The Reading Challenges, Strategies, and Habits of University Students With a History of Reading Difficulties and Their Relations to Academic Achievement
J Learn Disabil. 2023 Aug 3:222194231190678. doi: 10.1177/00222194231190678. Online ahead of print.ABSTRACTGiven the increase in students with learning disabilities entering university, we investigated a broader group-students with a history of reading difficulties (HRD)-who are known to be at risk of academic struggles. We identified the self-reported reading challenges and strategies of university students with HRD (n = 49) and those with no history of reading difficulties (NRD; n = 88) and examined group differences and relations with first-year grade point average (GPA). Students with HRD reported more difficulties wit...
Source: Journal of Learning Disabilities - August 3, 2023 Category: Disability Authors: Abigail Howard-Gosse Bradley W Bergey S H élène Deacon Source Type: research
Disability Acceptance and Affirmation Among U.S. Adults With Learning Disabilities and ADHD
J Learn Disabil. 2023 Jul 25:222194231186665. doi: 10.1177/00222194231186665. Online ahead of print.ABSTRACTPersonal disability identity is a predictor of psychosocial functioning among adults with predominantly physical disabilities. In the present study, we examined personal disability identity in adults with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). In samples of 541 adults with LD, 475 with ADHD, and 433 with comorbid LD and ADHD, we examined the structural validity of disability acceptance and disability affirmation scores and the association between these scores and anxiety/de...
Source: Journal of Learning Disabilities - July 25, 2023 Category: Disability Authors: Mercedes A Zapata Frank C Worrell Source Type: research
Disability Acceptance and Affirmation Among U.S. Adults With Learning Disabilities and ADHD
J Learn Disabil. 2023 Jul 25:222194231186665. doi: 10.1177/00222194231186665. Online ahead of print.ABSTRACTPersonal disability identity is a predictor of psychosocial functioning among adults with predominantly physical disabilities. In the present study, we examined personal disability identity in adults with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). In samples of 541 adults with LD, 475 with ADHD, and 433 with comorbid LD and ADHD, we examined the structural validity of disability acceptance and disability affirmation scores and the association between these scores and anxiety/de...
Source: Journal of Learning Disabilities - July 25, 2023 Category: Disability Authors: Mercedes A Zapata Frank C Worrell Source Type: research
Disability Acceptance and Affirmation Among U.S. Adults With Learning Disabilities and ADHD
J Learn Disabil. 2023 Jul 25:222194231186665. doi: 10.1177/00222194231186665. Online ahead of print.ABSTRACTPersonal disability identity is a predictor of psychosocial functioning among adults with predominantly physical disabilities. In the present study, we examined personal disability identity in adults with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). In samples of 541 adults with LD, 475 with ADHD, and 433 with comorbid LD and ADHD, we examined the structural validity of disability acceptance and disability affirmation scores and the association between these scores and anxiety/de...
Source: Journal of Learning Disabilities - July 25, 2023 Category: Disability Authors: Mercedes A Zapata Frank C Worrell Source Type: research
Disability Acceptance and Affirmation Among U.S. Adults With Learning Disabilities and ADHD
J Learn Disabil. 2023 Jul 25:222194231186665. doi: 10.1177/00222194231186665. Online ahead of print.ABSTRACTPersonal disability identity is a predictor of psychosocial functioning among adults with predominantly physical disabilities. In the present study, we examined personal disability identity in adults with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). In samples of 541 adults with LD, 475 with ADHD, and 433 with comorbid LD and ADHD, we examined the structural validity of disability acceptance and disability affirmation scores and the association between these scores and anxiety/de...
Source: Journal of Learning Disabilities - July 25, 2023 Category: Disability Authors: Mercedes A Zapata Frank C Worrell Source Type: research
Disability Acceptance and Affirmation Among U.S. Adults With Learning Disabilities and ADHD
J Learn Disabil. 2023 Jul 25:222194231186665. doi: 10.1177/00222194231186665. Online ahead of print.ABSTRACTPersonal disability identity is a predictor of psychosocial functioning among adults with predominantly physical disabilities. In the present study, we examined personal disability identity in adults with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). In samples of 541 adults with LD, 475 with ADHD, and 433 with comorbid LD and ADHD, we examined the structural validity of disability acceptance and disability affirmation scores and the association between these scores and anxiety/de...
Source: Journal of Learning Disabilities - July 25, 2023 Category: Disability Authors: Mercedes A Zapata Frank C Worrell Source Type: research
Disability Acceptance and Affirmation Among U.S. Adults With Learning Disabilities and ADHD
J Learn Disabil. 2023 Jul 25:222194231186665. doi: 10.1177/00222194231186665. Online ahead of print.ABSTRACTPersonal disability identity is a predictor of psychosocial functioning among adults with predominantly physical disabilities. In the present study, we examined personal disability identity in adults with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). In samples of 541 adults with LD, 475 with ADHD, and 433 with comorbid LD and ADHD, we examined the structural validity of disability acceptance and disability affirmation scores and the association between these scores and anxiety/de...
Source: Journal of Learning Disabilities - July 25, 2023 Category: Disability Authors: Mercedes A Zapata Frank C Worrell Source Type: research
Disability Acceptance and Affirmation Among U.S. Adults With Learning Disabilities and ADHD
J Learn Disabil. 2023 Jul 25:222194231186665. doi: 10.1177/00222194231186665. Online ahead of print.ABSTRACTPersonal disability identity is a predictor of psychosocial functioning among adults with predominantly physical disabilities. In the present study, we examined personal disability identity in adults with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). In samples of 541 adults with LD, 475 with ADHD, and 433 with comorbid LD and ADHD, we examined the structural validity of disability acceptance and disability affirmation scores and the association between these scores and anxiety/de...
Source: Journal of Learning Disabilities - July 25, 2023 Category: Disability Authors: Mercedes A Zapata Frank C Worrell Source Type: research
Do Special and General Education Teachers' Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices
J Learn Disabil. 2023 Jul 7:222194231181915. doi: 10.1177/00222194231181915. Online ahead of print.ABSTRACTSeventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of ...
Source: Journal of Learning Disabilities - July 7, 2023 Category: Disability Authors: Steve Graham Stephen Ciullo Alyson Collins Source Type: research
Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?
This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants included 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also assessed on measures of rapid digit naming, verbal working memory, word reading, reading fluency, and reading comprehension. The results showed that readers with dyslexia repor...
Source: Journal of Learning Disabilities - July 7, 2023 Category: Disability Authors: Kevin Kien Hoa Chung Chun Bun Lam Kevin Shing-Chi Chan Alfred S Y Lee Catrina Liu Li-Chih Wang Source Type: research
Do Special and General Education Teachers' Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices
J Learn Disabil. 2023 Jul 7:222194231181915. doi: 10.1177/00222194231181915. Online ahead of print.ABSTRACTSeventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of ...
Source: Journal of Learning Disabilities - July 7, 2023 Category: Disability Authors: Steve Graham Stephen Ciullo Alyson Collins Source Type: research
Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?
This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants included 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also assessed on measures of rapid digit naming, verbal working memory, word reading, reading fluency, and reading comprehension. The results showed that readers with dyslexia repor...
Source: Journal of Learning Disabilities - July 7, 2023 Category: Disability Authors: Kevin Kien Hoa Chung Chun Bun Lam Kevin Shing-Chi Chan Alfred S Y Lee Catrina Liu Li-Chih Wang Source Type: research
Do Special and General Education Teachers' Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices
J Learn Disabil. 2023 Jul 7:222194231181915. doi: 10.1177/00222194231181915. Online ahead of print.ABSTRACTSeventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of ...
Source: Journal of Learning Disabilities - July 7, 2023 Category: Disability Authors: Steve Graham Stephen Ciullo Alyson Collins Source Type: research
Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?
This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants included 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also assessed on measures of rapid digit naming, verbal working memory, word reading, reading fluency, and reading comprehension. The results showed that readers with dyslexia repor...
Source: Journal of Learning Disabilities - July 7, 2023 Category: Disability Authors: Kevin Kien Hoa Chung Chun Bun Lam Kevin Shing-Chi Chan Alfred S Y Lee Catrina Liu Li-Chih Wang Source Type: research
Do Special and General Education Teachers' Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices
J Learn Disabil. 2023 Jul 7:222194231181915. doi: 10.1177/00222194231181915. Online ahead of print.ABSTRACTSeventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of ...
Source: Journal of Learning Disabilities - July 7, 2023 Category: Disability Authors: Steve Graham Stephen Ciullo Alyson Collins Source Type: research
