A concerning number of students enter kindergarten facing an intractable variation of mathematics difficulties (MD). This study investigated the impact of an explicit, core kindergarten mathematics program on the mathematical outcomes of kindergartners who demonstrated risk for severe MD at kindergarten entry and examined whether these students…

Reading achievement scores for adolescents with disabilities are markedly lower than the scores of adolescents without disabilities. For example, 62% of students with disabilities read "below" the basic level on the NAEP Reading assessment, compared to 19% of their nondisabled peers. This achievement gap has been a continuing challenge…

This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were…

This article reports the results from a study investigating the effects of a discipline-specific reading and writing intervention (I3C/PROVE IT!) with fourth and fifth graders. Participants included 237 students with writing difficulties (WD) from an initial pool of 608 upper elementary school students in a larger study. Teachers and students were…

This study examined the effect of schema-based instruction (SBI) on the proportional problem-solving performance of students with mathematics difficulties only (MD) and students with mathematics and reading difficulties (MDRD). Specifically, we examined the responsiveness of 260 seventh grade students identified as MD or MDRD to a 6-week treatment…

We examine the efficacy of an intervention to improve word reading and reading comprehension in fourth- and fifth-grade students with significant reading problems. Using a randomized control trial design, we compare the fourth- and fifth-grade reading outcomes of students with severe reading difficulties who were provided a researcher-developed…

This randomized control trial examined the efficacy of an intervention aimed at improving multisyllabic word reading (MWR) skills among fourth- and fifth-grade struggling readers (n = 109, 48.6% male), as well as the relative effects of an embedded motivational beliefs training component. This study was a closely aligned replication of our earlier…

Reading interventions developed to teach grapheme-phoneme correspondences (GPCs) were evaluated among L2 at-risk readers. In the direct mapping of grapheme (DMG) condition, children's attention was explicitly drawn to the application of a graphemes taught on that day to shared reading of words in authentic text. In the control condition there was…

A majority of reading-related intervention studies aiming to remediate struggling readers' reading outcomes assess student performance immediately following the conclusion of an intervention to determine intervention effects. Few studies collect follow-up data to measure the long-term sustainability of treatment effects. Hence, the aim of the…

The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering…

This article reports on a qualitative study of the school experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) in the context of quantitative research on teacher attitudes and practices, adolescent self-appraisals, and social and family relationships. Twelve adolescents with ADHD participated in in-depth, semistructured…

The purpose of this study was to determine the effectiveness of a systematic, explicit, intensive Tier 3 (tertiary) intervention on the mathematics performance of students in second grade with severe mathematics difficulties. A multiple-baseline design across groups of participants showed improved mathematics performance on number and operations…

Adults with learning disabilities (LD) attending adult basic education, GED programs, or community colleges are among the lowest performers on measures of literacy. For example, on multiple measures of reading comprehension, adults with LD had a mean reading score at the third grade level, whereas adults without LD read at the fifth grade level.…

There exists a substantial number of studies that have identified a subset of low-achieving mathematics students who do not develop a reliance on retrieval for simple addition but who continue to use a counting strategy to solve these problems. There are few studies, however, that have focused on how retrieval of simple addition facts may be…

Teacher knowledge and instructional expertise have been found in correlational and pre- and post-test studies to be related to student reading achievement. This article summarizes data presented in this special issue and additional research to address four questions: (a) What do expert reading teachers know? (b) Why do teachers need to acquire…