Many students with learning disabilities struggle with sentence writing fluency, the skill of quickly and accurately generating words that follow rules of semantics, spelling, syntax, and usage within sentence structures understandable to readers. Students who struggle with sentence writing fluency may face difficulty fully expressing their ideas…

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,…

Rational number proficiency is predictive of later mathematics achievement, especially for rigorous mathematics courses, such as Algebra I. Students with learning disabilities (LD) in mathematics struggle to make adequate progress on rational number concepts and skills that lay the foundation for successfully completing secondary mathematics…

Developing and supporting understanding of the meaning of multiplication and multiplicative relationships in students with mathematics learning disabilities requires carefully designed instruction that emphasizes strategic representation use. This article discusses three ways in which teachers can incorporate multiple representations within…

Dyslexia is a learning disability that significantly hinders students' abilities to read and comprehend educational materials, posing a substantial challenge within educational environments. This paper introduces an innovative educational system, ReadSmart, that integrates both Augmented Reality (AR) and Generative Artificial Intelligence (GenAI)…

This article illustrates how teachers can use number lines to support students with or at risk for learning disabilities (LD) in mathematics. Number lines can be strategically used to help students understand relations among numbers, approach number combinations (i.e., basic facts), as well as represent and solve addition and subtraction problems.…

State exams frequently use word problems to measure mathematics performance, making difficulties with word problem solving a barrier for many students with learning disabilities (LD) in mathematics. Based on meta-analytic data for students with LD, five empirically validated word-problem strategies are presented, with components of model-based…

Of the more than 6 million students with disabilities ages 6 through 21 receiving services under the Individuals With Disabilities Education Act (IDEA), 37.1% (more than 2 million) of students have specific learning disabilities. Given the large number of students with specific learning disabilities, it is likely that these students are attending…

Students with learning disabilities in word-level reading typically require explicit, systematic, and intensive phonics intervention. Teachers' capacity to provide effective intervention depends largely on their depth of understanding of language and their proficiency with evidence-based instructional methods. This article outlines the key…

Reading comprehension is a critical skill for student success in school, the workplace, and daily life, yet many students display significant reading comprehension deficits. This article describes the impact effective strategy instruction can have on the reading outcomes of students with learning disabilities and related challenges. A discussion…

Reading comprehension is contingent upon the integration of various reading skills, including word reading, reading fluency, and comprehension strategies. Students who encounter challenges in both word reading and reading comprehension present an opportunity for growth across multiple reading-related domains. Recent intervention data, as…

More and more students with learning disabilities and other diverse learners are placed for instruction in general education classrooms, which often leaves teachers grappling to design successful peer interactions and literacy activities to meet the needs of all learners in their classrooms. As the shift is made to align literacy instruction to…

This paper offers post-secondary instructors an opportunity to think about teaching practices and strategies for meaningful inclusion of students with learning disabilities (SLD) in post-secondary environments (PSE). Utilizing the narratives of the authors and building on the principles of Universal Design for Learning (UDL), it provides…

In this paper, we make a case for the importance of teaching secondary school level algebra to students with learning disabilities (LD). Furthermore, we illustrate how they struggle and present best-practices on how they are best supported. We demonstrate effective ways of how teachers can show students with LD how to solve challenging algebra…

Editing and revising is a necessary, yet complex, stage of the writing process that is challenging for students with and without disabilities. One solution to improve overall writing outcomes is with strategy instruction, such as the Strategic Instruction Model for writing. More specifically, strategies such as the Error Monitoring Strategy, that…