Abstract：
:This article synthesizes the literature comparing at-risk children designated as responders and low responders to interventions in reading. The central question addressed in this review is whether individual differences in reading-related skills at pretest predict responders at posttest across a variety of interventions and sets of criteria for determining responding and low responding. A total of 13 studies met criteria for the meta-analysis, yielding 107 weighted effect sizes (ESs) at posttest (M = .76, SE = .03, 95% confidence interval [CI] =.71, .81) and 108 weighted ESs at pretest (M = 1.02, SE = .03, CI = 1.02, 1.13). The results showed that the magnitude of ES between responders and low responders increased from pretest to posttest on measures of reading (e.g., real word identification = 1.06 vs. 1.53, word attack = 1.10 vs. 1.28, and passage comprehension, 0.45 vs. 1.43). Hierarchical linear modeling indicated that overall posttest ESs were significantly moderated by pretest scores as well as the type of measure administered, whereas no significant moderating effects were found for number of weeks of intervention, length of sessions, number of sessions, type of intervention (one-to-one vs. small group instruction), and criteria for defining responders (cutoff, scores, discrepancy, benchmark). Overall, the synthesis suggested that regardless of type of treatment and identification criteria, response-to-intervention (RTI) conditions were not effective in mitigating learner characteristics related to pretest conditions.
journal_name
J Learn Disabiljournal_title
Journal of learning disabilitiesauthors
Tran L,Sanchez T,Arellano B,Lee Swanson Hdoi
10.1177/0022219410378447subject
Has Abstractpub_date
2011-05-01 00:00:00pages
283-95issue
3eissn
0022-2194issn
1538-4780pii
0022219410378447journal_volume
44pub_type
杂志文章,meta分析abstract：:The purpose of this study was to investigate the perceptions of mainstreamed students with learning disabilities (LD) regarding adaptations (e.g., altering tests, homework, assignments, instruction) made by general education teachers. Furthermore, their responses were compared with those of low achieving (LA) and aver...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949302600808
更新日期：1993-10-01 00:00:00
abstract：:Copying characters presented previously (delayed copying) is an important skill in Chinese literacy acquisition. The relations of delayed copying and a set of literacy-related skills (including vocabulary knowledge, rapid automatized naming, phonological awareness, morphological awareness, and orthographic awareness),...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219420979959
更新日期：2020-12-22 00:00:00
abstract：:This study surveyed and compared support systems for poor readers in six member states of the European Union (EU). The goal was to identify features of effective support systems. A large-scale questionnaire survey was conducted among mainstream teachers (n = 4,210) and remedial teachers (n = 2,395). Results indicate t...
journal_title：Journal of learning disabilities
pub_type： 杂志文章,多中心研究
doi：10.1177/0022219410374235
更新日期：2011-05-01 00:00:00
abstract：:The extant literature on the social functioning of students with learning disabilities (LD) has indicated that whereas a majority belong to peer groups, a higher proportion are isolated and most have lower social status among peers in general than their typically achieving classmates. Although some work has examined t...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219407310993
更新日期：2008-01-01 00:00:00
abstract：:The present study investigated the persistent nature of naming speed deficits within the context of the double-deficit hypothesis in a university sample of adults with reading disabilities (RD). Twenty-five university students with RD were compared to 28 typically achieving readers on measures of reading skill, phonol...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/00222194040370050601
更新日期：2004-09-01 00:00:00
abstract：:This study investigates the creative abilities of children with learning disabilities by employing a new measure designed to assess creativity without the use of verbal or analytic skills. Sixteen normally performing and 16 children with learning disabilities were administered this task and a control task of verbal fl...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221948902200715
更新日期：1989-08-01 00:00:00
abstract：:The present study examined the development of phonological and reading skills in 171 students (98 males, 73 females) from the beginning of first grade (Time 1) to the end of second grade (Time 4). Based on their reading and intelligence scores at the end of second grade, these students were placed into nondisabled (ND...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949402700604
更新日期：1994-06-01 00:00:00
abstract：:The purpose of this study was to examine the development of oral reading fluency in a sample of first-grade children. Using growth curve analysis, models of growth were identified for a combined sample of at-risk (AR) and not-at-risk (NAR) children, and predictors of growth were identified for the longitudinal AR samp...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/00222194050380050201
更新日期：2005-09-01 00:00:00
abstract：:Difficulties in phonological processing and reading that characterize developmental dyslexia have been suggested also to affect those with attention-deficit/hyperactivity disorder (ADHD). However, it is not known to what extent various intervening factors, such as low intelligence quotient or age, explain the observed...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219409335216
更新日期：2010-01-01 00:00:00
abstract：:The present study explored the relationship between the intelligence of young adults and their performance on the Test of Variables of Attention (TOVA). The study also examined whether significant differences existed between adults with and without attention-deficit/ hyperactivity disorder (ADHD) on TOVA errors of omi...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221940203500203
更新日期：2002-03-01 00:00:00
abstract：:This article examines the relationship between specific factors and the decision to participate in postsecondary education by young adults with learning disabilities. Data concerning 539 subjects with learning disabilities were included in this study. T test and chi square indicated that involvement in extracurricular...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949002300605
更新日期：1990-06-01 00:00:00
abstract：:A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11-18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if...
journal_title：Journal of learning disabilities
pub_type： 杂志文章,评审
doi：10.1177/0022219413504997
更新日期：2015-09-01 00:00:00
abstract：:The ability to understand and produce coherent text structure was assessed across three groups of college writers, normally achieving, learning disabled, and underprepared. It was found that college writers with learning disabilities were more like the normally achieving writers on an assessment of comprehension of te...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221948902200608
更新日期：1989-06-01 00:00:00
abstract：:This study examined temporal resolution of auditory perception (TRAP) in relation to speech perception and phonological working memory in one experiment and in relation to measures of rapid naming, understanding of grammatical contrasts, and phonological awareness in a second experiment. In the TRAP test, 6- to 9-year...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221940103400411
更新日期：2001-07-01 00:00:00
abstract：:Science has been an important partner of the field of learning disabilities since its inception. Special educators have used science to confirm or reject approaches to identifying and teaching students with disabilities. Current research and practice is using science to find better approaches to preventing learning di...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/00222194040370030501
更新日期：2004-05-01 00:00:00
abstract：:Forty children (7 to 11 years old) referred for evaluation of learning problems, who had scores within the normal range on standardized measures of academic achievement, were compared to 81 similarly referred children who had scored low (< 90) on at least one measure of academic achievement. We tested the hypothesis t...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221940003300509
更新日期：2000-09-01 00:00:00
abstract：:We used an item response theory (IRT) measurement model to examine the 28-item Conners Teacher's Rating Scale (CTRS) for the diagnosis of attention-deficit/hyperactivity disorder (ADHD). Using an Israeli sample of 453 pairs of respondents (parents and teachers), we broke down our sample into nonclinical (n = 306) and ...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949803100602
更新日期：1998-11-01 00:00:00
abstract：:Following a review of contemporary models of word-level processing for reading and their limitations, we propose a new hypothetical model of Chinese character reading, namely, the graded lexical space mapping model that characterizes how sublexical radicals and lexical information are involved in Chinese character rea...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219417718199
更新日期：2018-09-01 00:00:00
abstract：:There has been considerable discussion of the methods used for the identification of children with reading disabilities. This study examined three different methods that could be used in the identification of children with reading disabilities and their consistency with teacher ratings of behaviors believed to be asso...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221940203500305
更新日期：2002-05-01 00:00:00
abstract：:The present study evaluated the stability of math learning difficulties over a 2-year period and investigated several factors that might influence this stability (categorical vs. continuous change, liberal vs. conservative cut point, broad vs. specific math assessment); the prediction of math performance over time and...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219411436214
更新日期：2013-09-01 00:00:00
abstract：:Claims of the importance of having positive perceptions and expectations of students with learning disabilities (LD) have been repeatedly made over recent years. This article aims to raise awareness of the importance of attributional beliefs in relation to the educational outcomes of students with LD in Australia and ...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219416664865
更新日期：2018-01-01 00:00:00
abstract：:Self-perceptions of teacher feedback, social comparison of reading competence, reading satisfaction, and general self-worth were assessed among third and sixth graders with learning disabilities and normal achievement (n = 247). Relations among these variables and mean differences were examined within the and across g...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221949803100109
更新日期：1998-01-01 00:00:00
abstract：:This exploratory study identified underlying skill and ability differences among subgroups of adolescent and young adult struggling readers (N = 290) overall and in relation to a fluency-based instructional grouping method. We used principal axis factoring of participants' scores on 18 measures of reading-related skil...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219413500813
更新日期：2015-05-01 00:00:00
abstract：:This article presents an international perspective of the proposed changes to the DSM-5 for learning disabilities (LD) and attention-deficit/hyperactivity disorders (ADHD) across ten countries: Australia, Germany, Greece, India, Israel, Italy, Spain, Taiwan, the United Kingdom, and the United States. We provide perspe...
journal_title：Journal of learning disabilities
pub_type： 杂志文章,评审
doi：10.1177/0022219412464353
更新日期：2013-01-01 00:00:00
abstract：:The purpose of this study was to examine the effectiveness of video-based mathematics instruction for seven middle school students with specific learning disability (SLD), using an augmented reality-based training package. The dependent variable was the percentage of steps students performed correctly to solve each ty...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219420906452
更新日期：2020-07-01 00:00:00
abstract：:In this article we consider issues relevant to the future of mathematics instruction and achievement for students with learning disabilities. The starting point for envisioning the future is the changing standards for mathematics learning and basic mathematical literacy. We argue that the shift from behaviorist learni...
journal_title：Journal of learning disabilities
pub_type： 杂志文章,评审
doi：10.1177/002221949703000207
更新日期：1997-03-01 00:00:00
abstract：:The majority of high-stakes tests from elementary school through postsecondary education include the timed impromptu essay as a measure of writing performance. For adolescents with writing disorders, this type of evaluation often presents a significant barrier. The purpose of the current study was twofold. First, we i...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/00222194070400040201
更新日期：2007-07-01 00:00:00
abstract：:Many students with learning disabilities (LD) experience difficulties with extracting relationships from expository text, especially if they are implicit. Results from studies with K-12 participants have been inconclusive regarding the potency of the graphic organizer (GO) as a comprehension tool. This study attempted...
journal_title：Journal of learning disabilities
pub_type： 临床试验,杂志文章,随机对照试验
doi：10.1177/00222194020350040201
更新日期：2002-07-01 00:00:00
abstract：:Recent research suggests that most 4-year college students diagnosed with specific learning disability (SLD) do not meet objective criteria for the disorder, show normative deficits in academic skills, or have childhood histories of SLD. The purpose of this study was to examine the functioning of students diagnosed wi...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/0022219413483175
更新日期：2014-11-01 00:00:00
abstract：:This paper summarizes a program of research on the behavioral characteristics of children with learning disabilities (LD) compared to average achievers. Longitudinal studies over a 3-year period beginning in the first and second grades showed that children with LD, as a heterogeneous group, displayed a persistent patt...
journal_title：Journal of learning disabilities
pub_type： 杂志文章
doi：10.1177/002221948902200302
更新日期：1989-03-01 00:00:00
