Answer discussion questions

Required readings:

Daniel, J., Vaughn, S., Roberts, G., Grills, A. (2022). The importance of baseline word reading skills in examining student response to a multicomponent reading intervention. Journal of Learning Disabilities 55, 259–271. https://doi.org/10.1177/00222194211010349

Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37–51 http://dx.doi.org/10.1037/amp0000452

Videos:

What should we consider when teaching students with math difficulty?

Recommended Reading:

Joyner, R.E., Wagner, R.K., (2020). Co-Occurrence of Reading Disabilities and Math Disabilities: A Meta-Analysis. Scientific Studies of Reading. 24:1, 14-22.

Livingston, E.M., Siegel, L.S. & Ribary, T. (2018). Developmental dyslexia: Emotional impact and consequences. Australian Journal of Learning Difficulties, 23:2, 107-135, https://doi.org/10.1080/19404158.2018.1479975

anetti, L. M. H., & Luh, H.J. (2019). Fidelity of Implementation in the Field of Learning Disabilities. Learning Disability Quarterly, 42(4), 204–216.

Stockall, N., (2017). Designing homework to mediate executive functioning deficits in students with disabilities. Intervention in School and Clinic, 53, 3–11. https://doi.org/10.1177/1053451217692565

Q1. A large number of methodological theories have been proposed by researchers to meet the needs of different groups of students with reading difficulties. How do you find the applicable theory for that individual or small group of students from among the various theories?

Q2. How do baseline word reading skills affect students’ reading ability?

Q3. What do different children with specific learning disabilities (SLDs) have in common? Are there any general methods that can be generalized?