SAGE Journal Articles
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Article 1: Bonifacci, P., Storti, M., Tobia, V., & Suardi, V. (2016). Specific learning disorders: A look inside children’s and parents’ psychological well-being and relationships. Journal of Learning Disabilities, 49, 532–545. doi:10.1177/0022219414566681
Learning Objective: 7.2 Differentiate between a Specific Learning Disorder and a Specific Learning Disability. Describe how learning disorders/disabilities are identified in school-age children.
Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.
Summary: This study examined the link between learning disabilities and well-being among children with learning disabilities and their parents. Results indicated discrepancies between what parents reported about their children and what the children themselves reported.
Questions to Consider:
- Parents of children with learning disorders reported higher levels of stress, but few other symptoms. What does this tell you about the effects of learning disabilities on the family?
- Parents reported more symptoms in children with learning disabilities than the children themselves did. Why might this be?
- This was a fairly small sample. What should the next step be? Are there other variables that should be investigated?
Article 2: Solis, M., Miciak, J., Vaughn, S., & Fletcher, J. M. (2014). Why intensive interventions matter: Longitudinal studies of adolescents with reading disabilities and poor reading comprehension. Learning Disability Quarterly, 37, 218–229. doi:10.1177/0731948714528806
Learning Objective: 7.2 Give examples of evidence-based treatments for school-age children with reading, writing, or math disabilities.
Summary: In this study, researchers examined fifth-grade students who were identified using a response to intervention framework and assigned to three treatment conditions and followed for three years. Results indicate the importance of ongoing intervention beyond the early- to mid-elementary school grades.
Questions to Consider:
- Describe the intervention process. How was this different than you might find in younger students?
- Without intensive intervention, how will students with reading disabilities catch up?
- Why is it important that the texts used in the intervention cover topics than other content areas?