This narrative review provides an overview of the research literature on the effectiveness of mnemonics in mathematics instruction for students with learning disabilities in a K-12 classroom. Eleven studies were identified in refereed journal articles and doctoral dissertations from 1975 to December 2018 that met the inclusion criteria. Overall…

The effects of self-regulated strategy development (SRSD) for reading and writing, when delivered by eight special education teachers in middle school learning support classrooms, were examined in a quasi-experimental study. Results indicated that students, 75% with learning disabilities, who received treatment improved performance with small…

The current study used a multiple-baseline design to examine the effect of providing performance feedback on comprehension strategy use and reading comprehension. The participants were four seventh grade students with comprehension difficulties. The students were taught the reciprocal teaching comprehension strategies of generating questions,…

Students with and without learning disabilities struggle to engage in effective written expression. Despite challenges in written expression, written expression can be supported through pre-writing strategies such as procedural facilitators. Using a quasi-experimental design, eighth grade students with and without learning disabilities in written…

Students with learning disabilities struggle with word problems in mathematics classes. Understanding the type of errors students make when working through such mathematical problems can further describe student performance and highlight student difficulties. Through the use of error codes, researchers analyzed the type of errors made by 14 sixth…

Students in grades 5 to 9 (ages 10 to 14; 6 girls, 27 boys) who had persisting specific learning disabilities in transcription (handwriting and spelling) completed three kinds of composition tasks requiring translation (thought to written language) on iPads using alternating transcription modes (stylus or keyboard) across every three lessons:…

An exploratory study of a middle school curriculum directly aligned with the Next Generation Science Standards was conducted with a focus on how the curriculum addresses the instructional needs of students with learning disabilities. A descriptive analysis of a lesson on speed and velocity was conducted and implications discussed for students with…

Participants in this study completed an online experiment in which they wrote essays by stylus or keyboard. Three translation measures (length of language burst, length of pauses, and rate of pausing) and four transcription measures (total words, total time, words/minute, and percent spelling errors) for composition were analyzed for two research…

This qualitative study examined the role and determinants of motivational beliefs and self-perceptions among six academically successful undergraduates with learning disabilities at private 4-year colleges who serve as mentors for middle-school students with similar learning challenges. Drawing on the expectancy-value theory of achievement-related…

This study investigated the effectiveness of five commonly administered academic testing accommodations on reading and math performance in children with Attention-deficit/Hyperactivity Disorder (ADHD). A total of 96 parents of 3rd-8th grade students with ADHD participated. More than half of the sample also had parent-reported learning difficulties…

Students with learning disabilities have been reported to have difficulty in a number of different executive function processes that affect their academic performance (Singer & Bashir, 1999). Executive function difficulties for students with learning disabilities have been implicated as the reason why these students struggle with complex…

Computer-based instruction (CBI) programs have been implemented in classrooms for almost three decades. One advantage of CBI includes allowing the user to tailor instruction to their particular style of learning (Slavin & Lake, 2009). An essential part of individualizing CBI involves the students use of active electronic support tools, which…

A reversal (ABAB) design was used to evaluate the effectiveness of a group contingency intervention on the verbally disrespectful behaviors of seven middle school students with specific learning disabilities and attention deficit disorders (ADHD) in a special education resource classroom setting for reading instruction. During the intervention…

Most adolescents with learning disabilities spend the majority of their school day in general education classes and are expected to meet most, if not all, of the academic requirements of these classes. This review of the literature describes interventions shown to positively impact academic performance of students with learning disabilities in…