This study is a secondary analysis of the data collected in a randomized control trial study with sixth graders with mathematics learning difficulties (MLDs). We explored the relation between mathematics anxiety and mathematics performance for students with and without MLD. We further explored whether mathematics vocabulary and computational…

The importance of mathematical problem solving (MPS) has been widely recognized. While there has been significant progress in developing and studying interventions to support teaching and learning MPS for students with disabilities, the research on how to accurately and effectively assess the impact of those interventions has lagged, leaving a gap…

Purpose: This study examined science achievement; science vocabulary knowledge; and the relationship between science vocabulary, language skills, and science achievement in school-age children with language/literacy disorders (LLDs) and typical language development (TD). Method: Thirty-nine sixth graders (11 with LLDs) completed standardized…

The extent to which differences were present in the Texas state-mandated Reading assessment for Emergent Bilingual students by their special education status (i.e., Not Special Education, Special Education) for five school years was addressed. Data were collected from the Texas Education Agency Public Education Information Management System for…

This study examined the psychometric properties of two common frameworks for scoring retell data (i.e., clause- and idea unit-based methods) among 86 third- through fifth-grade students with dyslexia. At the beginning and end of the school year, students read two grade-level R-CBM probes (one orally and one silently) and engaged in a retell…

The number line is a powerful tool for supporting students' understanding of fraction magnitude. Fractions are a critical component of mathematics instruction in the elementary and intermediate grades. More specifically, understanding fraction magnitude is central to mathematical development. Yet, fractions are challenging for many students,…

Despite the importance of reading comprehension, many secondary students with Intellectual Disabilities (ID) struggle with this skill. Students with ID also experience greater challenges in foundational literacy skills (i.e., skills related to phonological awareness) and the cognitive skills temporal processing and nonverbal reasoning (Van…

Bullying continues to be a concern in the field of education among school aged students, including individuals with disabilities. The areas of exploration in this basic qualitative study were the characterizations used by students, the ways in which they perceive and experience bullying, and ways in which they react to social situations. Social…

The purpose of this study was to determine the reading comprehension levels of middle school students who are braille readers in informational texts and to examine whether they differ in terms of certain variables. 23 of the participants were male and 16 were female; 11 of them were attending 6th grade, 18 were attending 7th grade, 10 were…

Research has shown that students with disabilities are more likely to maintain a lower social participation status than their peers. One aspect of social participation is the social relationships between these students and their peers. This study examined the friendship and hang out networks of students with and without disabilities in a highly…

The purpose of this quantitative, ex post facto study was to determine to what extent, if any, there were differences in ELA achievement and OSS percentages among schools with grades 3, 4, and 5 that used literacy station instruction (LSI) with students who had individualized education plans (IEP) and schools that did not use literacy station…

Students with intellectual disability (ID) have been participating in statewide general and alternate reading assessments during the past two decades. However, these students' reading performance on statewide assessments over time has not been adequately examined. The purpose of this study was to examine the relationship between students with ID's…

This qualitative phenomenological inquiry addressed the research problem of teachers' unfamiliarity with attention-deficit/hyperactivity disorder (ADHD) and its impact on students' educational opportunities. The purpose of this study was to investigate the perceptions of selected middle school teachers in East Texas regarding their training to…

This study integrates an intersectional framework with data on 15,000 U.S. ninth graders from the High School Longitudinal Study of 2009 to investigate differences in ninth-grade math course placement at the intersection of adolescents' learning disability status, race, and socioeconomic status (SES). Descriptive results support an increased…

Nearly every secondary-age student must complete homework for their classes, and for many students with disabilities, completing homework at home is a struggle. Students with disabilities often require substantial support to execute homework assignments, and this responsibility frequently falls to their families. This dynamic can create a…