NotesFAQContact Us
Collection
Advanced
Search Tips
Source
Intervention in School and…203
What Works Clearinghouse Rating
Does not meet standards1
Showing 1 to 15 of 203 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Jessica Rodrigues; Shannon Locke; Emily L. Singell; Lindsey G. Mirielli – Intervention in School and Clinic, 2024
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,…
Descriptors: Mathematics Instruction, Fractions, Teaching Methods, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Megan Rojo; Sarah G. King; Christian T. Doabler – Intervention in School and Clinic, 2024
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…
Descriptors: Mathematical Concepts, Teaching Methods, Mathematics Instruction, Students with Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
King, Sarah; Rojo, Megan; Bryant, Diane Pedrotty – Intervention in School and Clinic, 2023
An understanding of concepts related to geometric measurement is considered to be critical to the development of individuals' mathematics knowledge. Specifically, the National Mathematics Advisory Panel's 2008 report listed the skills of area and perimeter as foundational for algebra readiness. Yet, this content knowledge continues to be an…
Descriptors: Mathematics Instruction, Geometric Concepts, Algebra, Manipulative Materials
Peer reviewed Peer reviewed
Direct linkDirect link
Witzel, Bradley; Myers, Jonté A.; Xin, Yan Ping – Intervention in School and Clinic, 2022
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…
Descriptors: Mathematics Instruction, Word Problems (Mathematics), Students with Disabilities, Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Shin, Mikyung; Simmons, Michelle; Meador, Audrey; Goode, Francis J.; Deal, Alexa; Jackson, Tammye – Intervention in School and Clinic, 2023
Technology has changed the practices related to teaching and learning mathematics in schools. The demand for learning mathematics in virtual environments is increasing in the 21st-century classroom. There has been widespread expansion of the use of technology in education. This column reviews three types of instruction--synchronous, asynchronous,…
Descriptors: Mathematics Instruction, Students with Disabilities, Learning Disabilities, Electronic Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Lane, Holly B.; Contesse, Valentina A.; Gallingane, Caitlin – Intervention in School and Clinic, 2023
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…
Descriptors: Phonics, Intervention, Instructional Effectiveness, Reading Skills
Pollack, Marney S.; Shelton, Alexandra; Clancy, Erin; Lemons, Christopher J. – Intervention in School and Clinic, 2021
Several strategies that demonstrate promise are available for educators to improve reading comprehension outcomes for students. However, some students, including students with and at risk for learning disabilities, require more intensive supports to develop proficiency in reading comprehension. To support these students, teachers must intensify…
Descriptors: Literacy Education, Reading Instruction, Reading Improvement, Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Cook, Sara Cothren; Nelson, Gena; Friedheim, Natanya; Bass, Byron C.; Colburn, Geena; Figueira-Savella, Misty; Halaby, Gabby; Hoadley, Nancy; Rohde, Lauryn – Intervention in School and Clinic, 2023
The increase in enrollment in online programs for Grades K-12 students, including students with disabilities, requires teachers to consider how to provide effective online instruction. Although schools may offer students a fully online curriculum, teachers serve an essential role in supporting students with disabilities in meeting (a) learning…
Descriptors: Educational Technology, Technology Uses in Education, Synchronous Communication, Online Courses
Shelton, Alexandra; Lemons, Christopher J.; Wexler, Jade – Intervention in School and Clinic, 2021
Being able to identify the main ideas within a complex multi-paragraph content-area text is an essential reading comprehension skill. It is especially important for content-area and special education co-teachers to provide explicit instruction in this skill to meet the needs of their students with learning disabilities who frequently struggle with…
Descriptors: Team Teaching, Content Area Reading, Reading Comprehension, Middle School Students
Kearns, Devin M.; Lyon, Cheryl P.; Pollack, Marney S. – Intervention in School and Clinic, 2021
In co-taught classes, general education and special education teachers can improve the content-area learning and literacy skills of students with learning disabilities by helping them read texts effectively. Co-teachers can improve comprehension by providing students with background and vocabulary knowledge before reading. In this article, a…
Descriptors: Team Teaching, Regular and Special Education Relationship, Learning Disabilities, Students with Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Marah Sutherland; David Furjanic; Joanna Hermida; Ben Clarke – Intervention in School and Clinic, 2024
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.…
Descriptors: Number Concepts, Arithmetic, Mathematics Instruction, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Monique Pinczynski; Robert Pennington – Intervention in School and Clinic, 2024
Efforts to implement high-quality communication instruction for students with autism spectrum disorder (ASD) and complex communication needs (CCN) may be difficult for some educators with limited time and resources. In this article, we offer guidance on implementing several economic strategies that can be easily embedded into existing classroom…
Descriptors: Autism Spectrum Disorders, Speech Impairments, Language Impairments, Students with Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Taylor Lesner; Marah Sutherland; Cayla Lussier; Ben Clarke – Intervention in School and Clinic, 2024
Building proficiency with fraction arithmetic poses a consistent challenge for students with learning difficulties or disabilities in mathematics. This article illustrates how teachers can use the number line model to support struggling learners in making sense of fraction arithmetic. Number lines are a powerful tool that can be used to help…
Descriptors: Number Concepts, Fractions, Arithmetic, Mathematics Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Popham, Michelle; Adams, Simone; Hodge, Janie – Intervention in School and Clinic, 2020
Many secondary students with specific learning disabilities (SLD) struggle with mathematics problem solving. When students with SLD are taught to use effective problem-solving strategies, their ability to solve mathematics word problems improves. The purpose of this article is to provide a guide for secondary teachers to implement self-regulated…
Descriptors: Secondary School Students, Students with Disabilities, Secondary School Mathematics, Mathematics Instruction
Park, Soyoung; Bryant, Diane Pedrotty; Dougherty, Barbara – Intervention in School and Clinic, 2021
This article presents a checklist of 10 evidence-based practices for educators to apply in mathematics instruction for students with learning disabilities. The checklist is "actionable," meaning the items on the checklist can be put into action immediately. It provides practical strategies teachers can adopt to fit their lessons…
Descriptors: Mathematics Instruction, Teaching Methods, Students with Disabilities, Evidence Based Practice
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  14