We examined instructional processes in classrooms where students with and without disabilities received mathematics instruction to understand the relationship among key instructional process variables and achievement as measured by interim and end-of-year summative assessments. Teachers (N = 78) completed instructional logs daily and administered…

Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…

This study examined the extent to which transition components of students’ Individualized Education Programs (IEPs) were compliant with IDEIA 2004; the extent to which transition components provided evidence of best practices; the association among disability, ethnicity, compliance, and practices; and the relationship between compliance and best…

The purpose of this study was to investigate if there are differences in how cognitive and noncognitive variables predict academic performance for college students with learning disabilities. In particular, this study examined the extent to which the cognitive variables of high school grade point average and SAT (combined verbal and math) or ACT…

This study investigated the impact of motivation to read on the reading gains of struggling adolescent readers with and without specific learning disabilities (LD) who were exposed to a structured, research-based reading program over an 18-week period. Participants included 13 adolescents with LD and 25 students without disabilities from two…