Students with learning disabilities/attention-deficit/hyperactivity disorder in higher education dealing with remote learning: lessons learned from COVID-19 era.

Introduction: The current study aimed to examine how students with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD) adjusted to higher education during the transition to remote learning (RL) in Israel during the COVID-19 pandemic. Methods: The study involved 621 undergraduate students, 330 of whom participated during the COVID-19 pandemic and 291 before the pandemic. Among these students, 198 had been diagnosed with LD and/or ADHD, while 423 had no reported disabilities (control group). Results: Students with LD/ADHD generally had lower adjustment scores during face-to-face learning and RL than the control group. In-depth analyses of four subgroups revealed that students with LD + ADHD reported lower academic, emotional, and institutional adjustments as well as reported lower satisfaction with life during RL than the control group members. ADHD was found to directly predict low satisfaction with life through the mediation of adjustment scores. Discussion: In conclusion, it is recommended that support be provided to high-risk LD/ADHD populations during a crisis. Furthermore, the implication of this study can inform intervention during emergency times.

Adjustment to Higher Education: A Comparison of Students With and Without Disabilities.

The present study examined adjustment to higher education among students with disabilities from a multifaceted perspective (academic, social, emotional, institutional) immediately following their first year of study and onward, with three primary objectives. First, we examined whether students with no disabilities adjust better to higher education than do students with disabilities (mental, physical, sensory, ADHD/LD). Second, we examined differences among the specific disability groups in adjustment to higher education overall and in specific subscales. Finally, we examined the unique pattern of adjustment in each disability group, and sought to determine whether the groups differed with respect to this pattern. Of the 469 students who participated in the study, 234 had disabilities (mental disabilities, sensory, ADHD/LD, physical) and 235 were matched controls. The results indicated that students with disabilities as a whole reported lower adjustment than did controls. A close examination of the differences between the disability groups in the four subscales demonstrated unique adjustment challenges for each of them. The findings demonstrate the importance of specifically examining each disability group, to learn about needs and support.

Predictive Examination of Phonological Awareness Among Hebrew-Speaking Kindergarten Children.

The purpose of this study was to examine the development of phonological awareness (PA) skills among Hebrew-speaking kindergarten children. Specifically, the study examines the effects of cognitive, early literacy, and language skills to PA among Hebrew-speaking children at the middle (Early K) and end (End K) of kindergarten, and the contribution of various literacy and cognitive skills measured from the early kindergarten stage to the subsequent development of PA. Participants were 41 native Hebrew-speaking children (28 boys), ages 5-6, who were recruited from two kindergarten classrooms. A battery of cognitive, early literacy, and language measures was administered and ten PA skills were examined extensively. The results demonstrated the rapid growth of PA skills from Early K to End K. The participants were significantly better at manipulations at the syllable level, as compared to phonemes or consonants. Furthermore, deletion of a final consonant was found to be easier for them than deletion of an initial consonant. This finding emphasizes the body-coda segmentation tendency, which characterizes the Hebrew language structure. Strong-moderate positive correlations were found between PA and both letter naming and executive functioning at Early K. A strong correlation between letter naming and PA was found at End K. Regression analyses demonstrated that letter naming and executive functioning at Early K were the most significant predictors of PA at Early K, and that letter naming was the most significant predictor at End K. These findings highlight both universal and language-specific features of phonological awareness.

Note-Taking Skill Among Bilingual Students in Academia: Literacy, Language and Cognitive Examination.

The ability to take notes while listening to a lecture is important and complicated. The main goal of the current study was to examine note-taking skills among students with Hebrew as a first language (L1) and students with Arabic as a first language and Hebrew as a second language (L2). Literacy, language, cognitive, and note-taking skills were assessed among 63 undergraduate students (28 L1). L1 students were found to produce notes of higher quality than L2 students. Moreover, there were significant differences between the groups on measures of vocabulary, word reading fluency, and handwriting speed. The results also revealed that first language was the most important variable in predicting note quality, followed by word reading fluency. Educational implications and directions for further research are discussed in light of the findings.

Attitudes and Knowledge About Learning Disabilities: A Comparison Between Arabic- and Hebrew-Speaking University Students.

Recently, there has been a significant increase in the number of students with specific learning disabilities (SLD) in postsecondary institutions. The current study investigated attitudes toward and knowledge about SLD among students from different cultural and educational backgrounds. The study included 113 students (63 Arabic speakers and 50 Hebrew speakers) working toward bachelor's degrees in different faculties and departments at a university in northern Israel. Findings indicated that both Arabic- and Hebrew-speaking students had some knowledge regarding SLD and agreed with positive statements about SLD. However, Arabic-speaking students reported having less contact with individuals with SLD than did Hebrew-speaking students. Additionally, Arabic-speaking students reported less knowledge regarding the competence of students with SLD and were more willing to support and provide assistance to these students. Both groups revealed insufficient understanding of the essence of SLD. Implications for research and practice are discussed.

Predictive Models of Word Reading Fluency in Hebrew.

This study examined a multi-componential approach to reading fluency in first and third grade Hebrew speaking children. Measures of naming speed, phonological awareness (PA), morphological awareness (MA), syntax awareness, and vocabulary were administered to first (N = 68) and third (N = 67) graders. Hierarchical regression models revealed that in both grades, naming speed accounted for most of the variance in each model. However, while in the first grade, word reading fluency was also predicted by vocabulary, in the third grade, both PA and MA were significant additional predictors. Predictive models of word reading fluency in Hebrew and applied implications are proposed.

The improvement of reading skills of L1 and ESL children using a Response to Intervention (RtI) Model.

This study examined the development of literacy skills in children in a district that used a Response to Intervention (RTI) model. The district included children whose first language was English and children who were learning English as a second language (ESL). Tasks measuring phonological awareness, lexical access, and syntactic awareness were administered when the children entered school in kindergarten at age 5. Reading, phonological processing, syntactic awareness, memory, and spelling were administered in grade 7. When the children entered school, significant numbers of them were at risk for literacy difficulties. After systematic instruction and annual monitoring of skills, their reading abilities improved to the extent that only a very small percentage had reading difficulties. The results demonstrated that early identification and intervention and frequent monitoring of basic skills can significantly reduce the incidence of reading problems in both the ESL and language majority children.

The improvement of reading skills of L1 and ESL children using a Response to Intervention (RtI) Model / La mejora de la habilidad lectora en niños monolingües y aprendices del idioma inglés como segunda lengua mediante el Modelo de Repuesta a la Intervención (RtI)

This study examined the development of literacy skills in children in a district that used a Response to Intervention (RTI) model. The district included children whose first language was English and children who were learning English as a second language (ESL). Tasks measuring phonological awareness, lexical access, and syntactic awareness were administered when the children entered school in kindergarten at age 5. Reading, phonological processing, syntactic awareness, memory, and spelling were administered in grade 7. When the children entered school, significant numbers of them were at risk for literacy difficulties. After systematic instruction and annual monitoring of skills, their reading abilities improved to the extent that only a very small percentage had reading difficulties. The results demonstrated that early identification and intervention and frequent monitoring of basic skills can significantly reduce the incidence of reading problems in both the ESL and language majority children (AU)

Este estudio examinó el desarrollo de la habilidad lectora en una población escolar del distrito norte de Vancouver, en Canadá, donde se utilizó el modelo de Respuesta a la Intervención (RTI). Este distrito incluía niños cuya lengua materna era el inglés y niños que aprendían el inglés como segunda lengua (ESL). Se administraron tares para medir la conciencia fonológica, el acceso léxico y la conciencia sintáctica en el momento en que los niños iniciaban la escolarización en el jardín de infancia a la edad de 5 años. Cuando se encontraban en 7º grado se administraron tareas para medir la habilidad lectora, la conciencia fonológica, la conciencia sintáctica, la memoria y las habilidades ortográficas. Cuando los niños se encontraban en jardín de infancia se identificó un número significativo en situación de riesgo de presentar dificultades específicas de aprendizaje. Después de una instrucción sistemática y supervisión anual de habilidades, sus capacidades de lectura mejoraron hasta tal punto que solamente un porcentaje muy pequeño continuaba presentando dificultades específicas de aprendizaje. Los resultados demostraron que la identificación e intervención temprana y la supervisión continua de habilidades básicas puede reducir de forma considerable la incidencia de problemas en la lectura tanto en población ESL como en población monolingüe(AU)

Retrospective analyses of the reading development of grade 4 students with reading disabilities: risk status and profiles over 5 years.

This study presents a longitudinal examination of the development of reading and reading-related skills of 22 Grade 4 children identified as having reading disabilities (RD) who had been followed since kindergarten. The analyses were conducted to investigate the patterns of emergence of RD as well as reading ability and risk status across the 5 years. The findings of the study are presented with an examination of the trajectories of the children with RD as compared to Grade 4 typical readers (matched for grade, gender, language status, and school) with a similar profile on literacy skills in kindergarten. The results demonstrate the heterogeneous nature of the trajectory of RD in school-age children; although many of the children with RD were at risk in kindergarten, there was a subsample who did not demonstrate reading and phonological difficulties until the third and fourth grades.