The purpose of this analysis was to assess whether effects of 1st-grade mathematics intervention apply across the range of at-risk learners' initial skill levels. Students were randomly assigned to control (n=213) and 2 variants of intervention (n=385) designed to improve arithmetic. Of each 30-minute intervention session (48 over 16 weeks), 25…

The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded pre-algebraic reasoning instruction, improves word-problem performance. Students with mathematics difficulty (MD; n = 304) were randomly assigned to a business-as-usual condition or one of two variants of word-problem intervention.…

The Common Core State Standards provide teachers with a framework of necessary mathematics skills across grades K-12, which vary considerably from previous mathematics standards. In this article, we discuss concerns about the implications of the Common Core for students with mathematics difficulties (MD), given that students with MD, by…

The purposes of this study were to investigate the effects of an intervention designed to improve at-risk 4th graders' understanding of fractions and to examine the processes by which effects occurred. The intervention focused more on the measurement interpretation of fractions; the control condition focused more on the part-whole interpretation…

With the last reauthorization of the Individuals With Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA, also known as No Child Left Behind or NCLB), special education research exerted a major influence on general education. Even so, the academic outcomes of students with learning disabilities (LD), who are the…

Successful implementation of evidence-based educational practices at scale is of great importance but has presented significant challenges. In this article, the authors address the following questions: How does the level of on-site technical assistance affect student outcomes? Do teachers' fidelity of treatment implementation and their perceptions…

This article explores conceptual and technical issues associated with options for specifying three assessment components for implementing an intervention responsiveness approach to the identification of learning disabilities: the timing of the measurement of student response to intervention; the criterion for demarcating learning as inadequate;…

Special education is under fire from within and without. Full inclusionists and detracking advocates want to abolish all "separatist" special education settings and "unjust" disability categories, tests, and placements; politicians and school administrators deplore special education's high costs. However, mainstreaming efficacy…

Thirty special education teachers were assigned to a dynamic-goal or static-goal curriculum-based measurement group, or a control group. Results with their 60 mildly/moderately handicapped students showed that dynamic goal teachers increased goals more frequently and employed more ambitious goals, and their students had better content mastery than…

Twenty elementary teachers were supported in developing curriculum-based measurement and peer-mediated instruction to serve math students with learning disabilities (LD); 10 of the teachers also used decision rules and specialized adaptations when student progress was inadequate. Teachers implemented the specialized adaptation with respectable…

Reviews the research on instructional adaptations in mathematics used by general educators with students having learning disabilities. After a summary of levels and types of instructional adaptation, the article reviews methods for extending adaptation strategies and studies of teachers' planning methods and associated learning outcomes for…