Document Analysis of State Dyslexia Legislation Suggests Likely Heterogeneous Effects on Student and School Outcomes

2021 ◽  
pp. 073194872199154
Author(s):  
Brian Gearin ◽  
Yaacov Petscher ◽  
Christopher Stanley ◽  
Nancy J. Nelson ◽  
Hank Fien
Keyword(s):  
At Risk ◽  
Reading Disabilities ◽  
Document Analysis ◽  
School Outcomes ◽  
Specific Reading ◽  
Heterogeneous Effects ◽  
K 12

Previous studies of K-12 dyslexia legislation have described broad trends in legislative content, such as the presence or absence of screening and intervention requirements. This study uses document analysis to provide a finer-grained description of the laws to highlight critical variation in policy that will directly affect (a) the number and type of students identified as having or being at risk for specific reading disabilities, including dyslexia, (b) the types of supports they receive, and (c) the implementation of the laws. Results of the study indicate that differences in legislative content across states, and ambiguity within states, may lead to heterogeneous effects on student and school outcomes. Areas needing special analytic attention by researchers and policy implementers are discussed.

School Outcomes of Students with and At Risk for Disabilities in Poverty: An Evaluation of School-Based Interventions in the U.S.

2021 ◽  
Author(s):  
Sunyoung Kim ◽  
Min-Chi Yan ◽  
Jing Wang ◽  
Jenna Lequia
Keyword(s):  
At Risk ◽  
Quality Indicators ◽  
Culturally Responsive ◽  
Single Case ◽  
School Outcomes ◽  
Limited Information ◽  
Single Case Design ◽  
Group Design ◽  
Reading Vocabulary ◽  
School Based

Abstract Poverty as a cultural factor affects students' school success and outcomes. In the current literature review, we aimed at providing a comprehensive analysis of intervention research designed to support school outcomes of students aged 3 to 21 years with disabilities or at risk for developing disabilities in high-poverty contexts. Eighteen studies were included in this review (16 group designs, 1 single case design, and 1 group design with embedded single case), with a total of 1782 student participants. Results indicated that most of the research studies designed for students in poverty focused on their language skills (e.g., reading, vocabulary, literacy) with various interventions. Most of the group design studies met the quality indicators (Gersten et al., 2009) with a low standard, although all single case studies met the quality indicators by higher than 80% (Kratochwill et al., 2013). As for the analysis of cultural responsiveness, we found that most studies provided limited information reflecting culturally responsive research (Trainor & Bal, 2014). Discussion and implication for practice and research are provided.

Does Growth in the Executive System of Working Memory Underlie Growth in Literacy for Bilingual Children With and Without Reading Disabilities?

2015 ◽  
Vol 50 (4) ◽  
pp. 386-407 ◽  
Author(s):  
H. Lee Swanson ◽  
Michael J. Orosco ◽  
Milagros Kudo
Keyword(s):  
At Risk ◽  
Working Memory ◽  
Reading Disabilities ◽  
Fluid Intelligence ◽  
Short Term Memory ◽  
Naming Speed ◽  
Significant Group ◽  
L2 Reading ◽  
Executive System ◽  
Not At Risk

This cohort-sequential study explored the components of working memory (WM) that underlie second language (L2) reading growth in 450 children at risk and not at risk for reading disabilities (RD) whose first language is Spanish. English language learners designated as balanced and nonbalanced bilinguals with and without risk for RD in Grades 1, 2, and 3 at Wave 1 were administered a battery of cognitive (short-term memory, WM, naming speed, and inhibition), vocabulary, and reading measures in Spanish and English. These same measures were administered 1 and 2 years later. Two important findings occurred: First, growth in the WM executive component was significantly related to growth in English word identification and passage comprehension when competing measures (phonological processing, naming speed, inhibition, and fluid intelligence) were entered into the multilevel growth model. Second, children defined as at risk for RD in Wave 1 had lower intercepts than children not at risk at Wave 3 across several measures of cognition, language, and achievement. However, except on measures of the executive component of WM, no significant group differences in linear growth emerged. These findings suggest that growth in L2 reading was tied to growth in the executive system of WM.

scholarly journals Introduction to Special Topic: Serving Children With Disabilities Within Multitiered Systems of Support

AERA Open ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 233285841985379
Author(s):  
Brett Miller ◽  
Katherine Taylor ◽  
Ruth E. Ryder
Keyword(s):  
At Risk ◽  
Early Intervention ◽  
Special Topic ◽  
School Outcomes ◽  
Education For All ◽  
Learning Needs ◽  
Social Emotional ◽  
Handicapped Children ◽  
Substantial Progress ◽  
Systems Of Support

Since the conception of the Education for All Handicapped Children Act in 1975, there has been substantial progress regarding the education of learners with disabilities. Nevertheless, significant challenges remain for addressing the diverse needs of these learners and improving in- and out-of-school outcomes. This special topic focuses on an approach that holds promise for the delivery of interventions that are aligned to learners’ social, emotional, behavioral, and learning needs—multitiered systems of support (MTSS). The four articles that comprise the special topic highlight the need for actionable information for schools implementing MTSS, early intervention for children with or at risk for disabilities, and an enhanced focus on intensive interventions. This introduction to the special topic provides information on the meeting that motivated the special topic, a summary of each of the four articles, and paths forward for early and sustained intervention for learners with or at risk for disabilities.

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