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Executive Function Coaching for College Students with Learning Disabilities and ADHD: A New Approach for Fostering Self-DeterminationEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 ...
Source: Learning Disabilities Research and Practice - November 3, 2009 Category: Disability Authors: David R. Parker, Karen Boutelle Tags: PRACTICE Source Type: journals

Special Education Teacher Education: A Perspective on Content KnowledgeEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 a...
Source: Learning Disabilities Research and Practice - November 3, 2009 Category: Disability Authors: Diana L. Greer, Edward L. Meyen Tags: PRACTICE Source Type: journals

Response to Intervention Screening and Progress-Monitoring Practices in 41 Local SchoolsEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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)
Source: Learning Disabilities Research and Practice - November 3, 2009 Category: Disability Authors: Daryl F. Mellard, Melinda McKnight, Kari Woods Tags: PRACTICE Source Type: journals

How Can We Improve the Accuracy of Screening Instruments?Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 s...
Source: Learning Disabilities Research and Practice - November 3, 2009 Category: Disability Authors: Evelyn S. Johnson, Joseph R. Jenkins, Yaacov Petscher, Hugh W. Catts Tags: RESEARCH Source Type: journals

Do Problems with Information Processing Affect the Process of Psychotherapy for Adults with Learning Disabilities or Attention Deficit/Hyperactivity Disorder?Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 difficul...
Source: Learning Disabilities Research and Practice - November 1, 2009 Category: Disability Authors: Merith Cosden, Sarah Patz, Steven Smith Tags: RESEARCH Source Type: journals

Students Demonstrating Persistent Low Response to Reading Intervention: Three Case StudiesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 ...
Source: Learning Disabilities Research and Practice - August 2, 2009 Category: Disability Authors: Jeanne Wanzek, Sharon Vaughn Tags: PRACTICE Source Type: journals

Elevating Instruction for Secondary-School Students with Learning Disabilities by Demystifying the Highly Qualified Subject Matter RequirementEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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)
Source: Learning Disabilities Research and Practice - August 2, 2009 Category: Disability Authors: Robert G. McKenzie Tags: PRACTICE Source Type: journals

Reading Progress Monitoring for Secondary-School Students: Reliability, Validity, and Sensitivity to Growth of Reading-Aloud and Maze-Selection MeasuresEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 sign...
Source: Learning Disabilities Research and Practice - August 2, 2009 Category: Disability Authors: Renáta Tichá, Christine A. Espin, Miya Miura Wayman Tags: RESEARCH Source Type: journals

Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning DisabilitiesEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 soc...
Source: Learning Disabilities Research and Practice - August 2, 2009 Category: Disability Authors: Lisa M. W. DaDeppo Tags: RESEARCH Source Type: journals

Editors' IntroductionEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
(Source: Learning Disabilities Research and Practice)
Source: Learning Disabilities Research and Practice - July 31, 2009 Category: Disability Authors: Diane Haager, Christine Espin Tags: Editors' Introduction Source Type: journals

From the EditorEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
(Source: Learning Disabilities Research and Practice)
Source: Learning Disabilities Research and Practice - April 30, 2009 Category: Disability Tags: From the Editor Source Type: journals

Connecting the Dots in a Research Program to Develop, Implement, and Evaluate Strategic Literacy Interventions for Struggling Readers and WritersEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 s...
Source: Learning Disabilities Research and Practice - April 21, 2009 Category: Disability Authors: Carol Sue Englert Tags: RESEARCH Source Type: journals

Reflections on Research on Writing and Technology for Struggling WritersEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 o...
Source: Learning Disabilities Research and Practice - April 21, 2009 Category: Disability Authors: Charles A. MacArthur Tags: RESEARCH Source Type: journals

Adolescents with Learning Disabilities as Writers: Are We Selling Them Short?Email this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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. Mor...
Source: Learning Disabilities Research and Practice - April 21, 2009 Category: Disability Authors: Jean B. Schumaker, Donald D. Deshler Tags: RESEARCH Source Type: journals

Highlights of Programmatic, Interdisciplinary Research on WritingEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 int...
Source: Learning Disabilities Research and Practice - April 21, 2009 Category: Disability Authors: Virginia W. Berninger Tags: RESEARCH Source Type: journals

Almost 30 Years of Writing Research: Making Sense of It All with The Wrath of KhanEmail this article to a colleague. Save this article to My Clippings. Discuss or comment on this article.
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 ...
Source: Learning Disabilities Research and Practice - April 21, 2009 Category: Disability Authors: Steve Graham, Karen R. Harris Tags: RESEARCH Source Type: journals