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

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.

Spelling Instruction for Students with Learning Disabilities: Implications for Research and Practice

10.2307/1511072 ◽

1994 ◽

Vol 17 (3) ◽

pp. 169-185 ◽

Cited By ~ 8

Author(s):

David McNaughton ◽

Charles A. Hughes ◽

Karen Clark

Keyword(s):

Learning Disabilities ◽

Future Research ◽

Limited Information ◽

Research Issues ◽

New Words ◽

Spelling Instruction ◽

Instructional Activities ◽

Students With Ld ◽

The Impact

We reviewed 27 published studies on spelling instruction for students with learning disabilities (LD) and coded them for the following variables: (a) student characteristics, (b) instructional activities, (c) nature of materials to be learned, and (d) criterial tasks (Jenkins, 1979). Most of the studies investigated the impact of instructional activities on the production of targeted spelling items by elementary-grade students with LD. We interpret the results of this review as suggesting that the following activities may enhance learning for some students with LD: (a) limiting the number of new words introduced each day, (b) facilitating student-directed and peer-assisted instruction, (c) directing students to name letters aloud as they are practiced, (d) including instruction in morphemic analysis, (e) providing immediate error imitation and correction, (f) using motivating reinforcers, and (g) providing periodic retesting and review. Only limited information is available on interventions that promote generalization of spelling knowledge to untrained words, use of trained vocabulary in a variety of writing activities, and maintenance of vocabulary across time. We discuss current research issues and future research directions in spelling instruction for students with learning disabilities.

Using a Simultaneous Prompting Procedure to Improve the Quality of the Writing of Three Students with Learning Disabilities

International Education Studies ◽

10.5539/ies.v14n11p81 ◽

2021 ◽

Vol 14 (11) ◽

pp. 81

Author(s):

Kerstin Nobel ◽

Anne Barwasser ◽

Matthias Grünke ◽

Kristie Asaro-Saddler ◽

Bruce Saddler

Keyword(s):

Learning Disabilities ◽

Progress Monitoring ◽

Upper Elementary ◽

Elementary Level ◽

Future Research ◽

Simultaneous Prompting ◽

Baseline Design ◽

The purpose of this experiment was to determine the effects of a simultaneous prompting procedure on the writing performance of three upper-elementary-level students diagnosed with learning disabilities (LD). Interventionists gave task directions followed by model prompts with a 0-s time delay to teach students composition. Non-targeted information related to the writing process was embedded in the form of progress monitoring. A multiple-baseline design across participants (AB) was used to assess the effectiveness of the intervention. Results indicate that the simultaneous prompting procedure positively affected the overall quality of writing of students with LD. Implications for practice and future research are discussed.

Writing Issues in College Students with Learning Disabilities: A Synthesis of the Literature from 1990 to 2000

10.2307/1593683 ◽

2003 ◽

Vol 26 (1) ◽

pp. 29-46 ◽

Cited By ~ 25

Author(s):

Huijun Li ◽

Christine M. Hamel

Keyword(s):

College Students ◽

Learning Disabilities ◽

Assistive Technology ◽

Empirical Studies ◽

Instructional Support ◽

Future Research ◽

Review Of The Literature ◽

Writing Difficulties ◽

This article provides a synthesis of the literature published from 1990 to 2000 on college students with learning disabilities and writing difficulties (LD/WD). Thirty-eight articles met the criteria for describing writing difficulties in this cohort of students. Upon reviewing the articles, four major topics emerged: (a) assistive technology for college students with LD/WD; (b) effectiveness of assistive technology for college students with LD/WD; (c) characteristics and error patterns in the writings of college students with LD/WD; and (d) instructional support and methods. The review of the literature shows that there is an urgent need for empirical studies, especially on instructional methods and strategies. Recommendations for future research are presented.

Technology-Based Practices for Secondary Students with Learning Disabilities

10.2307/1511356 ◽

2002 ◽

Vol 25 (4) ◽

pp. 247-261 ◽

Cited By ~ 31

Author(s):

Paula Maccini ◽

Joseph Calvin Gagnon ◽

Charles A. Hughes

Keyword(s):

Learning Disabilities ◽

General Education ◽

Secondary Students ◽

Future Research ◽

Multimedia Software ◽

Audio Recordings ◽

Test Technology ◽

Students With Ld ◽

Contextualized Learning

The researchers conducted a comprehensive review of the literature on technology-based practices for secondary students identified as having learning disabilities (LD) involving instruction and/or assessment that measured some aspect of performance on a general education task or expectation (i.e., test). Technology-based practices included computer- or video-based interventions, multimedia programs, technology-based assessment, and verbatim audio recordings. Three practices appear promising for educating students with LD: (a) hypertext and hypermedia software programs; (b) videodisc instruction involving contextualized learning; and (c) multimedia software. Educational recommendations and directions for future research are offered based upon results.

A Question of Calibration: A Review of the Self-Efficacy Beliefs of Students with Learning Disabilities

10.2307/1511276 ◽

2002 ◽

Vol 25 (2) ◽

pp. 88-102 ◽

Cited By ~ 75

Author(s):

Rob Klassen

Keyword(s):

Learning Disabilities ◽

Self Efficacy ◽

Research Question ◽

Efficacy Beliefs ◽

The Self ◽

Future Research ◽

Writing Difficulties ◽

Students With Ld ◽

Efficacy Measure

This article reviews the literature on the self-efficacy beliefs of students with learning disabilities (LD). Motivational and metacognitive difficulties of students with LD are briefly discussed, followed by a synopsis of Bandura's self-efficacy theory, with special attention to the issue of calibration. From the literature search, 22 studies met the criteria of (a) using a measure of self-efficacy, and (b) including a sample of students identified as having learning disabilities. The resulting body of literature is summarized and analyzed in terms of the nature of the sample, the performance task or domain, the self-efficacy measure used, the research question and outcomes, and the accuracy of calibration between perceived self-efficacy and task outcome. The results from this review suggest that in specific contexts — in the writing performance of students with specific writing difficulties, in particular — students appear to optimistically miscalibrate their self-efficacy. Methodological problems found in some of the research, such as “conceptual blurring,” are discussed. Finally, implications for practice are considered, and suggestions are made for future research.

The Optimistic Self-Efficacy Beliefs of Studentswith Learning Disabilities

Exceptionality Education International ◽

10.5206/eei.v18i1.7617 ◽

2008 ◽

Vol 18 (1) ◽

Author(s):

Robert M Klassen

Keyword(s):

Learning Disabilities ◽

Academic Performance ◽

Academic Motivation ◽

Academic Optimism ◽

Future Research ◽

Academic Tasks ◽

Poor Academic Performance ◽

Students With Ld ◽

The Face

This article reviews three studies that provide evidence that students with learning disabilities (LD) display optimistic academic self-beliefs, even in the face of relatively poor academic performance. In the fi rst study, a quantitative approach was used to explore the spelling and writing self-effi cacy of 133 adolescents with and without LD. Students with LD over-estimated their performance in spelling and writing. In the second study, a series of interviews with 28 adolescents with LD and 7 specialist LD teachers revealed that the students viewed themselves as low in academic optimism, whereas the teachers viewed the students as overly optimistic about academic tasks. A third study explored the academic motivation and procrastination of 208 undergraduates with and without LD, and found students with LD had moderate levels of optimism about academic tasks, but lower levels of optimism about self-regulatory capabilities. The paper concludes with a presentation of common and emergent themes from the three studies, and offers recommendations for practitioners and avenues for future research.

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.

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.