Learning Disability Quarterly, Ahead of Print.
Although students are often taught to look for keywords when solving word problems, this strategy is erroneous. It is especially problematic when students solve inconsistent word problems that include a relational term, such as more but are not solved with the assumed operation (e.g., addition). In this study, we analyzed 112 Grade 3 students’ constructed equations on four word problems that included the word more. We compared students with and without mathematics difficulty and disaggregated based on dual-language status. Most students constructed accurate equations for the two consistent word problems, but fewer constructed accurate equations for the two inconsistent word problems. Students with mathematics difficulty, particularly those who were also dual-language learners, had the lowest rates of accurate equations on the inconsistent word problems. This analysis reinforces previous calls by researchers to avoid the ineffective keywords strategy.

Learning Disability Quarterly, Ahead of Print.
A large body of research documents underlying cognitive factors, many of which are shared, in students with reading disabilities (RDs), math disabilities (MDs), comorbid reading and math disabilities (RD + MD), as well as students with attention deficit/hyperactivity disorder (ADHD) and students with RD and ADHD. In an effort to examine differences in reading, mathematics, and cognitive outcomes among these students, we investigated the outcomes between these groups across the published research literature by conducting a systematic review. A total of 16 studies met inclusion criteria. Data from a total of 1,910 participants across studies was used to answer our research questions. Mean effect size differences across studies highlight lower overall outcomes for students with RD + MD and students with RD + ADHD compared to students with RD, MD, or ADHD alone.

Learning Disability Quarterly, Ahead of Print.
Despite the importance of reliable, valid, and equitable identification of students with specific learning disabilities (SLD), research has highlighted the potential for school psychologists’ personal characteristics to influence the identification decision. No studies to date have examined the broad range of individual characteristics and their potential to affect the SLD identification decision or individuals’ confidence in their decision. We conducted a study with 264 full-time practicing school psychologists to isolate the role of individual characteristics, including beliefs about SLD and decision-making style, on the SLD identification decision and confidence in the decision. Results indicated that, all else equal, a variety of individual characteristics emerged as significant predictors of the identification decision and confidence. Implications for research and practice are discussed, as well as suggestions for future research.

Learning Disability Quarterly, Ahead of Print.
The purpose of this study was to determine the initial efficacy of a decimal vocabulary intervention for Grade 5 students with mathematics difficulty (MD) and to explore its impact on decimal arithmetic performance. We employed a nonconcurrent multiple-baseline, single-case research design to evaluate the effect of the intervention. Five fifth-grade students experiencing MD participated in the study and the intervention occurred 25 min per session over a total of 10 sessions. Visual analysis demonstrated that the decimal vocabulary intervention significantly enhanced both decimal vocabulary and decimal arithmetic performance, and these improvements sustained 3 weeks after the intervention. Findings suggested that students with MD could acquire decimal vocabulary through a brief intervention and retain the knowledge even after the intervention ended. Moreover, improved decimal vocabulary knowledge may positively affect their decimal arithmetic performance.

Learning Disability Quarterly, Ahead of Print.
Registered Reports are a novel approach to empirical publication that involve two stages of peer review: one before a study is conducted (of prospective Introduction and Method sections), and one after the study is conducted and fully written up. In this paper, we describe Registered Reports and their potential benefits (e.g., expert peer reviewers providing input on the design of research before it is conducted, combatting publication bias by basing acceptance for publication on the quality of study plans rather than study findings) and limitations, provide an overview of the three Registered Reports in the special series, and highlight lessons learned in guest editing this special series of Registered Reports.

Learning Disability Quarterly, Ahead of Print.
Geometry education is an important aspect of science, technology, engineering, and mathematics (STEM) education, but it is often overlooked in K–12 education in the United States. Chunking strategy reduces the cognitive load demanded in the processing of information, and it has been applied as a testing accommodation for high school students with math difficulties (MD) in prior research. This study extended prior research from test accommodation to examining the effect of schematic chunking as an intervention on the geometry performance of high schoolers with MD. A multiple probe design across participants was used. Three tenth graders with difficulties in learning geometry participated in this study. We revealed that the schematic chunking strategy improved all three students’ performance in solving high school geometry problems, with varying improvement on two generalization measures. Qualitative analysis suggested that all three participants adopted the schematic chunking strategy; however, some barriers interfered with their successful use of the chunking strategy. Individual differences in responses to the schematic chunking intervention suggested that the effectiveness of the chunking strategy depends on the assumption that students have the prerequisite expertise to recognize meaningful schematic chunks and can retrieve related theorems from long-term memory. We recommended that schematic chunking strategy should be integrated with, rather than replacing, geometry content instruction.

Learning Disability Quarterly, Ahead of Print.
This study reviews the literature on error patterns in mathematics among students with mathematics difficulty. We analyzed and synthesized the findings from 17 studies, focusing on the characteristics of error analysis studies, the mathematics topics examined, and the specific error patterns identified. The results revealed the following: (a) the criteria used to identify mathematics difficulties and the coding processes varied; (b) the mathematics topics investigated encompassed fractions (including fraction computation and representation), problem-solving, and general computation; and (c) a variety of common error types were identified across these mathematical domains. Implications for practitioners and researchers were discussed.

Learning Disability Quarterly, Ahead of Print.
Although many social–emotional learning (SEL) surveys exist for the general student population, students with learning disabilities (SwLD) are often excluded during the survey development process, and the current SEL surveys often overlook critical SEL competencies for SwLD (e.g., self-advocacy), necessitating an SEL survey for SwLD. To address this oversight, the Winston Essential Skills Survey (WESS) was designed to measure SEL in an SwLD population. Annually, over a 4-year period prior to the COVID-19 pandemic, two teachers evaluated each student with the WESS 2.0 (Nstudents = 809; Nteachers = 236). A confirmatory factor analysis suggested that this 41-item version of the WESS could be improved. A follow-up exploratory factor analysis indicated that 15 items could be dropped and that two items fit better under two other subscales, which improved the model fit of the eight-factor model substantially. This 26-item version of the WESS (WESS 3.0) also had evidence for internal consistency, test–retest reliability, and consensus (i.e., between the two evaluating teachers). Study 2 found that the WESS 3.0 has evidence for convergent, divergent, and discriminant validity. These findings suggest that the WESS 3.0 may be the first reliable and valid SEL survey specifically designed for SwLD.

Learning Disability Quarterly, Ahead of Print.
Reading interventions focusing on self-determination can effectively improve the academic performance of students with learning disabilities (LD). This study investigated the effects of a multicomponent reading comprehension strategy intervention, which is based on the Self-Determination Learning Model of Instruction (SDLMI), on the use of strategies, reading comprehension levels, SDLMI knowledge, and self-determination skills of students with LD. This empirical study was designed quantitatively using a pretest–posttest control group design, and 42 Turkish students with LD were included. The students were randomly assigned to two study groups and one control group. The results showed that all scores of the group that received the multicomponent reading comprehension strategy intervention based on the SDLMI were significantly higher than those of the other groups in the posttest. The findings showed that integrating SDLMI into a reading comprehension intervention increased its impact. Educators should combine instruction for self-determination and academic skills to improve academic outcomes.

Learning Disability Quarterly, Ahead of Print.
In this study, we examined the differences in reading comprehension processes between students with and without reading difficulties. A total of 72 third- and fourth-grade students in South Korea participated in the study; of these, 28 were identified as having reading difficulties and 44 were not. Multiple types of tasks were administered to evaluate the participants’ eye-movement behaviors, including reading different types of texts and answering questions. Nonparametric tests were conducted on the students’ responses, and the results indicated that students with reading difficulties fixated significantly longer and more frequently on both narrative and expository texts than those without such difficulties. Students without reading difficulties demonstrated significantly decreased reading comprehension processing times after a question-answering activity for all types of texts, whereas students with reading difficulties experienced decreased processing times only for a whole passage reading of narrative text. These results suggest that educators should be aware of differences in comprehension processes among students and develop differentiated instructional plans for students who struggle with reading.

Learning Disability Quarterly, Ahead of Print.
The ability to write informatively is a skill not only required by the Common Core State Standards but is also essential for preparing students to be successful in college. The purpose of this exploratory study was to evaluate the effects of a self-regulated strategy development (SRSD) informative writing intervention for high school students with and at-risk for learning disabilities. Using a pretest–posttest design, 18 high school students received instruction on identifying credible source texts; reading and annotating source texts; and planning, writing, and revising informative essays that incorporated central ideas and details from source texts. Student essays were scored for overall quality, number of genre elements, transitions, total words written, and central ideas and details from the sources. Students made statistically significant gains in their informative genre knowledge and writing skills in all measured outcomes. Students also reported increased self-efficacy and found the intervention to have acceptable social validity.