e., graph literacy). This study examines the impact that teacher training, experience, and confidence have on teacher graph literacy, using structural equation modeling. Data were gathered from a nationally representative sample of 309 teachers and included latent variables related to their experience (e.g., years teaching, years working with RTI), training (e.g., hours of data-based decision-making [DBDM] professional development), and confidence (e.g., confidence in interpreting data, confidence in determining student response) as well as data-based decision-making skills on a graph literacy assessment. Findings indicate that latent experience and confidence factors predicted graph literacy but training did not. Furthermore, training increased teacher confidence but experience did not. Finally, confidence did not mediate the effect of experience or training on graph literacy.
The Association of Executive Functioning With Academic, Behavior, and Social Performance Ratings in Children With ADHD.
Tamm L, Loren REA, Peugh J … +1 more , Ciesielski HA
J Learn Disabil · 2021 Mar · PMID 32996376 · Publisher ↗
This study investigated the association of a performance-based measure of executive functioning (EF) with academic, social, and behavioral performance ratings in a convenience sample of 153 children aged 5 to 12 (78% mal...
This study investigated the association of a performance-based measure of executive functioning (EF) with academic, social, and behavioral performance ratings in a convenience sample of 153 children aged 5 to 12 (78% male, 83% Caucasian) diagnosed with attention-deficit/hyperactivity disorder (ADHD). Multivariate regression showed that above and beyond age and ADHD severity, poorer EF performance was uniquely associated with more impairment in reading, written expression, and math by teacher report, and more impairment in the overall school and reading domains by parent report. ADHD symptoms were more strongly associated with ratings of impairment in social relationships, organized peer activities, and classroom behaviors than EF performance. Age did not moderate the findings, but younger children were rated as having more trouble with participation in organized activities by parents, as more likely to disrupt class by teachers, and to have problematic relationships with peers by parents and teachers. EF and academic performance appeared worst in the groups seen as highly symptomatic and impaired by both parents and teachers, and by teachers only. EF deficits may be a specific risk factor for academic impairment in children with ADHD.
Varieties of Cognitive Profiles in Poor Readers: Evidence for a VAS-Impaired Subtype.
Valdois S, Reilhac C, Ginestet E … +1 more , Line Bosse M
J Learn Disabil · 2021 · PMID 32985335 · Publisher ↗
A wide share of secondary school children does not reach the expected competence level in reading. These children could benefit from more efficient intervention responses, providing a better understanding of their cognit...
A wide share of secondary school children does not reach the expected competence level in reading. These children could benefit from more efficient intervention responses, providing a better understanding of their cognitive weaknesses/deficits. Our aim was to explore the cognitive heterogeneity of a population of poor readers identified from a large sample of 948 sixth-grade children. We first assessed the contribution of phoneme awareness (PA), rapid automatized naming (RAN), and visual attention span (VAS) to reading performance in a subset of 281 children including poor and average readers/spellers. We show that all three skills are unique and significant predictors of reading fluency. We then restricted the analysis to participants with normal Raven's score (IQ) and oral language skills to focus on 110 children with more specific reading difficulties. A unique VAS deficit was found in 18% of these poor readers while 20% and 15.5% showed a unique PA or RAN deficit. Children with multiple or no deficit were further identified. The overall findings provide evidence for a variety of cognitive profiles in poor readers. They suggest that, in addition to PA interventions, training programs targeting VAS might be useful for the nontrivial share of poor readers who exhibit a VAS deficit.
Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties.
Wanzek J, Otaiba SA, Petscher Y … +5 more , Lemons CJ, Gesel SA, Fluhler S, Donegan RE, Rivas BK
J Learn Disabil · 2021 · PMID 32814508 · Full text
The primary purpose of this study was to examine the effects of providing mindset intervention in addition to reading intervention compared with only reading intervention for fourth graders with reading difficulties. Rea...
The primary purpose of this study was to examine the effects of providing mindset intervention in addition to reading intervention compared with only reading intervention for fourth graders with reading difficulties. Reading intervention was provided daily in 45 min sessions throughout the school year. Mindset intervention occurred in small groups for 24-30 min lessons. Multilevel structural equation modeling (SEM) via level SEM was used to account for the latent variable representation of constructs, and the complex nesting and cross-classification structure of the data. Students in the reading intervention plus mindset condition significantly outperformed the business as usual condition on nonword reading ( = 0.35) as did students in the reading intervention condition ( = 0.20), who also outperformed the business as usual condition on phonological processing ( = 0.28). There were no significant differences among students in the three conditions on nonword reading, word reading, phonological processing, reading comprehension, or growth mindset. Initial reading achievement, mindset, and problem behavior did not generally moderate these findings.
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