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

2003 ◽  
Vol 26 (1) ◽  
pp. 29-46 ◽  
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 ◽  
Students With Learning Disabilities ◽  
Writing Difficulties ◽  
Students With Ld

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.

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

2002 ◽  
Vol 25 (2) ◽  
pp. 88-102 ◽  
Author(s):  
Rob Klassen
Keyword(s):  
Learning Disabilities ◽  
Self Efficacy ◽  
Research Question ◽  
Efficacy Beliefs ◽  
The Self ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
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.

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.

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

1994 ◽  
Vol 17 (3) ◽  
pp. 169-185 ◽  
Author(s):  
David McNaughton ◽  
Charles A. Hughes ◽  
Karen Clark
Keyword(s):  
Learning Disabilities ◽  
Future Research ◽  
Limited Information ◽  
Students With Learning Disabilities ◽  
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.

Writing and Writing Difficulties From Primary Grades to College

2015 ◽  
Vol 39 (1) ◽  
pp. 3-4 ◽  
Author(s):  
Steve Graham ◽  
Tracey E. Hall
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Elementary School ◽  
Writing Process ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Writing Difficulties ◽  
Evidence Based Practices ◽  
Considerable Difficulty ◽  
Students With Ld

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.

scholarly journals Children's Voices: Perspectives on Using Assistive Technology

2016 ◽  
Vol 26 (1) ◽  
Author(s):  
Robin E. Schock ◽  
Elizabeth A Lee
Keyword(s):  
Learning Disabilities ◽  
Qualitative Study ◽  
Assistive Technology ◽  
Thematic Analysis ◽  
Elementary School Children ◽  
Students With Learning Disabilities ◽  
Self Perceptions ◽  
Students With Ld ◽  
Children’S Voices ◽  
Technology In Schools

Rarely are the views of children with learning disabilities elicited. In this study, we used focus groups involving eight students with learning disabilities to explore their self-perceptions as learners and writers using assistive technology (AT). Three groups of two to three Grade 4–8 students and their parents participated in the qualitative study. Both student and parent responses provided data for thematic analysis that resulted in three themes: (a) changes in students’ self-perceptions as learners; (b) student and parental self-reported benefits of using assistive technology; and (c) inconsistencies in approaches to using assistive technology in schools. The implications for education are greater attention to the views of elementary school children; greater focus on the use of AT in the classroom; and greater AT training for teachers in order to better support the use of AT by students with LD.

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

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 ◽  
Students With Learning Disabilities ◽  
Simultaneous Prompting ◽  
Baseline Design ◽  
Students With Ld

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.

Teachers of Students With Learning Disabilities: Assistive Technology Knowledge, Perceptions, Interests, and Barriers

2019 ◽  
Vol 35 (4) ◽  
pp. 236-248
Author(s):  
Comfort Atanga ◽  
Beth A. Jones ◽  
Lacy E. Krueger ◽  
Shulan Lu
Keyword(s):  
Learning Disabilities ◽  
Assistive Technology ◽  
College Courses ◽  
Students With Learning Disabilities ◽  
Course Work ◽  
College Course ◽  
Students With Ld ◽  
Workplace Preparation ◽  
Common Barriers ◽  
Elementary And Middle School

Assistive technology (AT) helps bridge the gap between students with learning disabilities (LD) and their peers without LD. However, this implies a need for teachers to become well-trained and proficient in the use of AT. There are established AT competencies for educators, and AT services professionals must be knowledgeable about AT to select and recommend specific technology to individual education program teams. Professionals should also be well-versed with AT to be able to train students in its use. There is a significant need for research on teachers’ knowledge and perceptions of AT (i.e., interest in using it and barriers to incorporating it) as well as the best ways to provide AT training. To investigate these areas, a survey was administered to teachers of students with LD at the elementary and middle school levels. Our results indicated that completing an AT course in college along with self-reported AT proficiency in iPad reading apps were associated with higher ratings of AT knowledge. Additionally, higher AT proficiency ratings and completing AT college course work were associated with perceptions of college preparation of AT, but these factors did not predict perceptions of workplace preparation. Teachers were clearly interested in utilizing AT but felt their college did not adequately prepare them in AT, and funding issues were the most common barriers to implementing AT. Our findings suggest a need for an emphasis on AT training in college courses.

Examining Motivational Game Features for Students With Learning Disabilities or Attention Disorders

2022 ◽  
pp. 705-732
Author(s):  
Corey D. C. Heath ◽  
Troy McDaniel ◽  
Sethuraman Panchanathan
Keyword(s):  
Learning Disabilities ◽  
Empirical Studies ◽  
Learning Goals ◽  
Computer Assisted ◽  
Alternative Instruction ◽  
Students With Learning Disabilities ◽  
Attention Disorders ◽  
Game Features ◽  
Students With Ld ◽  
Students Success

Students with learning disabilities (LD) or attention disorders (AD) often require supplementary or alternative instruction to achieve their learning goals. Computer-assisted intervention (CAI) has been explored as a promising method for fostering students' success by providing an engaging learning environment. The following chapter examines publications employing empirical studies of computerized games designed for students with LD or AD conducted between 2006-2016. The goal of this chapter is to give a brief overview and critique of the current research on incorporating computerized games into modern education for students with LD or AD, and to identify the key game features that successfully motivate and engage students.

Technology-Based Practices for Secondary Students with Learning Disabilities

2002 ◽  
Vol 25 (4) ◽  
pp. 247-261 ◽  
Author(s):  
Paula Maccini ◽  
Joseph Calvin Gagnon ◽  
Charles A. Hughes
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Secondary Students ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
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.

Examining Motivational Game Features for Students With Learning Disabilities or Attention Disorders

2019 ◽  
pp. 232-259
Author(s):  
Corey D. C. Heath ◽  
Troy McDaniel ◽  
Sethuraman Panchanathan
Keyword(s):  
Learning Disabilities ◽  
Empirical Studies ◽  
Learning Goals ◽  
Computer Assisted ◽  
Alternative Instruction ◽  
Students With Learning Disabilities ◽  
Attention Disorders ◽  
Game Features ◽  
Students With Ld ◽  
Students Success

Students with learning disabilities (LD) or attention disorders (AD) often require supplementary or alternative instruction to achieve their learning goals. Computer-assisted intervention (CAI) has been explored as a promising method for fostering students' success by providing an engaging learning environment. The following chapter examines publications employing empirical studies of computerized games designed for students with LD or AD conducted between 2006-2016. The goal of this chapter is to give a brief overview and critique of the current research on incorporating computerized games into modern education for students with LD or AD, and to identify the key game features that successfully motivate and engage students.

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