Learning Disabilities Research & Practice

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The Common Core State Standards and Reading: Interpretations and Implications for Elementary Students with Learning Disabilities

Diane Haager, Sharon Vaughn

Learning Disabilities Research & Practice > 28 > 1 > 5 - 16

The K‐5 reading standards within the English Language Arts Common Core State Standards provide guidance to teachers about grade level expectations for students. Though the authors of the standards acknowledge that some students may experience difficulty reaching the rigorous expectations, they explain that the standards outline a pathway to proficiency for all students, including those who struggle...

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Common Core State Standards and Students with Learning Disabilities: Introduction to the Special Issue

Diane Haager, Sharon Vaughn

Learning Disabilities Research & Practice > 28 > 1 > 1 - 4

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Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties

Sarah R. Powell, Lynn S. Fuchs, Doug Fuchs

Learning Disabilities Research & Practice > 28 > 1 > 38 - 48

The Common Core State Standards provide teachers with a framework of necessary mathematics skills across grades K‐12, which vary considerably from previous mathematics standards. In this article, we discuss concerns about the implications of the Common Core for students with mathematics difficulties (MD), given that students with MD, by definition, struggle with mathematical skills. We suggest that...

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Common Core State Standards, Writing, and Students with LD: Recommendations

Steve Graham, Karen R. Harris

Learning Disabilities Research & Practice > 28 > 1 > 28 - 37

This article examines the Common Core State Standards as they apply to writing and students with learning disabilities (LD). We first consider why the implementation of these standards is advantageous to writing instruction for students with LD as well as the challenges in implementing them. Next, we make the following four recommendations in terms of their implementation: (1) increase general and...

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Literacy Challenges and Opportunities for Students with Learning Disabilities in Social Studies and History

Janis A. Bulgren, Patricia Sampson Graner, Donald D. Deshler

Learning Disabilities Research & Practice > 28 > 1 > 17 - 27

The Common Core State Standards for literacy in history and social studies present opportunities and challenges for teachers of and adolescents with learning disabilities (LD). In addition to reading challenges, students must engage in higher order thinking and reasoning. To provide opportunities for students to successfully respond to such challenges, teachers must have an understanding of the expectations...

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Common Core Science Standards: Implications for Students with Learning Disabilities

Thomas E. Scruggs, Frederick J. Brigham, Margo A. Mastropieri

Learning Disabilities Research & Practice > 28 > 1 > 49 - 57

The Common Core Science Standards represent a new effort to increase science learning for all students. These standards include a focus on English and language arts aspects of science learning, and three dimensions of science standards, including practices of science, crosscutting concepts of science, and disciplinary core ideas in the various subject areas. Many of these issues bring important implications...

article

Relation and Interactions Among Reading Fluency and Competence for Adult Education Learners

Daryl F. Mellard, Emily E. Fall, Kari L. Woods

Learning Disabilities Research & Practice > 28 > 2 > 70 - 80

Statistical analyses of data from an academically diverse sample of 276 adult basic and secondary education learners extends understanding of the relation of and interactions between oral reading fluency and reading competence indices. Significant interactions between total word rate and word error rate that differed in relation to two measures of reading competence suggest that adult literacy instructors...

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Editor Note

Learning Disabilities Research & Practice > 28 > 2 > 59 - 59

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Ten Years of Research: A Systematic Review of Three Refereed LD Journals

Laura McFarland, Jacob Williams, Jeremy Miciak

Learning Disabilities Research & Practice > 28 > 2 > 60 - 69

Content analyses of journals in the field of LD provide a means of surveying research and publication trends, the knowledge of which may inform policy and practice related to future research agendas. As the first decade of the current millennium was particularly contentious for the field of LD, we felt that a content review would be timely. In this paper, the content of three refereed LD journals—...

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The Effect of a Noise Reducing Test Accommodation on Elementary Students with Learning Disabilities

Gregory W. Smith, Paul J. Riccomini

Learning Disabilities Research & Practice > 28 > 2 > 89 - 95

Researchers in the fields of cognitive psychology and education have been studying the negative effects of noise on human performance for almost a century. A new empirical study that builds upon past relevant research on (1) test accommodations and (2) auditory distraction and academic performance was conducted with elementary age students. Reading comprehension tasks were completed by students with...

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Training for Generalization and Maintenance in RtI Implementation: Front‐Loading for Sustainability

Matthew K. Burns, Andrea M. Egan, Amy K. Kunkel, Jennifer McComas, more

Learning Disabilities Research & Practice > 28 > 2 > 81 - 88

Response to Intervention (RtI) is being implemented as a new initiative in PK‐12 schools with increasing frequency. However, the model must be sustained at the school level, which is potentially difficult due to a number of challenges brought about by systems change. This article applied the Stokes and Baer (1977) framework for programming for generalization and maintenance of behavior change to suggest...

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The Effects of Video Self‐Modeling on the Decoding Skills of Children at Risk for Reading Disabilities

Sandra M. Ayala, Rollanda O'Connor

Learning Disabilities Research & Practice > 28 > 3 > 142 - 154

Ten first grade students who had responded poorly to a Tier 2 reading intervention in a response to intervention (RTI) model received an intervention of video self‐modeling to improve decoding skills and sight word recognition. Students were video recorded blending and segmenting decodable words and reading sight words. Videos were edited and viewed a minimum of four times per week. Data were collected...

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Accurately Predicting Future Reading Difficulty for Bilingual Latino Children at Risk for Language Impairment

Douglas B. Petersen, Ronald B. Gillam

Learning Disabilities Research & Practice > 28 > 3 > 113 - 128

Sixty‐three bilingual Latino children who were at risk for language impairment were administered reading‐related measures in English and Spanish (letter identification, phonological awareness, rapid automatized naming, and sentence repetition) and descriptive measures including English language proficiency (ELP), language ability (LA), socioeconomic status, and preschool attendance at kindergarten...

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Erratum

Learning Disabilities Research & Practice > 28 > 3 > 97 - 97

article

Editorial

Learning Disabilities Research & Practice > 28 > 3 > 97 - 97

article

Special Education in a 4‐Year Response to Intervention (RtI) Environment: Characteristics of Students with Learning Disability and Grade of Identification

Rollanda E. O'Connor, Kathleen M. Bocian, Kristen D. Beach, Victoria Sanchez, more

Learning Disabilities Research & Practice > 28 > 3 > 98 - 112

This 4‐year longitudinal research was designed to study special education determinations of students who participated in Tier 2 intervention in a Response to Intervention (RtI) model focused on reading across Grades 1–4. We compared identification rates for learning disabilities (LD) and student characteristics of 381 students the year prior to implementation with 377 students in the RtI environment...

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Revising Strategy Instruction in Inclusive Settings: Effects for English Learners and Novice Writers

Susan Paz, Cindy K. Sherman

Learning Disabilities Research & Practice > 28 > 3 > 129 - 141

Twenty‐three students with varying academic and linguistic profiles were taught a strategy for revising expository essays, using the Self‐Regulated Strategy Development model for instruction. Students learned basic revising tactics and to consider text structure as they managed decisions on how to improve their essays. Instructional effects were assessed using a multiple baseline with multiple probes...

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The Use and Effectiveness of a Question Exploration Routine in Secondary‐Level English Language Arts Classrooms

Janis A. Bulgren, Janet G. Marquis, Donald D. Deshler, B. Keith Lenz, more

Learning Disabilities Research & Practice > 28 > 4 > 156 - 169

This purpose of the study was to determine the effects of teachers using the Question Exploration Routine (QER) in regularly scheduled secondary‐level English Language Arts classes to help students answer questions about the development and use of main ideas in Shakespeare's Romeo and Juliet. Questions were posed in both multiple‐choice and written formats. On average, students representing diverse...

article

Editorial

Learning Disabilities Research & Practice > 28 > 4 > 155 - 155

article

Effects of Cognitive Strategy Interventions and Cognitive Moderators on Word Problem Solving in Children at Risk for Problem Solving Difficulties

H. Lee Swanson, Cathy Lussier, Michael Orosco

Learning Disabilities Research & Practice > 28 > 4 > 170 - 183

This study investigated the role of strategy instruction and cognitive abilities on word problem solving accuracy in children with math difficulties (MD). Elementary school children (N = 120) with and without MD were randomly assigned to 1 of 4 conditions: general‐heuristic (e.g., underline question sentence), visual‐schematic presentation (diagrams), general‐heuristic + visual‐schematic, and an untreated...

INFONA - science communication portal

Learning Disabilities Research & Practice

The Common Core State Standards and Reading: Interpretations and Implications for Elementary Students with Learning Disabilities

Common Core State Standards and Students with Learning Disabilities: Introduction to the Special Issue

Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties

Common Core State Standards, Writing, and Students with LD: Recommendations

Literacy Challenges and Opportunities for Students with Learning Disabilities in Social Studies and History

Common Core Science Standards: Implications for Students with Learning Disabilities

Relation and Interactions Among Reading Fluency and Competence for Adult Education Learners

Editor Note

Ten Years of Research: A Systematic Review of Three Refereed LD Journals

The Effect of a Noise Reducing Test Accommodation on Elementary Students with Learning Disabilities

Training for Generalization and Maintenance in RtI Implementation: Front‐Loading for Sustainability

The Effects of Video Self‐Modeling on the Decoding Skills of Children at Risk for Reading Disabilities

Accurately Predicting Future Reading Difficulty for Bilingual Latino Children at Risk for Language Impairment

Erratum

Editorial

Special Education in a 4‐Year Response to Intervention (RtI) Environment: Characteristics of Students with Learning Disability and Grade of Identification

Revising Strategy Instruction in Inclusive Settings: Effects for English Learners and Novice Writers

The Use and Effectiveness of a Question Exploration Routine in Secondary‐Level English Language Arts Classrooms

Editorial

Effects of Cognitive Strategy Interventions and Cognitive Moderators on Word Problem Solving in Children at Risk for Problem Solving Difficulties

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