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Journal of Learning…15
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Allison F. Gilmour; Justin Harper; Blair Lloyd; Alyssa Van Camp – Journal of Learning Disabilities, 2024
Response to intervention (RTI) is a method for providing academic support to students and for identifying specific learning disabilities (SLDs). Using interrupted time series and hazard models, we examined if statewide RTI adoption in the U.S. state of Tennessee was associated with changes in rates of SLD and first-time SLD identification in…
Descriptors: Students with Disabilities, Learning Disabilities, Disability Identification, Intervention
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Scott K. Baker; Patrick C. Kennedy; Dean Richards; Nancy J. Nelson; Hank Fien; Christian T. Doabler – Journal of Learning Disabilities, 2024
More than two-thirds of middle school students do not read proficiently. Research has shown that targeted interventions using explicit instruction methods can improve reading outcomes for struggling readers. A central feature of explicit instruction is the systematic implementation of instructional interactions, but it is not clear what specific…
Descriptors: Grade 8, Reading Instruction, Intervention, Direct Instruction
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Seohyeon Choi; Emma Shanahan; Bess Casey-Wilke; Jechun An; LeAnne Johnson – Journal of Learning Disabilities, 2024
Despite decades of research efforts, data-based instruction (DBI) for students with intensive intervention needs are not being widely used in practice as anticipated, and many educators have difficulties in implementing it. This systematic review aimed to examine what kinds of implementation drivers and strategies have been used to support…
Descriptors: Special Needs Students, Learning Disabilities, Intervention, Program Implementation
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Jonte A. Myers; Tessa L. Arsenault; Sarah R. Powell; Bradley S. Witzel; Emily Tanner; Terri D. Pigott – Journal of Learning Disabilities, 2025
Word problem-solving (WPS) poses a significant challenge for many students, particularly those with mathematics difficulties (MD), hindering their overall mathematical development. To improve WPS proficiency, providing individualized and intensive interventions is critical. This umbrella review examined 11 medium- to high-quality meta-analyses to…
Descriptors: Word Problems (Mathematics), Intervention, Mathematics Instruction, Students with Disabilities
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Robert Savage; Kristina Maiorino; Kristina Gavin; Hannah Horne-Robinson; George Georgiou; Hélène Deacon – Journal of Learning Disabilities, 2024
We report on a school-based randomized control trial study comparing two morphological interventions with untaught controls: one focusing on direct instruction targeting print morphological decoding (direct decoding condition) and the other on inquiry-focused pedagogy using oral morphological analysis (inquiry-analysis condition). We identified 63…
Descriptors: Direct Instruction, Morphology (Languages), Decoding (Reading), Grade 3
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Kaitlin Bundock; Gregory Callan; Maryellen Brunson McClain; Chandler M. Benney; David N. Longhurst; Kristen R. Rolf – Journal of Learning Disabilities, 2025
Rate of change (i.e., slope) is a critical mathematics concept for success in everyday life, academics, and professional careers. Students with or at risk of learning disabilities struggle with solving rate-of-change problems, especially word problems. Interventions that incorporate representations and problem-solving strategies are effective for…
Descriptors: Mathematical Concepts, Mathematics Instruction, Problem Solving, Secondary School Students
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Christian T. Doabler; Ben Clarke; Jessica E. Turtura; Marah Sutherland; Jenna A. Gersib; Taylor Lesner; Madison Cook; Georgia L. Kimmel; Keith Smolkowski; Derek Kosty – Journal of Learning Disabilities, 2024
Conceptual replications are part and parcel of education science. Methodologically rigorous conceptual replication studies permit researchers to test and strengthen the generalizability of a study's initial findings. The current conceptual replication sought to replicate the efficacy of a small-group, first-grade mathematics intervention with 240…
Descriptors: Number Concepts, Mathematics Instruction, Grade 1, Elementary School Students
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Garret J. Hall; Peter M. Nelson; David C. Parker – Journal of Learning Disabilities, 2025
School context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from…
Descriptors: Educational Environment, Reading Achievement, Intervention, Reading Instruction
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Kristen L. McMaster; Erica S. Lembke; Emma Shanahan; Seohyeon Choi; Jechun An; Christopher Schatschneider; McKinzie D. Duesenberg-Marshall; Seyma Birinci; Elizabeth McCollom; Carol Garman; Kim Moore – Journal of Learning Disabilities, 2025
In a multiyear, multisite, randomized control trial, we examined the effects of comprehensive professional development designed to support teachers' data-based instruction (DBI) for students with intensive early writing needs. Teachers (N = 154; primarily special educators or intervention specialists) were assigned randomly to a treatment group (n…
Descriptors: Data Use, Individualized Instruction, Writing Instruction, Special Needs Students
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Kristen L. McMaster; Panayiota Kendeou; Jasmine Kim; Reese Butterfuss – Journal of Learning Disabilities, 2024
We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. A group of Grades 1 and 2 students from 2 elementary schools in the U.S. Midwest identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or…
Descriptors: Educational Technology, Early Intervention, Inferences, Grade 1
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Sara Esmaeeli – Journal of Learning Disabilities, 2024
This study extends the research on the preschool "home literacy environment" (HLE) in the context of the family risk (FR) of reading disability (RD) by examining a multiple-deficit model of RD. A total of 1,171 six-year-old Norwegian children were assessed at school entry, the onset of formal reading instruction in Norway. Their parents…
Descriptors: Preschool Children, Emergent Literacy, Family Environment, Reading Difficulties
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Alexis N. Boucher; Bethany H. Bhat; Nathan H. Clemens; Sharon Vaughn; Katherine O'Donnell – Journal of Learning Disabilities, 2024
Most students with reading difficulties struggle to read words. We examined intervention effects for students with "significant" word reading difficulties (SWRD; standard score of 80 on at least one pretest measure of word reading), which includes individuals with or at risk for dyslexia. We investigated: (a) What are the effects of…
Descriptors: Intervention, Reading Instruction, Reading Difficulties, Word Recognition
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Jechun An; Emma Shanahan; Seohyeon Choi; Kristen L. McMaster – Journal of Learning Disabilities, 2025
The purpose of this logistic regression study was to identify predictors of teacher-reported sustained use of data-based instruction (DBI) during the COVID-19 pandemic and assess the extent to which the identified predictors explained teachers' sustained use after completing programmatic support for intensive early writing instruction. We surveyed…
Descriptors: Predictor Variables, Faculty Development, Teaching Methods, COVID-19
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Erin J. Panda; Trisha Woehrle; Jan C. Frijters; Rhonda Moules; Sonia Zolis; Edie Edwards; Karen A. Steinbach; Maria De Palma; Maureen W. Lovett – Journal of Learning Disabilities, 2024
There is a wide gap between what research evidence identifies as effective reading intervention and what is currently offered in schools. This effectiveness study reports the results of a long-term research/school system partnership that is implementing reading intervention for children with reading difficulties in Canadian community schools. In…
Descriptors: Remedial Reading, Learning Trajectories, Reading Achievement, Empowerment
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Jessica M. Namkung; Lynn S. Fuchs – Journal of Learning Disabilities, 2025
In this article, we introduce the term "vulnerability to achievement stressors," which refers to differentially low achievement when shifts in the educational environment "stress" or threaten the capacity of an individual or a group of individuals to make academic progress. We also introduce a methodological framework for…
Descriptors: Students with Disabilities, Learning Disabilities, Student Needs, Stress Variables