Learning Disabilities and Anxiety: A Meta-Analysis

2010 ◽  
Vol 44 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Jason M. Nelson ◽  
Hannah Harwood
Keyword(s):  
Learning Disabilities ◽  
Meta Analysis ◽  
Statistical Significance ◽  
Empirical Literature ◽  
Inclusion Criteria ◽  
Students With Learning Disabilities ◽  
Moderator Effects ◽  
Students With Ld ◽  
Substantial Heterogeneity ◽  
Clinic Hospital

This article presents the results of a meta-analysis of the empirical literature on anxious symptomatology among school-aged students with learning disabilities (LD) in comparison to their non-LD peers. Fifty-eight studies met inclusion criteria. Results indicate that students with LD had higher mean scores on measures of anxiety than did non-LD students. The overall effect size was statistically significant and medium in magnitude ( d = .61) although substantial heterogeneity of results was found. Moderator effects were examined for informant type, gender, grade, publication status, and identification source. Informant type (i.e., self-, parent, or teacher report) explained a significant amount of variability in the sample of studies, and identification source (i.e., school identified or special school and clinic/hospital identified) approached statistical significance. Implications for assessment and intervention are discussed.

Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties

2020 ◽  
pp. 073194872093285
Author(s):  
Gena Nelson ◽  
Jessica H. Hunt ◽  
Kristi Martin ◽  
Blain Patterson ◽  
Andy Khounmeuang
Keyword(s):  
Learning Disabilities ◽  
Current Knowledge ◽  
Proportional Reasoning ◽  
Inclusion Criteria ◽  
Students With Learning Disabilities ◽  
High Quality ◽  
Future Directions ◽  
Mathematics Difficulties ◽  
Students With Ld ◽  
And Mathematics

The purpose of this systematic review was to examine the effectiveness of proportional reasoning interventions for students with learning disabilities (LD) or mathematics difficulty (MD). We evaluated fifth to ninth grade interventions on proportional reasoning content, instructional features, and disability and difficulty identification. The nine studies met inclusion criteria yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau- U = 0.88 to 1.00. Two of the nine studies were deemed high quality and very few studies included participants with LD. Although most studies identified the concepts addressed in the interventions, authors rarely provided in-depth descriptions of how the concept was taught. The results suggest that proportional reasoning interventions for students with LD and MD is under investigated. We posit that intervention research in proportional reasoning can and should be expanded upon and offer suggestions in terms of how researchers can continue to develop the knowledge base.

Writing Characteristics of Students With Learning Disabilities and Typically Achieving Peers

2016 ◽  
Vol 83 (2) ◽  
pp. 199-218 ◽  
Author(s):  
Steve Graham ◽  
Alyson A. Collins ◽  
Hope Rigby-Wills
Keyword(s):  
Learning Disabilities ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Students With Learning Disabilities ◽  
Writing Quality ◽  
Research And Practice ◽  
Students With Ld ◽  
Weighted Effect ◽  
Typically Achieving ◽  
Calculated Average

There is a general consensus that writing is a challenging task for students with learning disabilities (LD). To identify more precisely the extent and depth of the challenges that these students experience with writing, the authors conducted a meta-analysis comparing the writing performance of students with LD to their typically achieving peers. From 53 studies that yielded 138 effect sizes, the authors calculated average weighted effect sizes, showing that students with LD obtained lower scores than their peers on the following writing outcomes: writing quality (–1.06); organization (–1.04); vocabulary (–0.89); sentence fluency (–0.81); conventions of spelling, grammar, and handwriting (–1.14); genre elements (–0.82); output (–0.87); and motivation (–0.42). Implications for research and practice are provided based on these findings.

scholarly journals Association between Oral Hygiene and Metabolic Syndrome: A Systematic Review and Meta-Analysis

2021 ◽  
Vol 10 (13) ◽  
pp. 2873
Author(s):  
Cornelia Melinda Adi Santoso ◽  
Fera Ketti ◽  
Taufan Bramantoro ◽  
Judit Zsuga ◽  
Attila Nagy
Keyword(s):  
Systematic Review ◽  
Metabolic Syndrome ◽  
Oral Hygiene ◽  
Reference Lists ◽  
Meta Analysis ◽  
Tooth Brushing ◽  
Inclusion Criteria ◽  
Poor Oral Hygiene ◽  
Dental Visits ◽  
Substantial Heterogeneity

Emerging evidence has linked poor oral hygiene to metabolic syndrome (MetS), but previously, no summary of evidence has been conducted on the topic. This systematic review and meta-analysis aims to evaluate the associations of oral hygiene status and care with MetS. A systematic search of the PubMed and Web of Science databases from inception to March 17, 2021, and examination of reference lists was conducted to identify eligible observational studies. A random-effects model was applied to pool the effects of oral hygiene status and care on MetS. Thirteen studies met the inclusion criteria and had sufficient methodological quality. Good oral hygiene status (OR = 0.30 (0.13–0.66); I2 = 91%), frequent tooth brushing (OR = 0.68 (0.58–0.80); I2 = 89%), and frequent interdental cleaning (OR = 0.89 (0.81–0.99); I2 = 27%) were associated with a lower risk of MetS. Only one study examined the association between dental visits and MetS (OR = 1.10 (0.77–1.55)). Our findings suggested that there might be inverse associations of oral hygiene status, tooth-brushing frequency, and interdental cleaning with MetS. However, substantial heterogeneity for tooth-brushing frequency and inconsistent results for oral hygiene status in subgroup analyses were observed. There was insufficient evidence for the association between dental visits and MetS. Further longitudinal studies are needed to investigate these associations.

Implementing Asynchronous Instructional Materials for Students With Learning Disabilities

2021 ◽  
pp. 105345122110018
Author(s):  
Matthew L. Love ◽  
Kathy B. Ewoldt
Keyword(s):  
Learning Disabilities ◽  
Instructional Materials ◽  
Academic Standards ◽  
Asynchronous Learning ◽  
Student Needs ◽  
Students With Learning Disabilities ◽  
Learning Materials ◽  
Instructional Environments ◽  
Students With Ld ◽  
K 12

Online learning continues to be an increasingly popular option in K–12 and postsecondary settings As this trend continues, it is important that the developers of online instructional environments and materials proactively consider the needs of all students. This includes determining how special education and specially designed instruction can be provided in online environments. For students with learning disabilities (LD), a systematic process for determining whether available learning materials address academic standards and specific student needs is key. To support practitioner lesson planning, this column provides guidance for aligning asynchronous learning materials to academic standards and the needs of students with LD. Guidance for supplementing and augmenting available materials is also provided.

Using Graphic Novels to Engage Students With Learning Disabilities During Fluency Instruction

2019 ◽  
Vol 55 (5) ◽  
pp. 278-285
Author(s):  
Nicole S. Fenty ◽  
Melissa Brydon
Keyword(s):  
Learning Disabilities ◽  
Reading Fluency ◽  
Oral Reading ◽  
Graphic Novels ◽  
Reading Program ◽  
Reading Engagement ◽  
Students With Learning Disabilities ◽  
Fluency Instruction ◽  
Students With Ld ◽  
Good Reading

Strong oral reading fluency skills are an important indication of good reading. In addition, reading engagement is often correlated with reading success. Unfortunately, students with learning disabilities (LD) often struggle to read fluently and engage with text. Incorporating graphic novels as part of a comprehensive reading program may help support student engagement with text during reading fluency instruction. This article outlines how teachers can use graphic novels as part of a comprehensive reading program to help engage students with LD in reading during fluency instruction. A brief summary of the literature surrounding comprehensive fluency instruction and the use of graphic novels is provided. In addition, a scenario is provided to illustrate guidelines for fluency planning and instruction using graphic novels. Finally, conclusions are summarized.

scholarly journals I Just Have to Try Harder: Examining the Mindsets of Students with LD

2021 ◽  
pp. 082957352199895
Author(s):  
Lauren D. Goegan ◽  
Gabrielle N. Pelletier ◽  
Lia M. Daniels
Keyword(s):  
Learning Disabilities ◽  
Pilot Study ◽  
Growth Mindset ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Fixed Mindset ◽  
Students With Ld

Growth and fixed mindset messaging is gaining popularity. In our pilot study, we examine the mindsets of students with learning disabilities (LD) to determine how their self-beliefs relate to this messaging. Our results demonstrate that students with LD endorse growth mindsets more than fixed mindsets which is consistent with their peers without LD. Moreover, in their comments about being a student with LD, participants highlight important components of growth mindset messaging. However, some comments may reflect a false-growth mindset wherein students are only focused on effort and not the additional resources required for growth. We provide directions for future research.

Intensive Word Problem Solving for Students With Learning Disabilities in Mathematics

2021 ◽  
pp. 105345122110475
Author(s):  
Bradley Witzel ◽  
Jonté A. Myers ◽  
Yan Ping Xin
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Mathematics Performance ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Model Based ◽  
Students With Ld

State exams frequently use word problems to measure mathematics performance making difficulties with word problem solving a barrier for many students with learning disabilities (LD) in mathematics. Based on meta-analytic data from students with LD, five empirically validated word-problem strategies are presented with components of model-based problem solving (MBPS) highlighted.

Science Instruction for Students with Learning Disabilities: A Meta-Analysis

2011 ◽  
Vol 26 (4) ◽  
pp. 188-203 ◽  
Author(s):  
William J. Therrien ◽  
Jonte C. Taylor ◽  
John L. Hosp ◽  
Erica R. Kaldenberg ◽  
Jay Gorsh
Keyword(s):  
Learning Disabilities ◽  
Meta Analysis ◽  
Science Instruction ◽  
Students With Learning Disabilities

Second-hand smoke and the risk of tuberculosis: a systematic review and a meta-analysis

2015 ◽  
Vol 143 (15) ◽  
pp. 3158-3172 ◽  
Author(s):  
O. F. DOGAR ◽  
N. PILLAI ◽  
N. SAFDAR ◽  
S. K. SHAH ◽  
R. ZAHID ◽  
...  
Keyword(s):  
Meta Analysis ◽  
Statistical Significance ◽  
Epidemiological Studies ◽  
Second Hand Smoke ◽  
Significant Heterogeneity ◽  
Inclusion Criteria ◽  
Tb Treatment ◽  
Marked Variability ◽  
Shs Exposure ◽  
Study Designs

SUMMARYThere is limited evidence and lack of consensus whether second-hand smoke (SHS) increases risk of tuberculosis (TB), which has substantial implications for unrestricted smoking indoors and TB control policies. We aimed to establish the association between SHS and the risk of acquiring and worsening of TB in non-smokers. We identified 428 articles in the initial search and 12 comparative epidemiological studies met our inclusion criteria. Exposure to SHS was found to have a higher risk of TB infection [risk ratio (RR) 1·19, 95% confidence interval (CI) 0·90–1·57] compared to non-exposure; however, this did not reach statistical significance. There was marked variability (I2 = 74%, P = 0·0008) between studies’ results, which could be explained by the differences in the diagnostic criteria used. Exposure to SHS was found to be statistically significantly associated (RR 1·59, 95% CI 1·11–2·27) with the risk of TB disease. There was significant heterogeneity (I2 = 77%, P = 0·0006) between studies’ results, which was sourced to the internal characteristics of the studies rather than combining different study designs. We did not find any studies for SHS and TB treatment-related outcomes. Thus, we conclude that SHS exposure may increase the risk of acquiring TB infection and progression to TB disease; however, the evidence remains scanty and weak.

Using a Digital Pen to Support Secondary Students With Learning Disabilities

2017 ◽  
Vol 53 (1) ◽  
pp. 36-43 ◽  
Author(s):  
Min Wook Ok ◽  
Kavita Rao
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Skill Acquisition ◽  
Note Taking ◽  
Instructional Technologies ◽  
Students With Learning Disabilities ◽  
Teachers And Students ◽  
Students With Ld ◽  
Assessment And Testing ◽  
Content Review

Secondary students with learning disabilities (LD) can benefit from using assistive and instructional technologies to support content and skill acquisition. Digital pens have features that can be beneficial for students who struggle with comprehension, note taking, and organization. Livescribe pens, in particular, provide a variety features that teachers and students can use as a support for note taking, content review and test preparation, formative assessment, and testing accommodations and as a math calculator for secondary students with LD. This article describes several ways that teachers can integrate digital pens to support secondary students with LD and discusses potential benefits and challenges regarding the use of these pens.

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