Despite important advances in the treatment of learning disabilities (LDs), the dominant approach to intervention?direct skills instruction?fails to meet the needs of 25-40% of students with learning disabilities (LDs). Research is therefore required on innovative approaches that target the specific needs of subgroups of LD students (LD subtypes) to expand the framework for LD intervention. This LD Innovative Hub addresses an LD subtype that spans math problem solving (MPS) & reading comprehension (RC). This subset of the LD population (a) has been understudied, (b) experiences disproportionately poor response to intervention, and (c) has a distinctive set of needs. This Hub brings together a transdisciplinary team of researchers, spanning learning sciences, second language learning, LDs, and developmental psychology, to investigate a high-risk innovative approach to LD intervention tailored for this understudied and vulnerable population. The Hub?s approach involves embedding language comprehension instruction in direct skills intervention, with instructional scaffolding to explicitly connect MPS, RC, & language comprehension demands. The goal is to improve both outcomes with a unified approach to intervention. This scientific focus represents a unifying theme across the Hub?s Core and Project to achieve 4 aims: (1) advancing scientific understanding of LDs on a high-impact but understudied public health topic to identify directions that provide the field with novel solutions for improving outcomes; (2) relying on a transdisciplinary approach to build the intellectual infrastructure & a body of compelling, mature research findings to permit the transition of this Hub to an LD Research Center and other NIH program or funding opportunities; (3) cultivating a new generation of LD researchers; and (4) ensuring the relevance of this Hub?s scientific contributions and the future contributions of this Hub?s new generation of LD researchers for underrepresented groups.
Math problem solving (MPS) is the best school-age predictor of later employment & wages, and reading comprehension (RC) supports learning during & after school. A learning disability (LD) in either domain undermines quality of life & financial security. Yet, LDs that span MPS & RC are common; they are inadequately researched and poorly understood; and they result in worse outcomes than does difficulty in just one of these domains. Therefore, LDs across MPS & RC (i.e., comorbid LDs) are a serious and understudied public health problem.
|Malone, Amelia S; Loehr, Abbey M; Fuchs, Lynn S (2017) The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude Understanding. Learn Individ Differ 58:90-96|
|Rhodes, Katherine T; Branum-Martin, Lee; Washington, Julie A et al. (2017) Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificity. J Educ Psychol 109:956-976|
|Krowka, Sarah K; Fuchs, Lynn S (2017) Cognitive Profiles Associated With Responsiveness to Fraction Intervention. Learn Disabil Res Pract 32:216-230|
|Malone, Amelia S; Fuchs, Lynn S (2017) Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students. J Learn Disabil 50:337-352|
|Gilbert, Jennifer K; Fuchs, Lynn S (2017) Bivariate Developmental Relations between Calculations and Word Problems: A Latent Change Approach. Contemp Educ Psychol 51:83-98|
|Schumacher, Robin F; Malone, Amelia S (2017) Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students' Mathematics Achievement Status. Elem Sch J 118:105-127|
|Powell, Sarah R; Cirino, Paul T; Malone, Amelia S (2017) Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention. Except Child 83:359-377|
|Wang, Amber Y; Fuchs, Lynn S; Fuchs, Douglas (2016) Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information. Learn Individ Differ 52:79-87|
|Fuchs, Lynn S; Geary, David C; Fuchs, Douglas et al. (2016) Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different? Child Dev 87:558-67|
|Namkung, Jessica M; Fuchs, Lynn S (2016) Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk Students. J Educ Psychol 108:214-228|
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