As children with learning disabilities (LD) are increasingly served in general education classrooms, where response to intervention models (RTI) have become pervasive, better understanding classroom learning environments that support or do not support children with LD has the potential to improve their outcomes and reduce referrals to special education. Building on two large and unique data bases, the proposed project has three specific and inter-related aims. First, we will use a large data set that includes over 4000 children in first through fifth grade to examine instruction, teacher, and peer effects. These children participated in the NICHD funded studies on Individualizing Student Instruction in Reading (ISI, Connor, Morrison, Fishman, Schatschneider, &Undenwood, 2007) and so there are videotaped classroom observations (three per classroom ~ fall, winter, &spring) and an extensive battery of assessments including reading comprehension, decoding, phonological awareness, oral language, writing, executive functions, mathematics, and motivation. In addition, there are longitudinal data for approximately 425 children from 1st through 3rd grade and a smaller sample who were followed through 5th grade. Second, we will draw on the extensive Florida Progress Monitoring Reporting Network (PMRN) data base to follow these 4000 children through their transition to middle and high school. Third, we will conduct two experimental studies, recruiting the ISI students who will be in middle school and high school at the time ofthe experiments to better understand the mechanisms underlying reading comprehension and LD that may be related reciprocally to the classroom environment. These include enacted representation, motivation, stress, and anxiety. Broadly implemented, the results ofthe proposed studies have the potential to improve general education classrooms for children with LD and their classmates, to explicate the transition to middle and high school for children with LD and the aspects of elementary schooling that ease or interfer with these transitions, and to improve reading comprehension instruction by identifying potential mechanisms for intervention.
The proposed study examines the first through fifth grade classroom learning environment for children with learning disabilities, who face serious and life-long challenges including limited academic achievement that impacts later life success, with the goal of improving the educational support these children receive during their early schooling careers.
|Quinn, Jamie M; Wagner, Richard K (2018) Using Meta-analytic Structural Equation Modeling to Study Developmental Change in Relations Between Language and Literacy. Child Dev 89:1956-1969|
|Erbeli, Florina; Hart, Sara A; Taylor, Jeanette (2018) Genetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status. J Learn Disabil :22219418775116|
|Sparapani, Nicole; Connor, Carol McDonald; McLean, Leigh et al. (2018) Direct and Reciprocal Effects among Social Skills, Vocabulary, and Reading Comprehension in First Grade. Contemp Educ Psychol 53:159-167|
|Patael, Smadar Z; Farris, Emily A; Black, Jessica M et al. (2018) Brain basis of cognitive resilience: Prefrontal cortex predicts better reading comprehension in relation to decoding. PLoS One 13:e0198791|
|Kim, Young-Suk Grace; Vorstius, Christian; Radach, Ralph (2018) Does Online Comprehension Monitoring Make a Unique Contribution to Reading Comprehension in Beginning Readers? Evidence from Eye Movements. Sci Stud Read 22:367-383|
|McLean, Leigh; Connor, Carol McDonald (2018) Relations between third grade teachers' depressive symptoms and their feedback to students, with implications for student mathematics achievement. Sch Psychol Q 33:272-282|
|Kim, Young-Suk Grace; Gatlin, Brandy; Al Otaiba, Stephanie et al. (2018) Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct. J Learn Disabil 51:320-335|
|Kim, Young-Suk Grace; Petscher, Yaacov; Wanzek, Jeanne et al. (2018) Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6. Read Writ 31:1591-1618|
|Erbeli, Florina; Hart, Sara A; Wagner, Richard K et al. (2018) Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model. Sci Stud Read 22:167-180|
|Erbeli, Florina; Hart, Sara A; Taylor, Jeanette (2018) Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study. Child Dev 89:e480-e493|
Showing the most recent 10 out of 240 publications