As today's classrooms become more and more diverse, there is a growing need to explore the intersection between English Learners (ELs) and students with learning disabilities (LD) in the content-specific instruction of mathematics problem solving. The aim of this study was to determine which types of instructional scaffolds may be used by math…

This article investigates how students with mathematical difficulties (MD) differ from typically developing (TD) students in enumeration processes of small sets of objects (of 1 up to 9 dots). We present a study with 20 fifth-grade students of which ten were found to have MD in initial diagnostics. The students were supposed to exactly enumerate…

This study examines the effects of a working memory (WM) sensitive math intervention in students with learning disabilities (LD). The intervention aims to improve early mathematical competencies while accounting for weak cognitive resources through a reduced instructional design. These principles are considered to be effective for learning. Ten…

The aim of the study was to investigate differences in cognitive and metacognitive strategy use in the reading comprehension of narrative and expository texts among students with learning disabilities (SLD) and without learning disabilities (SWOLD). A total of 122 fifth and sixth graders took part in the study. Half of them (n = 61) were SLD…

"Reading comprehension" is difficult for many students with disabilities, including those with specific learning disabilities. However these students can be explicitly taught strategies to improve their comprehension abilities. One such strategy is teaching students story grammar in order to provide them with a framework for…

This single-case study examined the effects of a graphic organizing strategy on the ability of children to improve their text comprehension abilities. Participants were six students between ten and fourteen years old with major problems in understanding what they read. The intervention intended to teach them to visually highlight key elements of a…

For students with learning disabilities, the upper elementary grades may represent a unique opportunity to provide successful remediation for lessening a reading difficulty and preventing students with learning disabilities from falling behind in other content areas. This article discusses effective reading interventions for students with learning…

The current study examines data from students in grades 4-8 who participated in a statewide computer-based benchmark writing assessment that featured automated essay scoring and automated feedback. We examined whether the use of automated feedback was associated with gains in writing quality across revisions to an essay, and with transfer effects…

This study evaluated perceived social support and self-esteem in 66 students who attended a private school for students with learning disabilities. Results from a hierarchical regression analysis indicated that support from parents predicted 35% of the variance in global self-worth. Support from classmates, close friends, and teachers did not make…

Two general models exist for implementing Response to Intervention (RtI) for struggling students, the standard protocol model and the problem-solving model. This study examined the long-term outcomes of one example of the problem-solving method, the Instructional Support Team (IST), in a field setting. Academic records of 32 students were reviewed…

This study was conducted to ascertain if repeated reading or question generation was more effective at improving reading fluency and comprehension of fourth- through sixth-grade students with learning disabilities or reading problems. Adult tutors trained by the investigator conducted the interventions. Instructional components and training within…

Many students find writing extremely difficult and frustrating because they are not able to learn and apply the strategies used by skilled writers. Self-Regulated Strategy Development (SRSD) is a comprehensive, flexible model that explicitly helps students learn to manage the writing process. An extensive body of research has documented that SRSD…

There is growing evidence that the current method of identifying students with a learning disability (LD) is ineffective. The wait-to-fail model of assessing students after second/third grade as well as conceptual problems in using intelligence tests for identification result in students not receiving the assistance they need during the…

This study aimed at verifying whether a specific program on writing self-efficacy, designed to train the four sources of self-efficacy suggested by Bandura (1997), could improve not only productivity and quality of writing composition in students with LD and their processes of writing, but also their writing self-efficacy beliefs and other…

The purpose of the present study was to profile, using a K-means cluster analysis, the cognitive, motivational, affective, and goal orientation characteristics of elementary school students with and without learning disabilities (LD). Participants were 58 fifth and 6 sixth graders (29 typical and 29 LD) selected using stratified random procedures.…