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Related Concept Videos

Learning Disabilities01:25

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Updated: Jun 1, 2026

A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
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Published on: February 7, 2025

Instructional Decision-Making for Students With Intensive Early Writing Needs: Student Growth in Sentence-Level

Seohyeon Choi1, Kristen L McMaster1, Emma Shanahan2

  • 1University of Minnesota-Twin Cities, Minneapolis, USA.

Journal of Learning Disabilities
|May 30, 2026
PubMed
Summary
This summary is machine-generated.

Data-based individualization (DBI) supports students with intensive learning needs. While overall writing growth occurred, significant acceleration required instructional changes after 8 weeks.

Keywords:
data-based individualizationearly writing needsinstructional decision-makingpiecewise linear-linear mixed-effects modelingsentence-level writing

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

  • Education
  • Psychology

Background:

  • Data-based individualization (DBI) is crucial for students with intensive learning needs.
  • Its impact on writing development requires further investigation.

Purpose of the Study:

  • To examine sentence-level writing growth in elementary students receiving DBI.
  • To analyze the effect of instructional decisions on writing development.

Main Methods:

  • 38 elementary students with early writing needs participated.
  • Weekly progress monitoring was conducted over 14 weeks.
  • Piecewise linear-mixed-effects modeling analyzed growth rates before and after instructional decisions at Week 8.

Main Results:

  • Students showed overall sentence-level writing improvement.
  • Group-level growth did not significantly accelerate post-Week 8.
  • Students with instructional changes showed accelerated growth after Week 8, unlike those with sustained instruction.

Conclusions:

  • Timely instructional modifications are vital for students with initial inadequate progress.
  • The type of instructional decision significantly impacts writing growth trajectories.
  • DBI's effectiveness is linked to adaptive instructional adjustments.