Erratum to Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors
J Learn Disabil. 2024 Apr 11:222194241247904. doi: 10.1177/00222194241247904. Online ahead of print.NO ABSTRACTPMID:38605503 | DOI:10.1177/00222194241247904 (Source: Journal of Learning Disabilities)
Source: Journal of Learning Disabilities - April 12, 2024 Category: Disability Source Type: research
Erratum to Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors
J Learn Disabil. 2024 Apr 11:222194241247904. doi: 10.1177/00222194241247904. Online ahead of print.NO ABSTRACTPMID:38605503 | DOI:10.1177/00222194241247904 (Source: Journal of Learning Disabilities)
Source: Journal of Learning Disabilities - April 12, 2024 Category: Disability Source Type: research
Erratum to Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors
J Learn Disabil. 2024 Apr 11:222194241247904. doi: 10.1177/00222194241247904. Online ahead of print.NO ABSTRACTPMID:38605503 | DOI:10.1177/00222194241247904 (Source: Journal of Learning Disabilities)
Source: Journal of Learning Disabilities - April 12, 2024 Category: Disability Source Type: research
Erratum to Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors
J Learn Disabil. 2024 Apr 11:222194241247904. doi: 10.1177/00222194241247904. Online ahead of print.NO ABSTRACTPMID:38605503 | DOI:10.1177/00222194241247904 (Source: Journal of Learning Disabilities)
Source: Journal of Learning Disabilities - April 12, 2024 Category: Disability Source Type: research
Erratum to Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors
J Learn Disabil. 2024 Apr 11:222194241247904. doi: 10.1177/00222194241247904. Online ahead of print.NO ABSTRACTPMID:38605503 | DOI:10.1177/00222194241247904 (Source: Journal of Learning Disabilities)
Source: Journal of Learning Disabilities - April 12, 2024 Category: Disability Source Type: research
Impaired Ability in Visual-Spatial Attention in Chinese Children With Developmental Dyslexia
J Learn Disabil. 2024 Apr 9:222194241241040. doi: 10.1177/00222194241241040. Online ahead of print.ABSTRACTA growing body of evidence suggests that children with dyslexia in alphabetic languages exhibit visual-spatial attention deficits that can obstruct reading acquisition by impairing their phonological decoding skills. However, it remains an open question whether these visual-spatial attention deficits are present in children with dyslexia in non-alphabetic languages. Chinese, with its logographic writing system, offers a unique opportunity to explore this question. The presence of visual-spatial attention deficits in C...
Source: Journal of Learning Disabilities - April 9, 2024 Category: Disability Authors: Mengyu Tian Yuzhu Ji Runzhou Wang Hong-Yan Bi Source Type: research
Impaired Ability in Visual-Spatial Attention in Chinese Children With Developmental Dyslexia
J Learn Disabil. 2024 Apr 9:222194241241040. doi: 10.1177/00222194241241040. Online ahead of print.ABSTRACTA growing body of evidence suggests that children with dyslexia in alphabetic languages exhibit visual-spatial attention deficits that can obstruct reading acquisition by impairing their phonological decoding skills. However, it remains an open question whether these visual-spatial attention deficits are present in children with dyslexia in non-alphabetic languages. Chinese, with its logographic writing system, offers a unique opportunity to explore this question. The presence of visual-spatial attention deficits in C...
Source: Journal of Learning Disabilities - April 9, 2024 Category: Disability Authors: Mengyu Tian Yuzhu Ji Runzhou Wang Hong-Yan Bi Source Type: research
Impaired Ability in Visual-Spatial Attention in Chinese Children With Developmental Dyslexia
J Learn Disabil. 2024 Apr 9:222194241241040. doi: 10.1177/00222194241241040. Online ahead of print.ABSTRACTA growing body of evidence suggests that children with dyslexia in alphabetic languages exhibit visual-spatial attention deficits that can obstruct reading acquisition by impairing their phonological decoding skills. However, it remains an open question whether these visual-spatial attention deficits are present in children with dyslexia in non-alphabetic languages. Chinese, with its logographic writing system, offers a unique opportunity to explore this question. The presence of visual-spatial attention deficits in C...
Source: Journal of Learning Disabilities - April 9, 2024 Category: Disability Authors: Mengyu Tian Yuzhu Ji Runzhou Wang Hong-Yan Bi Source Type: research
What Environments Support Reading Growth Among Current Compared With Former Reading Intervention Recipients? A Multilevel Analysis of Students and Their Schools
J Learn Disabil. 2024 Apr 2:222194241236164. doi: 10.1177/00222194241236164. Online ahead of print.ABSTRACTSchool context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from 16,000 Grade 3 students in a community-based supplemental reading intervention program to investigate the degree to which school context factors (percentage eligible for free/redu...
Source: Journal of Learning Disabilities - April 2, 2024 Category: Disability Authors: Garret J Hall Peter M Nelson David C Parker Source Type: research
What Environments Support Reading Growth Among Current Compared With Former Reading Intervention Recipients? A Multilevel Analysis of Students and Their Schools
J Learn Disabil. 2024 Apr 2:222194241236164. doi: 10.1177/00222194241236164. Online ahead of print.ABSTRACTSchool context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from 16,000 Grade 3 students in a community-based supplemental reading intervention program to investigate the degree to which school context factors (percentage eligible for free/redu...
Source: Journal of Learning Disabilities - April 2, 2024 Category: Disability Authors: Garret J Hall Peter M Nelson David C Parker Source Type: research
What Environments Support Reading Growth Among Current Compared With Former Reading Intervention Recipients? A Multilevel Analysis of Students and Their Schools
J Learn Disabil. 2024 Apr 2:222194241236164. doi: 10.1177/00222194241236164. Online ahead of print.ABSTRACTSchool context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from 16,000 Grade 3 students in a community-based supplemental reading intervention program to investigate the degree to which school context factors (percentage eligible for free/redu...
Source: Journal of Learning Disabilities - April 2, 2024 Category: Disability Authors: Garret J Hall Peter M Nelson David C Parker Source Type: research
What Environments Support Reading Growth Among Current Compared With Former Reading Intervention Recipients? A Multilevel Analysis of Students and Their Schools
J Learn Disabil. 2024 Apr 2:222194241236164. doi: 10.1177/00222194241236164. Online ahead of print.ABSTRACTSchool context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from 16,000 Grade 3 students in a community-based supplemental reading intervention program to investigate the degree to which school context factors (percentage eligible for free/redu...
Source: Journal of Learning Disabilities - April 2, 2024 Category: Disability Authors: Garret J Hall Peter M Nelson David C Parker Source Type: research
What Environments Support Reading Growth Among Current Compared With Former Reading Intervention Recipients? A Multilevel Analysis of Students and Their Schools
J Learn Disabil. 2024 Apr 2:222194241236164. doi: 10.1177/00222194241236164. Online ahead of print.ABSTRACTSchool context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from 16,000 Grade 3 students in a community-based supplemental reading intervention program to investigate the degree to which school context factors (percentage eligible for free/redu...
Source: Journal of Learning Disabilities - April 2, 2024 Category: Disability Authors: Garret J Hall Peter M Nelson David C Parker Source Type: research
What Environments Support Reading Growth Among Current Compared With Former Reading Intervention Recipients? A Multilevel Analysis of Students and Their Schools
J Learn Disabil. 2024 Apr 2:222194241236164. doi: 10.1177/00222194241236164. Online ahead of print.ABSTRACTSchool context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from 16,000 Grade 3 students in a community-based supplemental reading intervention program to investigate the degree to which school context factors (percentage eligible for free/redu...
Source: Journal of Learning Disabilities - April 2, 2024 Category: Disability Authors: Garret J Hall Peter M Nelson David C Parker Source Type: research
Graph Out Loud: Pre-Service Teachers' Data Decisions and Interpretations of CBM Progress Graphs
J Learn Disabil. 2024 Feb 27:222194241231768. doi: 10.1177/00222194241231768. Online ahead of print.ABSTRACTData-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation plays in the successful implementation of DBI, relatively little attention has been devoted to investigating this skill among special education teachers. In the present study,...
Source: Journal of Learning Disabilities - February 28, 2024 Category: Disability Authors: Jessica R Toste Marissa J Filderman Nathan H Clemens Erica Fry Source Type: research
