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1.
Specific learning disability (SLD) identification procedures vary across states (Maki et al., 2015, School Psychol Quart, 30, 457–469); however, the extent to which SLD identification methods are implemented at the district level is not well understood. Moreover, the high‐stakes nature of SLD identification necessitates extensive training, but research regarding graduate and postgraduate training in SLD is limited. This study examined school psychologists’ SLD training and practices through survey methodology. Results showed that a growing number of school psychologists use, prefer, and receive training in response to intervention and pattern of strengths and weaknesses to identify students with SLD while the use of and preference for ability–achievement discrepancy may be decreasing. However, nearly one‐third of school psychologists still reported the use of ability–achievement discrepancy. In addition, over half of school psychologists reported using state department of education guidance documents to inform their SLD identification practices. Implications for training and practice are discussed.  相似文献   

2.
Accurate and consistent identification of students with specific learning disabilities (SLDs) is crucial; however, state and district guidelines regarding identification methods lack operationalization and are inconsistent throughout the United States. In the current study, the authors surveyed 471 school psychologists about school SLD identification guidelines and the identification methods actually used (e.g., ability‐achievement discrepancy, response‐to‐intervention, and the evaluation of students’ pattern of strengths and weaknesses). Results indicated that nearly half the participants were allowed or required to choose the method of identification that ensured students received services, if the school‐based team determined services were warranted. Variations in SLD identification methods were also found between schools with different characteristics (e.g., location, school level, and student composition). Implications for practice are discussed.  相似文献   

3.
Number sense development was tracked from the beginning of kindergarten through the middle of first grade, over six time points. Children (n= 277) were then assessed on general math achievement at the end of first grade. Number sense performance in kindergarten, as well as number sense growth, accounted for 66 percent of the variance in first‐grade math achievement. Background characteristics of income status, gender, age, and reading ability did not add explanatory variance over and above growth in number sense. Even at the beginning of kindergarten, number sense was highly correlated with end of first‐grade math achievement (r= 0.70). Clarifying the observed slope effect, general growth mixture modeling showed that children who started kindergarten with low number sense but made moderate gains by the middle of kindergarten had higher first‐grade math achievement than children who started out with similarly low number sense with flat growth. The majority of children in the low/flat growth class were from low‐income families. The findings indicate that screening early number sense development is useful for identifying children who will face later math difficulties or disabilities.  相似文献   

4.
A fundamental assumption in the identification of specific learning disabilities (SLD) has been that the presence of a severe discrepancy between ability and academic achievement is a valid marker for the presence of a SLD. This assumption is based on the notion that discrepant low achievers constitute a unique group of children who are different in a number of ways from nondiscrepant low achievers. Several meta‐analytic reviews contrasting discrepant and nondiscrepant low achievers fail to reveal significant differences between these two groups on measures of phonetic analysis, pseudoword decoding, word identification, spelling, oral reading fluency and other measures of literacy development and related phonological processing skills. This paper discusses the role of intelligence in identifying children with SLD and presents data based on correlational analyses and hierarchical regression analyses showing that intelligence is not a strong predictor of reading achievement and does not predict responsiveness to remedial instruction. These data also indicate that direct measures of responsiveness to intervention (RTI) strongly predict later reading achievement in tutored children from 1st grade through 4th grade. The combined results suggest that RTI approaches to the identification of SLD may have greater utility than psychometric approaches based on IQ scores or individual profile analysis.  相似文献   

5.
Is Response to Intervention Good Policy for Specific Learning Disability?   总被引：1，自引：0，他引：1  
Abstract The reauthorized Individuals with Disabilities Education Improvement Act ( IDEA ) established new provisions for specific learning disability (SLD) identification, including: (a) no longer requiring consideration of IQ–achievement discrepancy and (b) permitting response to intervention (RTI) as part of SLD evaluation procedures. We discuss several policy implications of these new regulations by considering the original construct of SLD, the still “experimental” status and implementation of RTI, the closer alignment of RTI objectives with No Child Left Behind than former IDEA regulations, and the shift in focus from serving as a special education identification procedure to a general education instructional procedure. We conclude by proposing several recommendations for the appropriate inclusion of both RTI and psychometric evaluation within the continuum of SLD identification procedures.  相似文献   

6.
Developmental dyscalculia (DD) is a mathematical learning disability that occurs in around 5%–7% of the population. At present, there are only a handful of screening tools to identify children that might be at risk of developing DD. The present study evaluated the classification accuracy of one such tool: The Numeracy Screener, a 2‐min test of symbolic (Arabic numerals) and nonsymbolic (dot arrays) discrimination ability. A sample of 222 children who demonstrated persistent deficits (n = 55), inconsistent deficits (n = 51), or typical performance (n = 116) on standardized tests of math achievement over multiple observations was tested. The Numeracy Screener correctly classified children in all three groups. Notably, the symbolic condition has greater sensitivity in discriminating children with persistent DD from the other two groups. Screening tools that assess early numeracy skills may be promising for identifying children at risk for developing severe mathematical difficulties.  相似文献   

7.
Panel mediation models and fixed‐effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control (EC), and children's math achievement (N = 291; M age in fall of kindergarten = 5.66 years, SD = .39 year) across kindergarten through second grade. Parents reported their reactions and children's EC. Math achievement was assessed with a standardized achievement test. First‐grade EC mediated the relation between parents' reactions at kindergarten and second‐grade math achievement, beyond stability in constructs across study years. Panel mediation model results suggested that socialization of EC may be one method of promoting math achievement in early school; however, when all omitted time‐invariant covariates of EC and math achievement were controlled, first‐grade EC no longer predicted second‐grade math achievement.  相似文献   

8.
A sizable literature has demonstrated that the achievement of children in early elementary school is related to their season of birth: Those born in summer typically perform less well than those born in the fall. A small literature indicates that more children diagnosed with specific learning disabilities (SLD) are born in the summer. We have begun to explore the possibility that the same processes may account for both outcomes. In order to better understand these processes, the standardized achievement levels and rates of diagnosis of SLD for children born during each season were studied in one geographical area of the State of Georgia served by 28 school districts. Standardized achievement scores in reading, mathematics, and science were reliably lower for those born in the summer. Furthermore, there was a strong relationship between season of birth and the rate at which children received a diagnosis of SLD. Summer-born children were diagnosed with SLD at a higher rate than their peers. Four hypotheses for both the lower performance in the general school population and the greater rate of SLD diagnosis among these children are discussed.  相似文献   

9.
ABSTRACT

This study evaluated the association between children’s (N = 301) self-regulation and math and reading achievement in kindergarten, 1st grade, and 2nd grade. Children’s self-regulation was assessed using the Head–Toes–Knees–Shoulders (HTKS) task (involving control of gross body movements) and a computerized continuous performance task (CPT; assessing primarily inhibitory control) in kindergarten, 1st grade, and 2nd grade. Research Findings: Based on cross-lagged structural equation panel models, HTKS task performance positively predicted later math and reading achievement. Math achievement significantly and positively predicted later HTKS and CPT scores. Earlier math and reading achievement moderated the association between CPT scores and later math and reading achievement; inhibitory control–based self-regulation assessed with the CPT predicted higher math or reading achievement in subsequent grades for children with lower math or reading achievement in prior grades. Performance on the CPT moderated the paths from HTKS scores to later reading achievement; behavioral self-regulation assessed with the HTKS task predicted higher reading achievement in subsequent grades for children with low or average CPT performance in prior grades. Practice or Policy: Results from this study have the potential to inform targeted academic interventions focused on enhancing self-regulation in school contexts. The findings highlight the utility of assessing multiple measures of self-regulation.  相似文献   

10.
Research Findings: The present study investigated the direct effects of residential mobility on children's inhibitory control and academic achievement during the preschool year. It also explored fall inhibitory control and academic skills as mediators linking residential mobility and spring achievement. Participants included 359 preschool children (49% female) studied in the fall and spring of the preschool year (73% were enrolled in Head Start). Residential mobility was significantly and negatively associated with fall inhibitory control and fall math and literacy. Significant indirect effects of mobility were found for spring math and literacy through inhibitory control and fall achievement. Specifically, the negative relation between mobility and spring math and literacy was partially explained by lower scores on fall inhibitory control and academic skills. Practice or Policy: The current study contributes to the existing literature by specifying pathways linking frequent moves and achievement for young children. Policy implications are discussed.  相似文献   

11.
This study explored differences in test anxiety on high‐stakes standardized achievement testing and low‐stakes testing among elementary school children. This is the first study to directly examine differences in young students’ reported test anxiety between No Child Left Behind (NCLB) achievement testing and classroom testing. Three hundred thirty‐five students in Grades 3 through 5 participated in the study. Students completed assessments of test anxiety following NCLB testing and typical classroom testing. Students reported significantly more overall test anxiety in relation to high‐stakes testing versus classroom testing on two measures of test anxiety, effect sizes r = ?.21 and r = ?.10. Students also reported significantly more cognitive (r = ?.20) and physiological (r = ?.24) symptoms of test anxiety in relation to high‐stakes testing. This study adds to the test anxiety literature by demonstrating that students experience heightened anxiety in response to NCLB testing.  相似文献   

12.
This study examined the direct and indirect associations of teachers’ depressive symptoms with children’s math achievement through teachers’ reports of family–teacher relationships and children’s approaches to learning (ATL) in Head Start. This study included 3- and 4-year-old 1,547 children (49% female; 27% White, 24% Black, 41% Hispanic/Latino, and 8% others) who attended Head Start from fall 2014 through spring 2015. Results indicated that teachers’ depressive symptoms were directly associated with lower gains in children’s math skills over a year. In addition, teachers who reported higher depressive symptoms were less likely to report positive family–teacher relationships. This, in turn, resulted in lower gains in children’s ATL and was associated with lower achievement in math skills (r2 = .69).  相似文献   

13.
Research Findings: This article addresses the mediating role of early childhood home enrichment in the association between maternal education and academic achievement in the reading and math of 1,093 children aged 7 (Grade 1). Data were extracted from the National Institute of Child Health and Human Development database. We used the bootstrapping procedure, a new method recently developed to assess multiple mediator effects simultaneously. Five potential mediating aspects of naturally occurring enriching home environments (HOME) were measured at 54 months of age: learning materials, learning stimulation, parental responsiveness, modeling of social maturity, and variety in experience. Gender differences in the mediating role of aspects of home enrichment were also examined for the letter–word reading and math subscales of the Woodcock–Johnson Psychoeducational Battery–Revised. Results indicated that all 5 aspects of home enrichment mediated the association between maternal education and reading achievement, and 4 aspects of home enrichment mediated this association for math achievement. Some aspects of home enrichment were gender specific. Practice or Policy: Theoretical and practical implications of the findings are discussed.  相似文献   

14.
Ann Lewis 《教育心理学》1993,13(2):133-145
This paper reports two studies in which non‐handicapped (NH) children (7‐ and 11‐year‐olds) were interviewed about their understanding of severe learning difficulties (SLD). The NH children, 19 7‐year‐olds and 32 11‐year‐olds, had been involved in a year of fortnightly or weekly (respectively) link sessions with children with SLD. The NH children's understanding of SLD can be interpreted in terms of three conceptual changes, identified by Katz (1982) and Aboud (1988), occurring during the primary school years. These changes are: a shift in focus from concrete to abstract characteristics of children with SLD; increasing recognition of intra‐SLD group differences and inter (mainstream‐SLD) group similarities; and acknowledgement of the irrevocability of the key cues of SLD. These changes are discussed in the broader context of the development of social cognition.  相似文献   

15.
This study extends previous research examining the relations between Cattell‐Horn‐Carroll cognitive abilities and math achievement. The cognitive profiles of children with normative weaknesses in Math Calculation Skills or Math Reasoning were compared to those of their average‐achieving peers. The cognitive profile of the low Math Calculation Skills group (n = 68) was similar to that of their average‐achieving peers. The low Math Reasoning group (n = 52) scored lower than their average‐achieving peers on the cognitive abilities as a set and on Fluid Reasoning and Comprehension–Knowledge. When individual profiles were considered, approximately half of the children with normative math weaknesses demonstrated commensurate weaknesses in one or more cognitive abilities, which may inform diagnostic models of learning disabilities. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 1–12, 2005.  相似文献   

16.
Although population modeling methods are well established, a paucity of literature appears to exist regarding the effect of missing background data on subpopulation achievement estimates. Using simulated data that follows typical large‐scale assessment designs with known parameters and a number of missing conditions, this paper examines the extent to which missing background data impacts subpopulation achievement estimates. In particular, the paper compares achievement estimates under a model with fully observed background data to achievement estimates for a variety of missing background data conditions. The findings suggest that sub‐population differences are preserved under all analyzed conditions while point estimates for subpopulation achievement values are influenced by missing at random conditions. Implications for cross‐population comparisons are discussed.  相似文献   

17.
The link between emotion regulation and academic achievement is well documented. Less is known about specific emotion regulation strategies that promote learning. Six‐ to 13‐year‐olds (N = 126) viewed a sad film and were instructed to reappraise the importance, reappraise the outcome, or ruminate about the sad events; another group received no regulation instructions. Children viewed an educational film, and memory for this was later assessed. As predicted, reappraisal strategies more effectively attenuated children’s self‐reported emotional processing. Reappraisal enhanced memory for educational details relative to no instructions. Rumination did not lead to differences in memory from the other instructions. Memory benefits of effective instructions were pronounced for children with poorer emotion regulation skill, suggesting the utility of reappraisal in learning contexts.  相似文献   

18.
The purpose of this study was to investigate developmental gender differences in academic achievement areas, with the primary focus on writing, using the child and adolescent portion (ages 6–21 years) of the Kaufman Test of Educational Achievement—Second Edition, Brief Form, norming sample (N = 1,574). Path analytic models with gender, parent education, age, age2, and gender‐by‐age moderation as predictors of reading, writing, and math were used to test for gender differences and for the influence of development on these differences. A small but consistent advantage was identified for females in reading. No gender differences were detected in math. The most important results of the present study pertain to a gender gap in writing in favor of females that increased as a function of age. Male students are at greater risk for writing failure than are females.  相似文献   

19.
In this study we compare the distribution of parental educational styles and the scores reported both by parents and students for various family characteristics (acceptance, control, involvement, and expectations) and socio‐demographic factors (socio‐economic status, family structure, number of children, and order of birth of the children) in a group of adolescents with normal achievement (n?=?105) and in a group which present low achievement (n?=?205). Likewise, we examine which variables best predict academic achievement in the two groups and of adolescents. The results indicate differences in the distribution of parental styles in the two groups for the majority of the variables analysed. We also observed a differential pattern in the prediction of academic success. In the group of adolescents with normal academic achievement, socio‐demographic variables better predict achievement; for students with low achievement, family variables play a more important role in predicting achievement.  相似文献   

20.
This project was concerned with the relationship between children's explanatory style (optimism vs pessimism) and achievement in mathematics indexed by the Progressive Achievement Test. A total of 145 children from Grades 4, 6 and 7 (aged 8 to 12 years) participated as subjects. The Children's Attributional Styles Questionnaire (CASQ) correlated significantly (r= 0.34) with current achievement and scores on the negative subscale of the CASQ correlated with achievement data collected 2 and 3 years previously. On a further questionnaire concerned with motives for learning, optimistic children endorsed task‐orientation goals, whereas ego‐orientation goals were endorsed by both optimistic and pessimistic children. Significant sex differences were found on the CASQ, with a greater number of boys displaying a relatively depressogenic pattern.  相似文献   

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