Risk For Learning Disabilities Research Articles

Maternal smoking cessation in the first trimester still poses an increased risk of attention-deficit/hyperactivity disorder and learning disability in offspring

BackgroundStudies have found maternal smoking during pregnancy was linked to attention-deficit/hyperactivity disorder (ADHD) risk. It is unclear if maternal smoking cessation during pregnancy lowers ADHD and learning disability (LD) risk in offspring. This study aimed to explore the associations between maternal smoking cessation during pregnancy and ADHD and LD risk in offspring.MethodsData from the National Health and Nutrition Examination Survey 1999–2004 (8,068 participants) were used. Logistic regression was used to analyze the associations between maternal smoking and smoking cessation during pregnancy and ADHD and LD risk in offspring.ResultsCompared to non-smokers’ offspring, maternal smoking during pregnancy increased the risk of ADHD (odds ratios [OR] = 2.07, 95% confidence interval [CI]: 1.67–2.56) and LD (OR = 1.93, 95% CI: 1.61–2.31) in offspring, even if mothers quit smoking later (ORADHD = 1.91, 95%CIADHD: 1.38–2.65, ORLD = 1.65, 95%CILD: 1.24–2.19). Further analysis of the timing of initiation of smoking cessation during pregnancy revealed that, compared to non-smokers’ offspring, maternal quitting smoking in the first trimester still posed an increased risk of ADHD (OR = 1.72, 95% CI: 1.41–2.61) and LD (OR = 1.52, 95% CI: 1.06–2.17) in offspring. Maternal quitting smoking in the second or third trimester also had a significantly increased risk of ADHD (OR = 2.13, 95% CI: 1.26–3.61) and LD (OR = 1.82, 95% CI: 1.16–2.87) in offspring. Furthermore, maternal smoking but never quitting during pregnancy had the highest risk of ADHD (OR = 2.17, 95% CI: 1.69–2.79) and LD (OR = 2.10, 95% CI: 1.70–2.58) in offspring. Interestingly, a trend toward a gradual increase in the risk-adjusted OR for ADHD and LD risk was observed among the three groups: maternal quitting smoking in the first trimester, maternal quitting smoking in the second or third trimester, and maternal smoking but never quitting.ConclusionMaternal smoking cessation in the first trimester still poses an increased risk of ADHD and LD in offspring. Furthermore, it seems that the later the mothers quit smoking during pregnancy, the higher the risk of ADHD and LD in their offspring. Therefore, early intervention of maternal smoking in preconception and prenatal care is vital for offspring neurodevelopment.

Synthesis of Writing Intervention Studies for English Learners With Learning Disabilities

Writing is an essential skill that people use throughout their lifetime. Although previous systematic reviews and meta-analyses had reviewed the effect of writing interventions on students with learning disabilities and English learners, we know little about the effective writing process-types interventions for English learners with or at risk for learning disabilities (ELs with LD). Therefore, this systematic review identified and synthesized seven writing intervention studies that include ELs with LD. We further analyzed participant characteristics, interventionist characteristics, instructional methods, and intervention outcomes across studies. The result showed the scarcity of quantitative intervention studies in the area. Some commonly implemented intervention elements are identified and discussed, as well as implications, limitations, and future directions.

Academic performance in moderately and late preterm children in the United States: are they catching up?

ObjectiveTo determine whether preterm birth of 32–36 6/7 weeks gestation affected school performance from kindergarten through fifth grade.Study designWe assessed 14350 term infants and 1195 32–36 6/7 weeks gestation infants followed in the Early Childhood Longitudinal Study Kindergarten 2011 cohort for classroom performance in kindergarten-fifth grade. Multivariable regression was performed for comparisons, and data were weighted to be representative of the US population.ResultsChildren born 35–36 6/7 weeks gestation had no significant difference in their academic scores or performance, while 32–34 6/7 weeks’ children had lower academic scores and teacher performance scores when compared to term children. Children born between 32 and 36 6/7 weeks gestation had higher odds of individualized education plan needs and had learning disability diagnoses compared to term children.ConclusionsChildren born between 32 and 34 6/7 weeks gestation have poor school performance compared to term children. Children born between 32 and 36 6/7 weeks gestation are at risk for learning disabilities and likely benefit from continued support and services to improve achievement throughout school.

Scoring Methods for Progress Monitoring Using CBM in Early Writing

This initial exploratory study assessed the evidence of reliability, criterion validity, and growth of scores obtained from total correct word sequences (CWS), correct word sequences per response (CWSR), and a trait-based rubric used with a curriculum-based measure of writing (CBM-W) for progress monitoring. Participants were 26 writers with or at risk for a learning disability (LD) in grades 2-3. Participants were given the CBM-W task twice weekly over 6 weeks and were given the Spelling and Writing Samples subtests of the Woodcock-Johnson Tests of Achievement-III at pre- and posttest. Results indicated large inter-rater reliability coefficients but mixed alternate form reliability and validity evidence. CWS was the only metric to demonstrate significant growth (r = .60). CWS has the strongest evidence for use as a progress monitoring scoring metric for students at risk for LD, although information from CWSR and rubric scores could be instructionally useful.

A Systematic Review of CBM Content in Practitioner-Focused Journals: Do We Talk About Instructional Decision-Making?

Data-based decision-making (DBDM) using curriculum-based measurement (CBM) data has demonstrated effectiveness in improving academic achievement for students with or at risk for learning disability. Despite substantial evidence supporting DBDM, its use is not common practice for many educators, even those who regularly collect CBM data. One explanation for its lack of widespread use is that educators may not receive adequate training in the DBDM aspects of CBM. Espin et al. examined the extent to which DBDM is represented in CBM professional development (PD) materials and found that the topic was significantly underrepresented (12% to 14% of CBM PD material content) compared with other CBM topics. The purpose of this study was to conduct a conceptual replication of the Espin et al. systematic review through an analysis of CBM content in practitioner journal articles. The present review includes 29 practitioner articles coded to the four CBM categories used in the Espin et al. study: (a) general CBM information, (b) conducting CBM, (c) data-based decision-making, and (d) other. Results revealed a pattern similar to the one found by Espin et al. with approximately 18% of the content of practitioner articles on CBM devoted to the topic of decision-making. These findings strengthen the recommendation from Espin et al. for increased attention to DBDM in CBM training materials.

Associations between Executive Functions and Sensorimotor Performance in Children at Risk for Learning Disabilities.

Executive functions (EF) and sensorimotor skills play a critical role in children's goal-directed behavior and school readiness. The aim of the current study is to provide new insights into the relationship between executive functions and sensorimotor development by considering the risks associated with learning difficulties. Therefore, we investigate the predictive role of EF and sensorimotor skills in the development of learning difficulties during preschool years. Ninety-five preschool children (5-7 years old) were tested, comparing the performance of children that are at risk of learning difficulties (n = 55) to the performance of typically developing children (n = 40). Participants completed a battery for the assessment of sensorimotor skills (i.e., Southern California Sensory Integration Test: postural imitation, body midline crossing, bilateral motor coordination, and standing balance with eyes open) and executive functions (i.e., inhibition, cognitive flexibility, and verbal working memory). Our results show that children at risk for learning difficulties exhibited more impairments on sensorimotor and EF measures (inhibition and verbal working memory) when compared with TD children. We ran three separate binary logistic regression analyses to assess the relative influence of EF and sensorimotor functions on predicting risk for learning difficulties. Our findings demonstrated that verbal working memory as EF function (odd ratio (OR) = 0.91, 95% CI 0.78-0.91, P = 0.05) and standing balance skills as a sensorimotor skill (odd ratio (OR) = 0.86, 95% CI 0.81-0.98, P = 0.01) were the strongest predictors of risk for learning difficulties. The findings point to the importance of supporting children's executive function development and promoting sensorimotor development, as both fundamentally influence school readiness.

;

;

Cross-Cultural Comparisons of Achievement Goal and Motivational Disposition Patterns of Middle School Students with and without risk for Learning Disability in South Korea and the United States Using Diagnostic Classification Model: Evidence From PISA 2018

Cross-Cultural Comparisons of Achievement Goal and Motivational Disposition Patterns of Middle School Students with and without risk for Learning Disability in South Korea and the United States Using Diagnostic Classification Model: Evidence From PISA 2018

English Learners’ Performance on a Measure of Dyslexia Risk

AbstractMany schools now screen students for dyslexia in early grades. However, there are valid concerns that these screeners may be biased or ineffective at screening students who are not yet proficient in English (i.e., English Learners; ELs). The present study examined the performance of 54 first graders on a dyslexia screener. Results showed that students who were ELs performed similarly to their peers who were proficient in English on many literacy subskills. Additionally, we found that EL students were not significantly more likely to be “flagged” as at risk for dyslexia. These findings have practical implications for using universal screeners to identify students, including students who are designated ELs, as being at risk for learning disabilities, including dyslexia.

A synthesis of mathematical word problem‐solving instructions for English learners with learning disabilities in mathematics

AbstractMathematics problem‐solving is a fundamental aspect of school mathematics that requires an integrated set of skills, such as comprehending the problems and mathematics computation. Providing useful problem‐solving interventions and instructions is essential for students who are English learners (ELs) with learning disabilities or at risk for learning disabilities in mathematics (LDM). This study aims to synthesise current word problem‐solving intervention studies targeted at improving the mathematic problem‐solving performance of ELs with LDM. Fourteen studies were reviewed under three instructional categories: culturally responsive scaffolding, linguistic scaffolding, and mathematical model‐based visual scaffolding. The limitations and implications for future research and practice are also discussed. Context and implicationsRationale for this studyThe task of teaching mathematics word problems to English learners (ELs) with learning disabilities in mathematics (LDM) is challenging due to the additional cultural and language barriers that may coexist with disability‐related factors. This review was conducted to identify effective instructional strategies that can support ELs with LDM in overcoming these challenges and succeeding in solving mathematical word problems.Why the new findings matterThe findings from this study matter because they provide educators with valuable insights into effective instructional scaffolding that can assist ELs with LDM in solving mathematical word problems. Knowing which scaffolds are effective can help teachers provide better support to ELs with LDM in their classrooms.ImplicationsImplications for teachers are that providing multi‐component instructions during word problem solving, such as combining culturally responsive scaffolding with linguistically relevant instruction and domain‐specific instruction, can benefit ELs with LDM in solving mathematical word problems. For researchers, further studies are necessary to explore the effectiveness of incorporating non‐linguistic visual representations into interventions as a means of helping ELs make sense of mathematical tasks and express their ideas. Understanding the effectiveness of various instructional strategies can inform the development of more effective interventions and better support ELs with LDM in their academic pursuits.

Attending to Motivation During Vocabulary Interventions for Students With or at Risk for Learning Disabilities

Evidence indicates that well-planned vocabulary interventions can be highly effective in helping students with language-based learning disabilities to develop the necessary vocabulary skills for literacy success. Although many researchers recognize the general importance of attending to psychological factors such as student motivation in developing successful interventions, the role that these factors play in vocabulary interventions designed specifically for students with learning disabilities has not yet been sufficiently considered. In this review, we synthesized the extant literature regarding when and how motivational components are addressed in vocabulary interventions for P–12 students with or at risk for learning disabilities. We found that successful vocabulary intervention programs for this student population most frequently address motivation through the constructs of goal setting and interest. Furthermore, operationalizing terms such as “motivation” (and related constructs) using theories established in the field of educational psychology may allow researchers to develop interventions that have positive, long-lasting impact by encouraging students with learning disabilities to persist at challenging tasks and by enabling them to more clearly see linkages between vocabulary learning and their personal and career goals.

Using the Number Line to Develop Understanding of Whole Number Magnitude and Operations

This article illustrates how teachers can use number lines to support students with or at risk for learning disabilities (LD) in mathematics. Number lines can be strategically used to help students understand relations among numbers, approach number combinations (i.e., basic facts), as well as represent and solve addition and subtraction problems. The authors draw from the existing research base to describe practices for incorporating number line representations to (a) support students’ conceptual understanding of number and (b) teach addition and subtraction computational strategies. Specific examples are provided for teachers to integrate number line representations with other mathematical models to support the development of whole number understanding for students with LD in mathematics.

Maternal age at childbirth and the risk of attention-deficit/hyperactivity disorder and learning disability in offspring.

Studies have shown that young maternal age at childbirth can increase the risk of attention-deficit/hyperactivity disorder (ADHD) in offspring, but a study of the U.S. population has not been reported. Moreover, there is no reported research on young and advanced maternal age at childbirth and whether it can contribute to the risk of learning disability (LD) in offspring. This study evaluated the association between young and advanced maternal age at childbirth and offspring risk of ADHD and LD in the U.S. population. Using data from 8,098 participants included in the National Health and Nutrition Examination Survey (NHANES) conducted in 1999-2004, we analyzed the association between maternal age at childbirth and ADHD and LD risk in offspring. Odds ratios (ORs) and 95% confidence intervals (CIs) for maternal age at childbirth in association with ADHD and LD risk in offspring were estimated using multivariate logistic regression models after adjustment for age, sex, race, body mass index (BMI), poverty income ratio, smoking status during pregnancy, and NHANES cycle. Restricted cubic spline (RCS) models were used to evaluate potential non-linear relationships. Sensitivity analyses were performed to ensure the reliability of the results. Among all participants, the offspring of subjects with a maternal age at childbirth of 18-24 years had an increased risk of ADHD (OR = 1.34, 95% CI: 1.01, 1.79) and LD (OR = 1.36, 95% CI: 1.06, 1.79) or either ADHD or LD (OR = 1.48, 95% CI: 1.20, 1.81). Additionally, compared with subjects with a maternal age at childbirth of 25-29 years, subjects with a maternal age at childbirth of 35-39 years had lower odds of having offspring with ADHD (OR = 0.60, 95% CI: 0.36, 1.00) and higher odds of having offspring with LD (OR = 1.34, 95% CI: 1.01, 1.78). The relationship between maternal age at childbirth and LD risk presented a U-shaped curve. These results provide epidemiological evidence showing that young and advanced maternal age at childbirth are associated with ADHD and LD risk.

Developmental changes in the contributions of phonological processing skills to Chinese character reading and arithmetic

This study examined the associations of phonological processing skills with reading and arithmetic ability in Chinese kindergartners (Mage = 5.56 years), third graders (Mage = 9.72 years), and fifth graders (Mage = 11.75 years) (N = 413) of Han descent. The results showed that phonological awareness and rapid automatized naming (RAN) showed stronger relations than phonological memory with reading and arithmetic across grades. Furthermore, the associations of phonological awareness and RAN with reading were much stronger in kindergartners than in primary school children, whereas their relationships with arithmetic remained stable across grades. Among phonological skills, phonological awareness has a unique influence on arithmetic that is independent of Chinese character reading in third-graders and kindergartners. In contrast, RAN uniquely explained the variation in arithmetic skills in fifth graders when reading was statistically controlled for. These findings have important implications for understanding the co-development of reading and arithmetic across grades and raise the possibility of training in phonological awareness and/or RAN to help children at risk for learning disabilities.

Addressing the Needs of Nonmainstream Dialect Speakers With Learning Disabilities

Children who speak with nonmainstream American English (NMAE) dialects represent a growing population in the U.S. public school system. This article provides recommendations for how teacher educators can support novice teachers in addressing the needs of NMAE speakers with or at risk for learning disabilities. This article focuses on four core recommendations that teacher educators and other practitioners can learn from and apply in teacher preparation coursework to support the learning outcomes and needs of NMAE dialect speakers. These are (a) basic instruction on and descriptions of language variation in reading methods courses, (b) addressing language variation within the core areas of language development, (c) guidance for novice teachers to critically examine reading and literacy theories to plan instruction, and (d) collaboration across disciplines to encourage interdisciplinary partnerships with other school personnel.

Families with high-risk characteristics and diagnoses of attention-deficit/hyperactivity disorder, autism spectrum disorder, intellectual disability, and learning disability in children: A national birth cohort study.

BackgroundA national birth cohort study was used to investigate whether high-risk family factors at 1.5-year-olds can increase the risk of attention-deficit/hyperactivity disorder (ADHD) diagnosis when children reach 5.5 years. The pathway relationship of high-risk family factors, children's developmental conditions, risk of autism spectrum disorder (ASD), and diagnosis of intellectual disability (ID), learning disability (LD), and ASD was also investigated.MethodsThe 1.5-, 3- and 5.5-year-old Taiwan Birth Cohort Study (TBCS) dataset was used (N = 19,185). The high-risk familial factor was measured using five questions assessing whether parents are currently unmarried, unemployed, do not have any social insurance, perceive a “very heavy” economic childcare burden, and at least one of the parents has a disability certification. Developmental conditions were assessed using the Taiwan Birth Cohort Study—Developmental Instrument (TBCS-DI), and ASD risk was measured using the Modified Checklist of Autism in Toddlers. Data on ADHD, ID, LD, and ASD diagnoses were collected at age 5.5. The odds ratio model investigated whether children from families with high-risk factors at 1.5-years were at increased risk of ADHD, ID, LD, or ASD diagnosis at 5.5-years, compared to those children from families without such risks. Structural equation modeling investigated the logistic regression pathway relationship of high-risk familial characteristics, children's developmental conditions, autism screening, and diagnosis.ResultsIn the national birth cohort dataset of 19,185 children, 2070 (10.8%) met at least one of the high-risk familial factors. Children who met one high-risk familial factor had a 1.21-fold increased risk for ADHD diagnosis, 1.36-fold increased risk for LD diagnosis, and 1.80-fold increased risk for ASD diagnosis, compared to children from families without risks. High-risk familial factors directly increased the risk of ADHD and ID diagnosis, and indirectly increased the risk of ADHD, ID, LD, and ASD diagnosis through the mediating factor of children's development.ConclusionsChildren who met more high-risk familial characteristics were at higher risk of ADHD, ID, LD, and ASD diagnosis. Development at three years was predictive of diagnosis at 5.5 years. Thus, developmental screening at age three is vital for interventions. Preventive, family-focused, and/or child-rearing services for at-risk families are important for improving outcomes for these children and their families.

학습장애 위험아동의 인지 및 감성 활성화를 위한 뇌 기반 기초연산 프로그램의 기본 방향

Objectives The purpose of this study is to develop a brain-based basic operations program for children at risk for learning disabilities, extract core elements of basic operations, and examine related cognitive and emotion brain regions to suggest a desirable basic direction for designing a basic operations program. Methods For that purpose, the literature research method was mainly used. Analyzing the Korean, Finnish, and US curriculum and NCTM (2000) numbers and operational criteria to extract the core elements of basic operations for the lower grades of elementary school, Prior literature was analyzed to explore the basic directions of programs that could analyze and activate cognitive and emotional brain regions associated with it. Results First, as a result of analyzing the mathematics and curriculum of Korea, Finland, and the United States and the numbers and arithmetic standards of NCTM (2000), we were able to extract 14 basic operational core elements such as numbers recognition, centuries, quantity discrimination, composition/decomposition, number system, addition meaning, subtraction meaning, multiplication meaning, operations characteristics, operations relations, approximation of operations result, addition fluency, subtraction fluency, multiplication fluency. Secondly, the results of considering the related cognitive brain regions by classifying the core elements of basic operations into the major categories “numbers” and “operations”. In the large category “numbers”, both hemispheres are generally involved, and the core center is the intraparietal sulcus, parietal lobe, left hemisphere angular gyrus and left hemisphere inferior frontal gyrus(including Broca's center), In the large category “operations”, it was found that the frontal lobe and the parietal lobe share a common circuit, while multiple brain regions that play a unique role in each operations are connected. The emotion brain region was handled by the amygdala of the limbic system and the frontal lobe of the right hemisphere. As the basic direction of the basic operations program considered based on the related cognitive and emotion brain areas (1) Education that activates the interaction between the frontal lobe and the parietal lobe (2) Education that activates the interaction between the amygdala and the frontal lobe (3) Education that integrates cognition and sensitivity was presented. Conclusions we proposed the concept and practice a basic operations program based on the development of cognitive and emotion.

A Study of Developing an Achievement Test for Identifying Primary School Students at Risk of Mathematics Learning Disability

This study aims to develop a valid and reliable achievement test to identify students with mathematics learning difficulties (dyscalculia) and at-risk students. In addition, a test to measure third-grade primary students' success in learning natural numbers and operations with natural numbers sub learning areas is aimed to be developed. Critical learning outcomes were determined for students with a risk of learning disabilities in mathematics and 47 questions were created in line with these outcomes. The questions were evaluated by presenting them, along with the expert evaluation form, to three experts from. The test was administered to 171 students attending. Then, both the item difficulty and item discrimination indices were calculated as part of the item analysis, and accordingly, 21 questions were included in the main test. The KR-20 reliability coefficient of the test was calculated as 0.93, and the Spearman-Brown value for the split halves was calculated as 0.86.

Meeting the Language Needs of Emergent Multilingual Students at Risk for Learning Disabilities through Multitiered Systems of Support

AbstractThis review and case example describes the key components of elementary reading instruction and intervention within multitiered systems of supports (MTSS) and ways to enhance and scaffold reading instruction and intervention for language as a means of supporting the learning of students who are emergent multilingual (EM) learners. First, we provide an overview of elementary reading comprehension skills and describe culturally, linguistically, and ecologically situated learning principles and overview the essential elements of MTSS rooted in these principles. Next, we present research‐based practices that enhance reading instruction and intervention among elementary EM students. We then illustrate the PLUSS framework to highlight how educators can implement these practices across MTSS. Finally, we present considerations for reading instruction and intervention and provide resources that may be useful to educators and policymakers with respect to MTSS.

Supporting Children’s Language and Literacy Through Collaborative Shared Book Reading

Language and literacy skills are critical for academic success. Shared book reading is an evidence-based practice for improving a range of language and literacy skills in young children, including those with or at risk for learning disabilities. This article describes how teachers and speech-language pathologists (SLP) can collaborate to support young children’s learning through shared book reading. An overview of shared book reading is presented, followed by a description of the collaboration, implementation of the shared book reading sessions, as well as instruction that can take place after the reading. By collaborating through shared book reading, teachers and SLPs can enhance their overall instructional quality to more effectively support the language and literacy needs of children with or at risk for learning disabilities.