This study used data from the U.S. state of Michigan schools participating in the "Reading First" program to examine the stability of students' disability status in Grades 1 to 3. Reading First aimed to improve at-risk students' reading comprehension through research-based instruction. We analyzed how changes in students' disability…

We examined to what extent subgroups of students identified with learning disabilities (LDs; N = 630) in the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999 (ECLS-K): 1998 national longitudinal study displayed heterogeneity in longitudinal profiles of reading and mathematics achievement from first to eighth grades.…

First graders with Developmental Language Disorder are considered at risk for exhibiting Specific Learning Disorder during school years. They also have deficiencies in their metacognitive skills, which leads to less effective learning processes. The current study examined, for the first time, the added value of various types of metacognitive…

The first purpose of this study was to examine the prevalence of risk for comorbid reading and mathematics disabilities (RMD) at start of first grade, when measured in a representative sample of 3,062 students with first-grade fluency measures (word reading; computation). The second purpose was to examine the utility of these measures for…

A meta-analysis of single-case design research was conducted to evaluate the effectiveness of mathematics interventions for elementary grade (K-5) students with mathematics difficulties (MD) and mathematics learning disabilities (LD). The study examined whether intervention effectiveness varied as a function of participant characteristics (i.e.,…

This study aimed to study the association between diglossic reading skills and reading comprehension in first grade students with and without learning disabilities. In this study population, students presented diglossia in literary and colloquial Arabic: 30 first grade students with learning disabilities and 30 first grade students without…

This study investigated the stability of latent classes of students with learning disabilities among a heterogeneous sample of elementary-aged children whose first language is Spanish. To this end, children (N = 284) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures…

This study replicates and extends prior research on multisensory mathematics instruction (Grünke, Urton, & Karnes, 2018) by integrating a touch points strategy, performance feedback, reward system, and a reinforcing card game into an instructional package. A multiple baseline design across participants was used to evaluate the effects of the…

Achieving proficiency in core foundational oral language (OL), reading, and writing skills remains difficult for students with specific learning disabilities (SLD) and foundational OL difficulty (National Center for Educational Statistics, 2022). Despite evidence linking OL skills in grammar (morphosyntax, syntax) and vocabulary (semantics) to…

This study investigated the psychometric properties of the Early Numeracy Screener. The Early Numeracy Screener is a teacher-administered, paper-and-pencil test measuring counting skills, numerical relational skills, and basic arithmetic skills. Three hundred and sixty-six first graders took the Early Numeracy Screener at the beginning of the…

The purpose of this project evaluation was to assess the impact of data-based individualization (DBI) on the mathematics achievement of students with intensive mathematics learning needs, including students with disabilities. The evaluation study used a cluster randomized trial in which elementary schools were randomly assigned to treatment using…

We examined longitudinal relations between 1st-grade cognitive predictors (early nonverbal reasoning, processing speed, listening comprehension, working memory, calculation skill, word-problem solving, word-reading fluency, attentive behavior, and numerical cognition) and 2nd-grade academic outcomes (calculations, word-problem solving, and word…

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…

In Tanzania, many people are not aware of the concept of learning disabilities. Parents and teachers often do not realise that children who do poorly in school and do not have visible disabilities, could still have a disability that is causing their poor school performance. This paper presents the results of a research and service project to…

This study investigated the prevalence and stability of latent classes among elementary-aged English learning (EL) children whose first language is Spanish. To this end, EL children (N = 267) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures (short-term memory, working memory,…