Science Writing Intervention Research for Students With and At Risk for Learning Disabilities, and English Learners: A Systematic Review

Students With Ld ◽

Writing In Science

Writing in science can be challenging for all learners, and it is especially so for students with cognitive or language-based learning difficulties. Yet, we know very little about how to support students with learning disabilities (LD) or who are English learners (EL) when asked to write for authentic purposes during science instruction. Therefore, we conducted a systematic review of 14 high-quality studies to identify effective writing instruction elements for students with LD, those who are EL, and for at-risk learners more generally. We analyzed the studies according to purpose, participants, dependent variables, and interventions. Then, we categorized instructional elements into two broad types of support: (a) cognitive skills and processes, and (b) linguistic skills and processes. Quantitative analyses showed students (regardless of disability or language status) who received structured cognitive instruction on text features demonstrated substantial growth in writing. Conversely, although language in science differs from everyday language, it is absent from this literature. Thus, our findings provide insights into necessary cognitive and linguistic supports for these students, and implications for designing effective writing instruction.

Writing and Writing Difficulties From Primary Grades to College

Learning Disability Quarterly ◽

10.1177/0731948715592154 ◽

2015 ◽

Vol 39 (1) ◽

pp. 3-4 ◽

Cited By ~ 3

Author(s):

Steve Graham ◽

Tracey E. Hall

Keyword(s):

At Risk ◽

Learning Disabilities ◽

Elementary School ◽

Writing Process ◽

Evidence Based ◽

Writing Difficulties ◽

Evidence Based Practices ◽

Considerable Difficulty ◽

In today’s world, writing is an essential skill. At school, writing is often used to gauge students’ understanding of content material as well as to promote the learning of it. Students with learning disabilities (LD) and those at risk for writing difficulties experience considerable difficulty with almost every aspect of writing. The field of LD is developing a reasonable foundation of knowledge about what and how students with LD and those at risk for LD write. The articles in this series contribute to our growing knowledge of how students with LD struggle with the writing process and can benefit from evidence-based practices, beginning in elementary school and continuing into college. The purpose of this article is to introduce the special series on writing and writing difficulties. Three of the articles are included in this issue, and the two remaining articles will appear in the next issue. This introduction provides readers with the rationale for the series, the purpose of each article, and a brief overview of each contribution.

Implementing Asynchronous Instructional Materials for Students With Learning Disabilities

10.1177/10534512211001847 ◽

2021 ◽

pp. 105345122110018

Author(s):

Matthew L. Love ◽

Kathy B. Ewoldt

Keyword(s):

Learning Disabilities ◽

Instructional Materials ◽

Academic Standards ◽

Asynchronous Learning ◽

Student Needs ◽

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

10.1177/1053451219881749 ◽

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 ◽

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.

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

Canadian Journal of School Psychology ◽

10.1177/0829573521998954 ◽

2021 ◽

pp. 082957352199895

Author(s):

Lauren D. Goegan ◽

Gabrielle N. Pelletier ◽

Lia M. Daniels

Keyword(s):

Learning Disabilities ◽

Pilot Study ◽

Growth Mindset ◽

Future Research ◽

Fixed Mindset ◽

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

10.1177/10534512211047580 ◽

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 ◽

Word Problem Solving ◽

Model Based ◽

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.

Using a Digital Pen to Support Secondary Students With Learning Disabilities

10.1177/1053451217692567 ◽

2017 ◽

Vol 53 (1) ◽

pp. 36-43 ◽

Cited By ~ 4

Author(s):

Min Wook Ok ◽

Kavita Rao

Keyword(s):

Learning Disabilities ◽

Secondary Students ◽

Skill Acquisition ◽

Note Taking ◽

Instructional Technologies ◽

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.

Prospective memory in students with learning disabilities

Specijalna edukacija i rehabilitacija ◽

10.5937/specedreh20-30133 ◽

2021 ◽

Vol 20 (3) ◽

pp. 161-169

Author(s):

Razaan Alotaibi ◽

Kowthar Ali

Keyword(s):

Middle School ◽

Learning Disabilities ◽

Prospective Memory ◽

Retrospective Memory ◽

The Past ◽

Study Results ◽

The Future ◽

Students With Ld ◽

Memory Questionnaire

Introduction. The importance of memory is not restricted to remembering the knowledge and experiences of the past retrospective memory (RM), but also to remember what an individual must accomplish in the future prospective memory (PM). Objectives. The aim of this study was to identify RM and PM levels in students with learning disabilities (LD) according to some variables (gender, grade) and to identify the differences between the two types of memories. Methods. The study followed the comparative descriptive statistics. The study sample consisted of 37 male and female students with LD in middle school. The Prospective and Retrospective Memory Questionnaire (PRMQ) was used in this study. Results. The results include the following: a statistically significant decrease from the average in PM and RM levels in students with LD, the existence of statistically significant differences between PM and RM in students with LD for the RM, the presence of statistically significant differences in the PM and RM according to the gender variable for females, and the presence of statistically significant differences in PM and RM according to the grade variable for the third grade of middle school. Conclusion. Students with LD may suffer from a decrease in their capacity to remember in the future, which causes many difficulties in daily life. We guide teachers to use external AIDS for students with LD (such as writing notes) to help students remember performing their tasks.

Does Place Really Matter to Students with Learning Disabilities? A Study of Three University Campuses

Open House International ◽

10.1108/ohi-01-2009-b0009 ◽

2009 ◽

Vol 34 (1) ◽

pp. 75-81

Author(s):

Susan Whitmer

Keyword(s):

Learning Disabilities ◽

Academic Success ◽

Physical Environment ◽

The United States ◽

University Campuses ◽

Post Secondary ◽

Space Design ◽

Education Environment ◽

Key drivers that influence space design in today's higher education environment are technology, changing demographics, increased focus on student engagement, and carbon footprint. Just as important, but not typically on the list, is the growing population of students with Learning Disabilities (LD) for which the physical environment plays an increasingly important role in successful learning outcomes. The research goal was to examine the role of “place” as a component of academic success for those students with LD. Methodology included both literature review and the development of a case study analysis of three post-secondary institutions in the United States. The universities were chosen based on the size of the university, the campus setting, and the mission of the Disabilities Services team. The conclusion of the research surfaced three specific components of the physical environment that hold an increased value for a student with LD. These components are wayfinding, formal learning spaces, and disability services spaces. The key to integrating a sense of place with the needs of students with LD is moving beyond meeting the minimum standards of the legal mandates and bridging the principles of universal design to the built environment.

Effective Instructional Design and Delivery for Teaching Task-Specific Learning Strategies to Students with Learning Disabilities

Focus on Exceptional Children ◽

10.17161/foec.v44i2.6689 ◽

2011 ◽

Vol 44 (2) ◽

Cited By ~ 7

Author(s):

Charles A. Hughes

Keyword(s):

Learning Disabilities ◽

Instructional Design ◽

Learning Strategies ◽

Teaching Skills ◽

General Description ◽

Teaching Methodologies ◽

Explicit Teaching ◽

Students With Ld ◽

Specific Learning

This article proposes that how learning strategies are taught to students with learning disabilities (LD) is as important as the strategies themselves. Moreover, the preponderance of existing research supports an explicit approach for designing and delivering lessons for teaching students with LD to learn and use task-specific learning strategies. To frame this discussion, the article presents a general description of task-specific learning strategies as well as an explanation as to why many students with LD need instruction in this area. Next, it offers the design and content features of task-specific strategies found in existing strategy curricula, followed by a brief summary of the research on effective elements of instruction for teaching skills and strategies to students with LD. The remainder of.the article focuses on how to teach task-specific learning strategies in ways that incorporate identified effective and explicit teaching methodologies that address a number of learning characteristics associated with learning disabilities.

Sentence-Level Gist: Literacy Instruction for Students With Learning Disabilities in Co-Taught Classrooms

10.1177/1053451220944378 ◽

2020 ◽

pp. 105345122094437

Author(s):

Marney S. Pollack ◽

Alexandra Shelton ◽

Erin Clancy ◽

Christopher J. Lemons

Keyword(s):

At Risk ◽

Learning Disabilities ◽

Reading Comprehension ◽

Literacy Instruction ◽

Main Idea ◽

Sentence Level ◽

The Subject ◽

Identification Strategy ◽

Main Idea Identification

Several strategies that demonstrate promise are available for educators to improve reading comprehension outcomes for students. However, some students, including students with and at risk for learning disabilities, require more intensive supports to develop proficiency in reading comprehension. To support these students, teachers must intensify instruction. This article describes an intensive main idea identification strategy, sentence-level gist, for teachers to use with students with persistent reading comprehension difficulties in the co-taught classroom. The sentence-level gist strategy requires students to determine the subject and important words in each sentence and then synthesize this information to write a main idea statement for a section of a text.