MedWorm.com provides a medical RSS filtering service. Over 6000 RSS medical sources are combined and output via different filters. This feed contains the latest items from the 'Learning Disabilities Research and Practice' source. Fri, 30 Dec 2011 08:36:00 +0100 http://www.medworm.com/index.php?rid=5448717&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00344.x The notion of “science for all” suggests that all students—irrespective of achievement and ability—should engage in opportunities to understand the practice and discourse of science. Improving scientific literacy is an intrinsic goal of science education, yet current instructional practices may not effectively support all students, in particular, students with special needs. Argument‐based inquiry approaches, such as the Science Writing Heuristic (SWH), require all students to construct their scientific understandings by engaging in investigations and negotiating their ideas in multiple contexts, such as discussions and writing. Various SWH studies demonstrated that students engaged in appropriating the language, culture, practice, and dispositions of science generally improved t... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=5448717 Tue, 01 Nov 2011 04:00:00 +0100 5448717 http://www.medworm.com/index.php?rid=5448716&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00343.x Students with learning disabilities (LD) are increasingly expected to master content in the general education curriculum, making the need for effective instructional supports more important than ever before. Science is a part of the curriculum that can be particularly challenging to students with LD because of the diverse demands it places on cognitive performance. In this summary we review a number of strategies that have been validated for learners with LD. The strategies include supports for (a) verbal learning of declarative information, (b) processing information in texts, (c) activities‐based instruction/experiential learning, (d) scientific thinking and reasoning, and (e) differentiated instruction. We also summarize the research regarding the impact of teacher behavior on achieve... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=5448716 Tue, 01 Nov 2011 04:00:00 +0100 5448716 http://www.medworm.com/index.php?rid=5448715&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00342.x In science classes, teachers must consider the need for explicit, systematic reading instruction for students with learning disabilities (LD) while navigating the constructivist and activity‐oriented methods typically employed in science instruction. The complexity of scientific information conveyed through print may make reading science texts the greatest challenge that students with LD encounter in school. Fortunately, researchers have established that, by fostering students’ prior knowledge, providing text enhancements, and teaching reading comprehension strategies, students’ understanding of science text is improved. Effective instructional approaches and strategies for reading are reviewed and implications for teaching students with LD noted. (Source: Learning Disabilities Resea... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=5448715 Tue, 01 Nov 2011 04:00:00 +0100 5448715 http://www.medworm.com/index.php?rid=5448714&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00341.x Conclusions, implications for future research, and practical recommendations are presented. (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=5448714 Tue, 01 Nov 2011 04:00:00 +0100 5448714 http://www.medworm.com/index.php?rid=5448713&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00340.x Although science has received much attention as a political and educational initiative, students with learning disabilities (LD) perform significantly lower than their nondisabled peers. This meta‐analysis evaluates the effectiveness of instructional strategies in science for students with LD. Twelve studies were examined, summarized, and grouped according to the type of strategy implemented. Effect sizes (ES) were calculated for each study. Across all studies, a mean ES of .78 was obtained, indicating a moderate positive effect on students with LD science achievement. Findings also align with past reviews of inquiry‐based instruction for students with special needs, indicating that students with LD need structure within an inquiry science approach in order to be successful. Additi... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=5448713 Tue, 01 Nov 2011 04:00:00 +0100 5448713 http://www.medworm.com/index.php?rid=5448712&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00339.x (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=5448712 Tue, 01 Nov 2011 04:00:00 +0100 5448712 http://www.medworm.com/index.php?rid=5448711&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00338.x (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=5448711 Tue, 01 Nov 2011 04:00:00 +0100 5448711 http://www.medworm.com/index.php?rid=5158766&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00336.x In this exploratory study, secondary special education co‐teachers report about specialized reading instruction for students with learning disabilities in co‐taught classes. Almost half of the respondents were concerned that reading instruction was not occurring in co‐taught classes. One‐third were concerned reading instruction was not occurring any time during the school day. (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=5158766 Sun, 31 Jul 2011 23:00:00 +0100 5158766 http://www.medworm.com/index.php?rid=5158765&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00335.x This article presents the findings from a pilot study exploring the use of video as a self‐reflection tool combined with high‐quality, collaborative professional development (PD). Participants were in‐service, upper‐elementary, special education instructors teaching word study and fluency to students with learning disabilities. Participants watched multiple video‐recordings of their instructional practice throughout one school year and reflected on their video by: rating their instruction, noting what worked, and making suggestions for future lessons. Findings indicated that teachers’ self‐reflections changed from overestimations of their practice to more critical self‐examinations. Their comments initially were vague but became more descriptive over time. Four teacher grou... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=5158765 Sun, 31 Jul 2011 23:00:00 +0100 5158765 http://www.medworm.com/index.php?rid=5158764&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00334.x Concerns regarding literacy levels in the United States are long standing. Debates have existed for decades regarding the most effective ways to teach reading, especially the polarizing dilemma of how much to focus on decoding versus code‐emphasis and whole language instruction. Fortunately, as a result of concentrated research efforts and analyses of the extant literature on teaching reading, perhaps spurred by these debates, we know more now than we ever have about how to teach basic reading skills. However, there is still much work to be done in order to determine which instructional practices are the most effective ways in which to teach children to read. The need for more research focusing on best instructional practices is exacerbated by the well‐documented gap between research. ... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=5158764 Sun, 31 Jul 2011 23:00:00 +0100 5158764 http://www.medworm.com/index.php?rid=5158763&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00333.x Due to an increase in enrollment of African American students with disabilities in postsecondary education, there is a need to identify strategies that may lead to improved transition and self‐advocacy skills for these students. These strategies include teaching students to request academic accommodations and to have an understanding of how their disability affects their academic learning. Therefore, the purpose of this article is to provide an in‐depth explanation of a self‐advocacy strategy that was used to teach three African American male college students how to request their academic accommodations. Results indicated this strategy may be a promising intervention for African American college students with disabilities. (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=5158763 Sun, 31 Jul 2011 23:00:00 +0100 5158763 http://www.medworm.com/index.php?rid=5158762&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00332.x This study examined the effects of HELPS when implemented by teachers with low‐performing second‐grade readers. Findings showed that students receiving HELPS significantly outperformed control group students across five measures of early reading, with effect sizes ranging from medium to large. Previous research indicated positive effects for students receiving HELPS, but this was the first study in which HELPS was implemented by classroom teachers (opposed to research assistants) and solely with low‐performing readers. Implications of these findings and future research directions are discussed. (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=5158762 Sun, 31 Jul 2011 23:00:00 +0100 5158762 http://www.medworm.com/index.php?rid=5158761&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00337.x (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=5158761 Sun, 31 Jul 2011 23:00:00 +0100 5158761 http://www.medworm.com/index.php?rid=4852777&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00330.x Fractions are an essential foundational skill for future mathematics success (NMAP, 2008). The purpose of this article was to review current instructional practices for teaching fractions to struggling learners and to examine the quality and effectiveness of contemporary research with a view to indicating directions for future research. A comprehensive search of literature published between 1990 and 2008 resulted in the identification of 10 empirical studies that targeted fraction skills for struggling learners. Results indicated that three interventions, found to be effective for improving outcomes in mathematics for struggling learners, were also effective for teaching fractions: graduated sequence, strategy instruction, and direct instruction. In addition, explicit instruction was ident... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4852777 Sat, 30 Apr 2011 23:00:00 +0100 4852777 http://www.medworm.com/index.php?rid=4852776&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00329.x Solving word problems is a difficult task for students at‐risk for or with learning disabilities (LD). One instructional approach that has emerged as a valid method for helping students at‐risk for or with LD to become more proficient at word‐problem solving is using schemas. A schema is a framework for solving a problem. With a schema, students are taught to recognize problems as falling within word‐problem types and to apply a problem solution method that matches that problem type. This review highlights two schema approaches for second‐ and third‐grade students at‐risk for or with LD: schema‐based instruction and schema‐broadening instruction. A total of 12 schema studies were reviewed and synthesized. Both types of schema approaches enhanced the word‐problem skill o... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4852776 Sat, 30 Apr 2011 23:00:00 +0100 4852776 http://www.medworm.com/index.php?rid=4852775&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00328.x Discussion focuses on the gap in our knowledge of evidence‐based practices for ethnic minority students in special education. (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4852775 Sat, 30 Apr 2011 23:00:00 +0100 4852775 http://www.medworm.com/index.php?rid=4852774&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00327.x This study compared variables related to reading ability in Grade 3 students learning English as a first language (L1) and second language (L2). The students learning English as an L2 came from diverse backgrounds, with different levels of bilingualism in Spanish and English or Portuguese and English before they entered school. Both within‐group and between‐group differences emerged in comparing Spanish children from two cohorts, and in comparing the Spanish group to the Portuguese and English groups. Models predicting reading comprehension found differences with respect to the contribution of receptive vocabulary, decoding, and print exposure in the L1 and L2 groups, depending on the L2 students’ bilingual language status and language acquisition experiences. Additionally, print exp... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4852774 Sat, 30 Apr 2011 23:00:00 +0100 4852774 http://www.medworm.com/index.php?rid=4852773&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00326.x This study was conducted to examine changes in the identification rates and national and state placement practices for school age students with learning disabilities (LD) between 1990–1991 and 2008–2009. Findings revealed that while identification rates of students with LD declined by about 4 percent during this time, general education placements increased over 166 percent, pullout placements declined by more than 50 percent, while students educated in highly restrictive separate class and separate school settings declined by approximately 60 percent. Unlike earlier studies, most states made at least some progress toward educating students with LD in less restrictive settings. Much of the change in placement practices for students with LD occurred since 2000. (Source: Learning Disabili... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4852773 Sat, 30 Apr 2011 23:00:00 +0100 4852773 http://www.medworm.com/index.php?rid=4852772&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2011.00331.x (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4852772 Sat, 30 Apr 2011 23:00:00 +0100 4852772 http://www.medworm.com/index.php?rid=4512309&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00324.x One of the most controversial issues in special education over the last 40 years has been the extent to which students with learning disabilities (LD) should be educated in general education classrooms. Recent mandates in federal law requiring that all students with disabilities have access to the general education curriculum and make adequate yearly progress relative to this content have intensified this debate. In this article, a brief summary of research regarding the nature of instruction that produces significantly improved educational outcomes for students with LD is provided. This is followed by a review of research related to the delivery of this high‐quality instruction in inclusive, general education classrooms and in resource settings. We conclude that this research provides t... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4512309 Tue, 01 Feb 2011 00:00:00 +0100 4512309 http://www.medworm.com/index.php?rid=4512308&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00323.x Mathematics fluency is a critical component of mathematics learning yet few attempts have been made to synthesize this research base. Seventeen single‐case design studies with 55 participants were reviewed using meta‐analytic procedures. A component analysis of practice elements was conducted and treatment intensity and feasibility were examined. Findings suggest that drill and practice with modeling produced the largest effect sizes. Treatments with more than 3 components yielded higher effect sizes than those with fewer than 3, and a combination of treatment agents lead to better outcomes than a single agent. Other findings pertaining to prebaseline assessment, treatment time, experimental design employed, and treatment setting are also discussed. (Source: Learning Disabilities Resea... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4512308 Tue, 01 Feb 2011 00:00:00 +0100 4512308 http://www.medworm.com/index.php?rid=4512307&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00322.x This study examined effects of goal setting, frequency of progress monitoring, and method of evaluating progress on the number of instructional change prompts generated by reading‐curriculum‐based measurements (CBM). Participants were 31 high‐incidence special education students in grades 2–6 selected from 8 schools. Following baseline measurements, researchers administered grade‐level CBM passages every 2 weeks for 8 weeks. Comparisons included 3 goal levels (0.5, 1.0, or 1.5 word growth per week), 3 monitoring/evaluation schedules (every 2, 4, or 8 weeks), and 2 methods for evaluating progress (points below the aim line or slope). Overall, more ambitious goals, less frequent monitoring, and using slope to evaluate progress generated more instructional change prompts. Results fa... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4512307 Tue, 01 Feb 2011 00:00:00 +0100 4512307 http://www.medworm.com/index.php?rid=4512306&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00321.x In this study, we compared methods to improve the decoding and reading fluency of struggling readers. Second‐grade poor readers were randomly assigned to one of the two practice conditions within a repeated reading intervention. Both interventions were in small groups, were 20–28 min long, took place 2–4 days per week, and consisted of phonemic awareness training, letter sound practice, and practice in word families. Students in the accuracy condition (n= 27) practiced each page until they reached 98 percent accuracy while students in the accuracy + automaticity condition (n= 29) practiced until they reached rate (30–90 cwpm) and accuracy criteria. Hierarchical linear modeling revealed no differences between practice conditions in decoding accuracy, reading comprehension, and grade... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4512306 Tue, 01 Feb 2011 00:00:00 +0100 4512306 http://www.medworm.com/index.php?rid=4512305&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00320.x This study examined the school perceptions and educational aspirations of 6,599 rural high school students, a sample that included 428 students with learning disabilities (LD). Regardless of disability status, rural high school students who had negative perceptions of school had less well‐defined postsecondary educational plans and less often aspired to complete college or pursue an advanced degree. Compared to nondisabled youth, rural students with LD were more likely to have negative perceptions of school and lower postsecondary aspirations. However, students with LD who had positive perceptions of school more often planned to pursue postsecondary education and aspired to complete college or an advanced degree. Implications for research and interventions pertaining to the educational a... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4512305 Tue, 01 Feb 2011 00:00:00 +0100 4512305 http://www.medworm.com/index.php?rid=4512304&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00325.x (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4512304 Tue, 01 Feb 2011 00:00:00 +0100 4512304 http://www.medworm.com/index.php?rid=4213926&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00319.x This article describes 10 dimensions by which intervention intensity might be increased and reports data from a study of 41 schools related to some of these dimensions. Implications for federal, state, and local policy and local school and classroom implementation are identified for consideration in planning, implementing, and sustaining RTI. (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4213926 Mon, 01 Nov 2010 00:00:00 +0100 4213926 http://www.medworm.com/index.php?rid=4213925&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00318.x We evaluated whether having a naturally acquired mentor during adolescence was associated with improved adult outcomes among youth with learning disabilities (YLD). Mentored youth were more likely to have graduated from high school, reported a higher level of self‐esteem, and reported a higher overall number of positive outcomes than nonmentored youth. Mentorship by teachers/guidance counselors was associated with larger differences in high school graduation rates and self‐esteem compared to nonmentored youth whereas mentorship by nonteachers was associated with smaller changes in self‐esteem and no differences in high school completion rates. Future research should include more in‐depth, objective assessments of youths’ learning disabilities, consideration of interactions with c... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4213925 Mon, 01 Nov 2010 00:00:00 +0100 4213925 http://www.medworm.com/index.php?rid=4213924&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00317.x A fundamental assumption in the identification of specific learning disabilities (SLD) has been that the presence of a severe discrepancy between ability and academic achievement is a valid marker for the presence of a SLD. This assumption is based on the notion that discrepant low achievers constitute a unique group of children who are different in a number of ways from nondiscrepant low achievers. Several meta‐analytic reviews contrasting discrepant and nondiscrepant low achievers fail to reveal significant differences between these two groups on measures of phonetic analysis, pseudoword decoding, word identification, spelling, oral reading fluency and other measures of literacy development and related phonological processing skills. This paper discusses the role of intelligence in ide... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4213924 Mon, 01 Nov 2010 00:00:00 +0100 4213924 http://www.medworm.com/index.php?rid=4213923&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00316.x This study examined the effectiveness of a classroom teacher Tier II intervention for struggling readers in kindergarten and first grade called the Targeted Reading Intervention. Three rural schools were randomly assigned to experimental and control conditions, with 8 experimental and 12 control classrooms. Five struggling and five non‐struggling readers were randomly selected from each classroom. With the support of biweekly coaching, experimental teachers instructed struggling readers in one‐on‐one sessions in the classroom. Intent‐to‐treat analyses revealed significant kindergarten gains for initial word identification but no significant gains in first grade. Discussion focuses on the use of classroom teachers to prevent reading disabilities. (Source: Learning Disabilities Res... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4213923 Mon, 01 Nov 2010 00:00:00 +0100 4213923 http://www.medworm.com/index.php?rid=4213922&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00315.x This investigation examined the effects of currently available word prediction software programs that support phonetic/inventive spelling on the quality of journal writing by six students with severe writing and/or spelling difficulties in grades three through six during a month‐long summer writing program. A changing conditions single‐subject research design was used and replicated across the participants. Using a daily writing prompt, students alternated between Co:Writer, WordQ, and WriteAssist word prediction programs. The results provided evidence for the effectiveness of various word prediction programs over word processing, and demonstrated improvements in spelling accuracy across conditions. Relative gains in the total number of words and composition rate were modest for the ma... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4213922 Mon, 01 Nov 2010 00:00:00 +0100 4213922 http://www.medworm.com/index.php?rid=4213921&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00314.x (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=4213921 Mon, 01 Nov 2010 00:00:00 +0100 4213921 http://www.medworm.com/index.php?rid=3885242&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00312.x Many states are implementing response‐to‐intervention (RTI)–based assessment as the sole means of identifying students with specific learning disabilities (SLDs). Although RTI is often hailed as an improved model of identification, concern for the possibility of this model elevating false positives has been examined. The risk of RTI producing a second form of diagnostic error, however, has received relatively little attention, namely, false negatives. The widespread implementation of RTI necessitates an analysis of its ability to identify students who are most vulnerable to be inaccurately judged as responsive to instruction, namely, students with coexisting intellectual talent and SLDs. (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3885242 Sat, 31 Jul 2010 23:00:00 +0100 3885242 http://www.medworm.com/index.php?rid=3885241&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00313.x The purpose of this study was to examine how different scoring procedures affect interpretation of maze curriculum‐based measurements. Fall and spring data were collected from 199 students receiving supplemental reading instruction. Maze probes were scored first by counting all correct maze choices, followed by four scoring variations designed to reduce the effect of random guessing. Pearson's r (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3885241 Sat, 31 Jul 2010 23:00:00 +0100 3885241 http://www.medworm.com/index.php?rid=3885240&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00311.x The purpose of this article was twofold: (1) to explore the feasibility of the regression discontinuity design (RDD) in response‐to‐intervention implementation research and (2) to expand upon the limited research on vocabulary instruction for kindergarten students who are at risk for reading failure due to limited vocabularies. This pilot study employed an abbreviated, prototypical tiered instructional model to deliver vocabulary instruction to both at‐risk kindergarten students and students not at risk for reading failure. The study was designed using RDD and the data were analyzed using a regression‐based analytic model. The pros and cons of this research design, specifically in regards to learning disabilities research, is examined. (Source: Learning Disabilities Research and Pr... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3885240 Sat, 31 Jul 2010 23:00:00 +0100 3885240 http://www.medworm.com/index.php?rid=3885239&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00310.x The purpose of this study was to examine the effectiveness of a vocabulary intervention designed to supplement research‐based classroom vocabulary instruction, implemented with students who may be at risk for language and learning difficulties. Participants included 43 kindergarten students who received research‐based classroom vocabulary instruction. Students with the 20 lowest scores on the Peabody Picture Vocabulary Test‐III administered at pretest received additional small‐group supplemental vocabulary intervention. Results of within‐subjects comparisons indicated that, overall, at‐risk students made greater gains in word knowledge on target words that received the supplemental intervention as compared to words that received only classroom‐based instruction. In addition, ... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3885239 Sat, 31 Jul 2010 23:00:00 +0100 3885239 http://www.medworm.com/index.php?rid=3885238&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00309.x This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi‐experimental posttest‐only study that examines the feasibility and effectiveness of the model for first‐grade students. Participants were 224 first‐grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly fr... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3885238 Sat, 31 Jul 2010 23:00:00 +0100 3885238 http://www.medworm.com/index.php?rid=3885237&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00308.x (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3885237 Sat, 31 Jul 2010 23:00:00 +0100 3885237 http://www.medworm.com/index.php?rid=3854463&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00306.x It is currently considered imperative to introduce reading instruction as early as possible. This proposition was tested by assigning groups of kindergarteners (N (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3854463 Fri, 30 Apr 2010 23:00:00 +0100 3854463 http://www.medworm.com/index.php?rid=3854462&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00305.x This study used a randomized experimental design to test the efficacy of a fluency intervention program on the word‐identification and reading‐comprehension outcomes of 60 middle‐school students with severe reading delays. Results showed that students in the experimental group made more progress on standardized tests of reading fluency than students in the control group. No gains were seen in reading comprehension. (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3854462 Fri, 30 Apr 2010 23:00:00 +0100 3854462 http://www.medworm.com/index.php?rid=3854461&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00304.x In this study, we examined the reliability and validity of curriculum‐based measures (CBM) in reading for indexing the performance of secondary‐school students. Participants were 236 eighth‐grade students (134 females and 102 males) in the classrooms of 17 English teachers. Students completed 1‐, 2‐, and 3‐minute reading aloud and 2‐, 3‐, and 4‐minute maze selection tasks. The relation between performance on the CBMs and the state reading test were examined. Results revealed that both reading aloud and maze selection were reliable and valid predictors of performance on the state standards tests, with validity coefficients above .70. An exploratory follow‐up study was conducted in which the growth curves produced by the reading‐aloud and maze‐selection measures were ... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3854461 Fri, 30 Apr 2010 23:00:00 +0100 3854461 http://www.medworm.com/index.php?rid=3504829&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00303.x (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3504829 Mon, 26 Apr 2010 16:34:28 +0100 3504829 http://www.medworm.com/index.php?rid=3504833&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00307.x Students with disabilities often struggle with writing tasks. In order to improve the written expression performance of high school students with deficits in written expression, a Direct Instruction writing program was implemented. The participants were six high school students in programs for individuals with learning disabilities. Three of the six students were served in programs for students who are English Language Learners. Using a multiple-probe across-participants design, the effect of the writing program was examined. The intervention was implemented over a 5-week period with maintenance checks conducted 2 and 4 weeks after the termination of instruction. Results were variable, but there appeared to be a positive trend in student writing performance as measured by correct word sequ... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3504833 Sat, 24 Apr 2010 23:00:00 +0100 3504833 http://www.medworm.com/index.php?rid=3504832&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00306.x It is currently considered imperative to introduce reading instruction as early as possible. This proposition was tested by assigning groups of kindergarteners (N = 256) to two conditions differing in their emphasis on prevention. In the first, teacher-implemented research-based interventions were implemented during kindergarten and first grade. In the second, only the first-grade intervention was implemented. Analyses were conducted separately for students not at risk, at low risk, and at high risk of reading problems. In the short term, the kindergarten intervention was highly effective for both low-risk and high-risk students, but it is only for the latter group that early gains translated into better reading skills at the end of first grade. Not-at-risk students did not benefit from th... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3504832 Sat, 24 Apr 2010 23:00:00 +0100 3504832 http://www.medworm.com/index.php?rid=3504831&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00305.x This study used a randomized experimental design to test the efficacy of a fluency intervention program on the word-identification and reading-comprehension outcomes of 60 middle-school students with severe reading delays. Results showed that students in the experimental group made more progress on standardized tests of reading fluency than students in the control group. No gains were seen in reading comprehension. (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3504831 Sat, 24 Apr 2010 23:00:00 +0100 3504831 http://www.medworm.com/index.php?rid=3504830&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2010.00304.x In this study, we examined the reliability and validity of curriculum-based measures (CBM) in reading for indexing the performance of secondary-school students. Participants were 236 eighth-grade students (134 females and 102 males) in the classrooms of 17 English teachers. Students completed 1-, 2-, and 3-minute reading aloud and 2-, 3-, and 4-minute maze selection tasks. The relation between performance on the CBMs and the state reading test were examined. Results revealed that both reading aloud and maze selection were reliable and valid predictors of performance on the state standards tests, with validity coefficients above .70. An exploratory follow-up study was conducted in which the growth curves produced by the reading-aloud and maze-selection measures were compared for a subset of... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3504830 Sat, 24 Apr 2010 23:00:00 +0100 3504830 http://www.medworm.com/index.php?rid=3251141&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00300.x The purpose of this study was twofold: (1) to evaluate the clinical utility of a verbal working memory measure, specifically, a nonword repetition task, with a sample of Spanish-English bilingual children and (2) to determine the extent to which individual differences in relative language skills and language use had an effect on the clinical differentiation of these children by the measures. A total of 144 Latino children (95 children with typical language development and 49 children with language impairment) were tested using nonword lists developed for each language. The results show that the clinical accuracy of nonword repetition tasks varies depending on the language(s) tested. Test performance appeared related to individual differences in language use and exposure. The findings do no... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3251141 Sun, 07 Feb 2010 00:00:00 +0100 3251141 http://www.medworm.com/index.php?rid=3251140&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00299.x The impact of memory and anxiety on math performance was analyzed in a sample of 115 college undergraduates, all of whom had a diagnosed learning disability. The direct effects of memory and anxiety on math performance were first examined, followed by an examination of whether anxiety moderates the relationship between memory and math. Both memory and anxiety were found to directly affect math performance. Additionally, anxiety served as a moderator of the relationship between memory and math for most, but not all, measures of math achievement. The moderating effect of anxiety was stronger for long-term retrieval than for short-term memory. The relationships between memory, anxiety, and math were not significantly different for males and females. These findings suggest that, when working w... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3251140 Sun, 07 Feb 2010 00:00:00 +0100 3251140 http://www.medworm.com/index.php?rid=3251139&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00298.x This longitudinal study investigated the academic and cognitive characteristics of persistent mathematics difficulty (MD-p) from first to fourth grade. Ninety-nine children were retrospectively categorized into one of three groups: MD-p, transient mathematics difficulty (MD-t), or typically developing. MD-p was defined as persistently low mathematics achievement ([le]25th percentile) in at least 2 years from first to fourth grade. The results indicated that the MD-p group was more likely than other groups to have deficits in calculation, practical problem solving, number facts, and reading. In terms of cognitive characteristics, MD-p was specifically characterized by deficits in math concepts and phonological decoding, though there was some evidence for the involvement of working memory, p... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3251139 Sun, 07 Feb 2010 00:00:00 +0100 3251139 http://www.medworm.com/index.php?rid=3251138&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00297.x Risk taking may be regarded as a normative behavior in adolescence. Risk-taking behaviors may include alcohol, smoking, drug use, delinquency, and acts of aggression. Many studies have explored the relationship between adolescents and risk-taking behavior; however, only a few studies have examined this link in adolescents with learning disabilities. The purpose of this study was to compare the risk-taking behavior of adolescents with learning disabilities (N = 307) and without learning disabilities (N = 307) over time. Specifically, this study investigated changes over time in adolescents' substance use, engagement in major and minor delinquency, acts of aggression, and gambling activities. Results indicated that, compared to their non[ndash]learning disabled peers, adolescents with learni... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3251138 Sun, 07 Feb 2010 00:00:00 +0100 3251138 http://www.medworm.com/index.php?rid=3251137&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00296.x This experimental study was conducted to examine the efficacy of repeated reading and wide reading practice interventions for high school students with severe reading disabilities. Effects on comprehension, fluency, and word reading were evaluated. Participants were 96 students with reading disabilities in grades 9[ndash]12. Students were paired within classes and pairs were randomly assigned to one of three groups: repeated reading (N = 33), wide reading (N = 34), or typical instruction (N = 29). Intervention was provided daily for approximately 15[ndash]20 minutes for 10 weeks. Results indicated no overall statistically significant differences for any condition, with effect sizes ranging from [minus].31 to .27. Findings do not support either approach for severely impaired readers at the ... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3251137 Sun, 07 Feb 2010 00:00:00 +0100 3251137 http://www.medworm.com/index.php?rid=3251136&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00302.x (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=3251136 Mon, 01 Feb 2010 00:00:00 +0100 3251136 http://www.medworm.com/index.php?rid=2958764&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00294.x Given growing numbers of college students with attention deficit/hyperactivity disorder (ADHD) and/or learning disabilities (LD), it is important to understand why these students choose ADD ("executive function") coaching to enhance their academic success when more traditional forms of campus support already offer this help. Fifty-four undergraduates with ADHD and/or LD participated in a study of their experiences with coaching. To better understand students' perspectives on the manner in which coaching helped them minimize executive function challenges while addressing academic goals, a purposive sample of seven of these students participated in two interviews. All seven described highly self-determined approaches to goal attainment that they associated with coaching. These students also ... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2958764 Tue, 03 Nov 2009 00:00:00 +0100 2958764 http://www.medworm.com/index.php?rid=2958763&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00293.x The passage of No Child Left Behind and the Individuals with Disabilities Education Act has strengthened the conditions for instructional accountability for all learners. The standards-based approach promulgated by curriculum and state assessments is central to the accountability of conditions in today's schools; however, national and state data continue to document a performance gap between students with learning disabilities (LD) and their nondisabled peers. Building on 5 years of experience in developing and testing the Blending Assessment with Instruction Program in mathematics, we present three basic principles that are essential to ensuring that students with LD achieve curriculum standards: (1) instruction must be aligned with curriculum standards, (2) teachers' content knowledge is... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2958763 Tue, 03 Nov 2009 00:00:00 +0100 2958763 http://www.medworm.com/index.php?rid=2958762&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00292.x This study describes response to intervention (RTI) screening and progress-monitoring instruments and procedures in 41 local school settings. For screening the schools most often used published reading assessments or commercial products; a three-times-per-year screening schedule was most prevalent. For progress monitoring schools most often relied on published reading assessments; a weekly progress monitoring schedule was most prevalent. The variability between local school practices is discussed with regard to efficiency, equity, and viability of RTI. (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2958762 Tue, 03 Nov 2009 00:00:00 +0100 2958762 http://www.medworm.com/index.php?rid=2958761&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00291.x In this study, the accuracy of several Dynamic Indicators of Basic Early Literacy Skills (DIBELS) subtests in predicting which students were at risk for reading failure in first grade was examined in a sample of 12,055 students in Florida. Findings indicate that the DIBELS Nonsense Word Fluency, Initial Sound Fluency, and Phoneme Segmentation Fluency measures show poor diagnostic utility in predicting end of Grade 1 reading performance. DIBELS Oral Reading Fluency in fall of Grade 1 had higher classification accuracy than other DIBELS measures, but when compared to the classification accuracy obtained by assuming that no student had a disability, suggests the need to reevaluate the use of classification accuracy as a way to evaluate screening measures without discussion of base rates. Addi... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2958761 Tue, 03 Nov 2009 00:00:00 +0100 2958761 http://www.medworm.com/index.php?rid=2958760&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00290.x Problems in processing information can affect psychosocial functioning. Psychotherapy can be used to address psychosocial problems; however, the same information-processing problems that contribute to disabilities, such as learning disabilities (LD) or attention deficit/hyperactivity disorder (ADHD), particularly deficits in auditory processing and attention, may also interfere with the process of psychotherapy. Using a Web-based survey, data dealing with perceptions of the effectiveness of psychotherapy were obtained from 52 adult patients with LD and/or ADHD and 87 adults who did not have any diagnosed cognitive difficulties. While all respondents reported psychotherapy was helpful, those with LD were less likely than others to seek therapy again and reported a greater need for more acco... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2958760 Sun, 01 Nov 2009 00:00:00 +0100 2958760 http://www.medworm.com/index.php?rid=2663890&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00289.x Three students with severe reading disabilities participated in a 3-year intervention provided by trained tutors from first grade through third grade (175[ndash]231 hours). All three students demonstrated very low response to initial levels of intervention and were provided adjusted intensive intervention in an attempt to remedy their low response to instruction. Findings revealed that two of the three students realized limited growth and did not accelerate progress toward reducing the gap between their performance and the expected grade level performance. One student accelerated growth considerably during third grade and made accelerated progress toward grade level expectations. Information on intervention implementation and student progress as well as implications for practice and furthe... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2663890 Sun, 02 Aug 2009 23:00:00 +0100 2663890 http://www.medworm.com/index.php?rid=2663889&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00288.x This article poses and examines several fundamental philosophical questions related to the delivery of core academic subject matter to students with LD. (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2663889 Sun, 02 Aug 2009 23:00:00 +0100 2663889 http://www.medworm.com/index.php?rid=2663888&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00287.x The validity and reliability of curriculum-based measures in reading as indicators of performance and progress for secondary-school students were examined. Thirty-five grade 8 students completed reading aloud and maze-selection measures weekly for 10 weeks. Criterion measures were the state standards test in reading and the Woodcock[ndash]Johnson III Test of Achievement. Different time frames for each measure were compared. Most alternate-form reliability coefficients were above .80. Criterion-related validity coefficients ranged from .77 to .89. No differences related to time were found. Only maze selection reflected significant growth, with an average increase of 1.29 correct choices per week. Maze growth was related to the reading performance level and to change on the Woodcock[ndash]Jo... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2663888 Sun, 02 Aug 2009 23:00:00 +0100 2663888 http://www.medworm.com/index.php?rid=2663887&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00286.x Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high s... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2663887 Sun, 02 Aug 2009 23:00:00 +0100 2663887 http://www.medworm.com/index.php?rid=2663886&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00295.x (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2663886 Fri, 31 Jul 2009 23:00:00 +0100 2663886 http://www.medworm.com/index.php?rid=2509747&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00285.x (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2509747 Thu, 30 Apr 2009 23:00:00 +0100 2509747 http://www.medworm.com/index.php?rid=2509752&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00284.x This article follows the development of three literacy programs that were designed by researchers at Michigan State University to support struggling readers and writers. The literacy interventions focus on strategy instruction in both writing and reading, and they culminate in the development of an integrated reading-writing program to support the acquisition of read-to-learn and write-to-learn strategies in the content areas. The common thread that unifies the programs is an emphasis on text structure instruction with the provision of instructional scaffolds to support students' participation in a literacy discourse and strategies in advance of independent performance. (Source: Learning Disabilities Research and Practice) Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2509752 Tue, 21 Apr 2009 23:00:00 +0100 2509752 http://www.medworm.com/index.php?rid=2509751&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00283.x In this article, I discuss research on the use of technology to support the writing of students with learning disabilities. Struggling writers can benefit from a wide range of computer applications for writing. Word processing, spelling checkers, word prediction, and speech recognition offer support for transcription and revision. Word processing also opens up opportunities for more meaningful publication of writing. Outlining programs and concept mapping software can help with planning. New forms of writing, including Internet chat, blogs, multimedia, and wikis, have not been studied extensively, but they may offer both opportunities and challenges to struggling writers. In addition to describing the research, I try to articulate some general themes and principles that I hope will be help... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2509751 Tue, 21 Apr 2009 23:00:00 +0100 2509751 http://www.medworm.com/index.php?rid=2509750&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00282.x This article chronicles the evolution of a programmatic line of research on strategic writing instruction for adolescents with learning disabilities (LD) conducted by staff and affiliates of the University of Kansas Center for Research on Learning. The goal associated with this research is that students with LD learn the writing skills that they need to succeed in high school and beyond and that their skills are comparable to the skills of their peers. Individual studies have shown that adolescents with LD can master a given writing strategy and can apply that strategy to novel prompts and in general education classes. Moreover, they can learn simple writing strategies from computerized programs. They can also maintain use of a writing strategy over time. When students learn several writin... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2509750 Tue, 21 Apr 2009 23:00:00 +0100 2509750 http://www.medworm.com/index.php?rid=2509749&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.00281.x An overview of research topics and findings from an interdisciplinary, programmatic line of research on writing over the past 25 years is presented. The cross-sectional assessment studies (grades 1 to 9) showed which measures uniquely explained variance in handwriting, spelling, and composing and thus validated their use in assessment. These and the longitudinal studies (grades 1 to 5 and 3 to 7) contributed to knowledge of the cognitive processes of writing, within a working memory architecture that orchestrates multiple component processes in time to achieve specific writing goals, especially the translation of ideas into words, syntax, and text, and transcription (handwriting and spelling) by pen and by keyboard. Combined brain imaging and behavioral studies of writing have provided con... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2509749 Tue, 21 Apr 2009 23:00:00 +0100 2509749 http://www.medworm.com/index.php?rid=2509748&cid=s_38750_179_f&fid=38750&url=http%3A%2F%2Fdx.doi.org%2F10.1111%252Fj.1540-5826.2009.01277.x In this invited article, we present an ongoing research program in the area of writing. Although this program has focused on students with learning disabilities (LD) and other struggling writers, it has also concentrated more broadly on issues involving writing development and general writing instruction. One purpose of this review was to share our basic findings in each of these areas, as they have important implications for teaching writing to students with LD. Another purpose was to illustrate how an ongoing research program develops and grows over time. To make this process more concrete, we employed several different literacy devices, including drawing an analogy between the development of our research program and the development of the story line for Star Trek II: The Wrath of Khan. ... Learning Disabilities Research and Practice journals http://www.medworm.com/rss/comments.php?id=2509748 Tue, 21 Apr 2009 23:00:00 +0100 2509748