Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression: Introduction to the Special Series

Coker, David L.; Kim, Young‐Suk Grace

doi:10.1177/0022219417708168

Cited by 4 publications

(3 citation statements)

References 34 publications

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“…To address this gap in the literature, we used a cross–sectional study design to examine the internalizing and externalizing behaviors of children who are AR–WD versus a comparison group of children who are TDW via behavioral ratings obtained from classroom teachers in grades 1 through 4. We recognize that the field has not yet come to consensus on how to identify risk, and that multiple means exist to do so (Coker & Kim, 2018). Within our sample, we have termed students as AR–WD based on cut scores on a theoretically grounded assessment, as is increasingly common (Barnes et al, 2019; Costa, Hooper, McBee, Anderson, & Yerby, 2012; Ray, Graham, & Liu, 2019).…”

Section: Purposementioning

confidence: 99%

Internalizing and Externalizing Behaviors of Children with Writing Disabilities

Jordan

Fernandez

Costa

et al. 2020

Learn Disabil Res Pract

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Students with specific learning disabilities (SLDs) are more likely to exhibit internalizing and externalizing behaviors than typically developing peers. Virtually none of the literature, however, reports on the behaviors of students at-risk for writing disabilities (AR-WD). We compared the behaviors of writers who are AR-WD and typically developing writers (TDW) from first through fourth grade (N = 138). We found that students who are AR-WD were only significantly different from TDW on Externalizing and Total Behaviors at Grade 2. These findings illustrate the benefits of studying behavior across different forms of SLD, as it appears that students ARWD do not consistently manifest significant behaviors, although interventions that simultaneously target writing and behavior may be warranted and mutually beneficial.

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Section: Purposementioning

confidence: 99%

Internalizing and Externalizing Behaviors of Children with Writing Disabilities

Jordan

Fernandez

Costa

et al. 2020

Learn Disabil Res Pract

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“…Some pupils have problems with learning how to read and write from the very start of their literacy learning journey, presenting numerous disabilities of reading and writing, including dyslexia. Pupils with Learning Disabilities (LD) range from 5 to 17.5% of the population in compulsory schooling, depending on the definitions and classifications used [3][4][5][6]. Prevalence also depends on the transparency and granularity of spelling systems, and LD are more frequent in opaque languages [6][7].…”

Section: Introductionmentioning

confidence: 99%

Evaluation and Psychoeducational Intervention of Learning Disabilities: A Case Study

Martín-Ruiz¹,

Valenzuela²,

Jordan-Galera³

2021

ujer

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Learning Disabilities are one of the most frequent deficits in the teaching and learning process, present between 5 and 15% of the students. Various definitions have been made, such as DSM 5, ICD-11, or other more psychoeducational definitions. The main problem is the unexpected difficulties in learning how to read or write despite having a medium intellectual capacity. Deficits can be found in: cognitive variables, visual perceptual processing, phonological processing, semantic processing, and morphosyntactic processing. The purpose of this paper is to identify the reading and writing learning disabilities of a Spanish-speaking subject. The methodology is a single case study, which is examined of a 7-year-old boy enrolled in the second year of Primary Education at a grant-maintained school in the city of Malaga (Spain). A psychoeducational evaluation proposal is described with different qualitative and quantitative techniques. The results indicate that the subject presents difficulties in his acquisition of Reading and Writing skills, showing signs of cognitive deficits in memory, attention, processing speed, visual and phonological processing, and difficulties in reading and writing. Finally, a proposal for psychoeducational intervention is described, which would be useful in promoting learning and improving the pupil's academic performance. The research shows the relevance of the global evaluation of cognitive and psycho-linguistic variables and the need to establish an early diagnosis. It is also necessary to highlight the relevance of early intervention and the establishment of clear educational guidelines towards the teacher and the family. The main limitations are determined from the single case study and the possible limitations of validity and generalizability of this study to other languages.

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“…Early writing difficulties in elementary schools are estimated in the range of 12% to 44% [4]. Recent studies estimate between 6.9% to 14.7% found students experiencing specific learning difficulties in writing, with and without reading difficulties [7].…”

Section: Introductionmentioning

confidence: 99%

Early Writing Skill Intervention for Elementary Students with Learning Disability: A Systematic Review

Zain¹,

Mumpuniarti²

2019

Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

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Writing is a tool for communication that used to convey ideas in the form of words and is essential skill that everybody need. The ability to write is needed for success in academic, workplace setting and daily living. Writing is so challenging for students with learning disability. Writing difficulties that are not detected until middle school will influence their academic performance. Intervention to overcome writing difficulties should be given as soon as possible. It is important for teacher to choose intervention that suitable for the needs of each student. The purpose of this study was to examine the writing strategies used to help students with learning disability. This study was designed using a systematic review method. The 8 study reviewed contain various interventions, such as: self-regulated strategy development (SRSD) instruction, co-teaching program, sentence-combining intervention, problem solving approach and multi-component intervention.

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Critical Issues in the Understanding of Young Elementary School Students at Risk for Problems in Written Expression: Introduction to the Special Series

Cited by 4 publications

References 34 publications

Internalizing and Externalizing Behaviors of Children with Writing Disabilities

Internalizing and Externalizing Behaviors of Children with Writing Disabilities

Evaluation and Psychoeducational Intervention of Learning Disabilities: A Case Study

Early Writing Skill Intervention for Elementary Students with Learning Disability: A Systematic Review

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