Increasing phonological awareness of children with special needs is of vital importance, as it helps them to face different problems they face. Therefore, this study assessed the efficacy of implementing an instructional program to raise phonological awareness in improving the phonetic sequential-memorisation ability of students with learning…

Objective: This study investigated the effect of Cognitive Rehabilitation Training (CRT) on executive functions, problem solving, and attention in students with a specific learning disorder (SLD). Method: Forty-two SLD students from the third to sixth grade (8-12 years old) were randomly assigned to 16 sessions of CRT (n = 21) or to a control (n =…

Teachers across the United States have implemented the Common Core State Standards (CCSS) in math since their release in 2010. These standards were created for all students, both in general education and special education settings; yet, the findings of this study showed one set of standards for every student does not make every student…

Effective mathematics education for Latinx students with learning disabilities (LD) necessitates teachers who uphold high academic expectations, facilitate access to rigorous math curricula, and champion inclusive and meaningful student participation. This study delves into teachers' perspectives on instructing Latinx students with LD, including…

Understanding and regulating emotions influence children's friendships. Children with Attention Deficit/Hyperactivity Disorder (ADHD) and Specific Learning Disorder (SLD) have difficulties in understanding emotions and in controlling themselves. ?he present study examines how children's friendships and their quality may be affected by emotion…

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.…

Extensive research has been conducted on summer reading loss among children from low-SES families and children who are struggling readers (Alexander, Entwisle, & Olson, 2001; Allington, et al., 2010; Compton-Lilly, Caloia, Quast, & McCann, 2016; Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996; Heyns, 1978; Parker & Reid, 2017).…

This study identified the effectiveness of using a phonological awareness-based instructional program in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region. The study sample consisted of forty students from the third, fourth, fifth, sixth, and seventh grades, selected from schools in…

Abundant empirical research points to a significant number of students not going to school across the United States. Further yet, there exists strong research consensus that absenteeism predicts negative and persistent academic outcomes for students. LEAs and related stakeholders have rightly adopted measurement and intervention on student…

The present study examined the role of language capacities in explaining differences in social information processing (SIP) among three school-age groups: high-functioning children with autism spectrum disorder (ASD, IQ > 75), children with specific learning disorder (SLD), and children with typical development (TD). Participants were 96 boys…

With the rapid growth in the number of English learner students served by schools in the United States, educators are increasingly concerned with how these students progress toward proficiency in English. The large and diverse English learner student population in New York City public schools, where more than 41 percent of students speak a…

The goal of the present article is to synthesize findings to date from the Delaware Longitudinal Study of Fraction Learning. The study followed a large cohort of children (N = 536) between Grades 3 and 6. The findings showed that many students, especially those with diagnosed learning disabilities, made minimal growth in fraction knowledge and…

The main goal of the present study was to shed further light on the psychological characteristics of children with different learning disability profiles aged between 8 and 11 years, attending from third to sixth grade. Specifically, children with nonverbal learning disabilities (NLD), reading disabilities (RD), or a typical development (TD) were…

This study examined mathematics achievement growth of students without disabilities (SWoD) and students with learning disabilities (LD) and tested whether growth and LD status interacted with student demographic characteristics. Growth was estimated in a statewide sample of 79,554 students over Grades 3 to 7. The LD group was significantly lower…

Dyslexia is considered a learning disorder characterized by difficulty in learning to read, write, and spell despite conventional instruction, adequate intelligence, and sociocultural opportunities (TEC§38.003 cited in Texas Education Agency, 2014). The Texas Education Code (TEC) §38.003 makes provision for the evaluation and identification of…