Psychoeducational Strategies in School Context to Support Students With Specific Learning Disorders in a Sample of Children Aged 6 to 16

2022 ◽  
pp. 488-509
Author(s):  
Giulia Binaghi ◽  
Marco Guida
Keyword(s):  
Reading Instruction ◽  
School Context ◽  
Learning Disorders ◽  
Metacognitive Strategies ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Evidence Based Practices ◽  
Problem Solving Skills ◽  
Support Students

This chapter provides a literature review on the evidence-based practices for students with learning disabilities (LD). Selective studies include different effective teaching instructions, either for improving vocabulary knowledge or reading comprehension, and developing math problem-solving skills. Research-based practices could fill the gap between research and practice in special education within school context and could help LD students to achieve the same results as their peers. Reviewed studies were grouped in three main categories, namely (1) hetero-regulated language and reading instructions, (2) hetero-regulated math instructions, and (3) auto-regulated instructions/metacognitive strategies, about both language both reading skills. Twenty-six empirical contributions along the last two decades have been entered. With regard to reading, positive results were found on fluency vocabulary-based activities, explicit reading instruction, and contextual learning. With regard to math problems, cognitive and manual instructions were useful. Finally, the development of metacognitive strategies was found effective for any kind of LD. Limitations and psychoeducational implications of the findings will be illustrated, as well as some considerations for future research.

Psychoeducational Strategies in School Context to Support Students With Specific Learning Disorders in a Sample of Children Aged 6 to 16

2021 ◽  
pp. 51-72
Author(s):  
Giulia Binaghi ◽  
Marco Guida
Keyword(s):  
Reading Instruction ◽  
School Context ◽  
Learning Disorders ◽  
Metacognitive Strategies ◽  
Vocabulary Knowledge ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Evidence Based Practices ◽  
Problem Solving Skills ◽  
Support Students

This chapter provides a literature review on the evidence-based practices for students with learning disabilities (LD). Selective studies include different effective teaching instructions, either for improving vocabulary knowledge or reading comprehension, and developing math problem-solving skills. Research-based practices could fill the gap between research and practice in special education within school context and could help LD students to achieve the same results as their peers. Reviewed studies were grouped in three main categories, namely (1) hetero-regulated language and reading instructions, (2) hetero-regulated math instructions, and (3) auto-regulated instructions/metacognitive strategies, about both language both reading skills. Twenty-six empirical contributions along the last two decades have been entered. With regard to reading, positive results were found on fluency vocabulary-based activities, explicit reading instruction, and contextual learning. With regard to math problems, cognitive and manual instructions were useful. Finally, the development of metacognitive strategies was found effective for any kind of LD. Limitations and psychoeducational implications of the findings will be illustrated, as well as some considerations for future research.

scholarly journals Reading Instruction for Students with Emotional Disturbance: A Mixed-Methods Investigation

2019 ◽  
pp. 014544551986880
Author(s):  
John William McKenna ◽  
Reesha Adamson ◽  
Michael Solis
Keyword(s):  
Reading Instruction ◽  
Emotional Disturbance ◽  
Student Population ◽  
Future Research ◽  
Instructional Time ◽  
Reading Assessments ◽  
Students With Learning Disabilities ◽  
Training Support ◽  
School Year ◽  
School Based

Although there is a substantial body of observation research investigating the manner in which reading instruction is provided to students with learning disabilities, there is little research in this area involving students with and at risk for emotional disturbance. The purpose of this investigation was to contribute to the limited corpus of observation studies investigating school-based practice in reading for this student population. In this investigation, 11 teachers from two states were systematically observed while providing reading instruction over the course of the 2017-2018 school year. Participating students were also observed over the course of the year and completed two standardized reading assessments at the beginning and end of this investigation. Teachers were also interviewed to identify contextual factors that promote or impede the provision of high quality reading instruction to this student population. Study findings suggest that teachers are in need of additional training, support, and resources to maximize instructional time. Students in this sample tended to make no or minimal progress in reading and were frequently observed displaying low levels of academic engagement across settings. Implications for school practice and areas for future research are discussed.

Review of Mathematics Interventions for Secondary Students With Learning Disabilities

2016 ◽  
Vol 40 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Samantha Marita ◽  
Casey Hord
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Mathematics Interventions ◽  
School Interventions ◽  
Mathematical Skills ◽  
Based Instruction ◽  
Support Students

Recent educational policy has raised the standards that all students, including students with disabilities, must meet in mathematics. To examine the strategies currently used to support students with learning disabilities, the authors reviewed literature from 2006 to 2014 on mathematics interventions for students with learning disabilities. The 12 articles reviewed contain various instructional focuses, including systematic instructions, problem-based instruction, and visual representation. This review includes discussion of the interventions used, including the success of interventions used for both students with disabilities and students without disabilities. Implications for practice and future research are also discussed, including the need for continued research on middle and high school interventions to address a variety of mathematical skills and concepts.

Teaching Problem Posing to Students With Learning Disabilities

2021 ◽  
pp. 073194872199311
Author(s):  
Xuan Yang ◽  
Yan Ping Xin
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Mathematics Instruction ◽  
Mathematics Classroom ◽  
Problem Posing ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Problem Solving Skills ◽  
Research And Teaching ◽  
Teaching Problem

During the past 20 years, numerous studies examining the use of problem posing in mathematics instruction have documented positive outcomes in terms of students’ problem-solving skills, creativity, and attitudes and beliefs regarding the study of mathematics. However, despite these promising results, problem posing in mathematics instruction has rarely been studied in the population of students with learning disabilities (LDs). This study describes a problem-posing intervention that draws on existing Conceptual Model–based Problem-Solving program (COMPS, Xin) into the problem posing task. The COMPS-based problem posing intervention is designed to teach word problem posing skills to students with LDs under structured posing situations. The study used a multiple baseline across participants design and found the intervention was effective to improve students’ problem solving and posing skills. It provided implications for future research and teaching regarding the use of problem posing intervention in mathematics classroom for students with LDs.

Disorders of Development

2010 ◽  
pp. 551-574
Author(s):  
V. Mark Durand
Keyword(s):  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Early Adulthood ◽  
Learning Disorders ◽  
Future Research ◽  
Hyperactivity Disorder ◽  
Asperger Disorder ◽  
Oppositional Defiant ◽  
Assessment And Treatment ◽  
Clinically Significant

Disorders of development include a range of problems first evidenced in childhood. Although most disorders have their origins in childhood, a few fully express themselves before early adulthood. This chapter describes the nature, assessment, and treatment of the more common disorders that are revealed in a clinically significant way during a child’s developing years. The disorders of development affect a range of functioning, from single skills deficits to more pervasive problems that negatively impact a child’s ability to function. Included is coverage of several disorders usually diagnosed first in infancy, childhood, or adolescence, including attention-deficit hyperactivity disorder, oppositional defiant disorder, conduct disorder, learning disorders, communication and related disorders, pervasive developmental disorders (including autistic disorder and Asperger disorder), and intellectual disabilities. Recommendations for future research on the potential for advancing knowledge regarding spectrums within some of these disorders, as well as recommendations for treatment, are outlined.

Critical Thinking and Reflective Learning in the Marketing Education Literature: A Historical Perspective and Future Research Needs

2018 ◽  
Vol 40 (2) ◽  
pp. 101-116 ◽  
Author(s):  
Andrew J. Dahl ◽  
James W. Peltier ◽  
John A. Schibrowsky
Keyword(s):  
Critical Thinking ◽  
Reflective Learning ◽  
Future Research ◽  
Research Needs ◽  
Order Problem ◽  
Problem Solving Skills ◽  
Education Literature ◽  
Marketing Education ◽  
Education Journal ◽  
Higher Order Problem

Marketing educators have long espoused the importance of critical thinking as a means of developing students’ higher-order problem-solving skills. In this article, we utilize an historical approach to investigate how educators have defined, operationalized, and empirically evaluated the critical thinking construct. To accomplish this, we review the critical thinking literature from three prominent marketing education journals and the leading management education journal. In doing so, we summarize extant critical thinking research across varied pedagogical topics, review empirical findings, and present a conceptual framework for motivating 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.

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

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