This study reports the effects of instruction of elementary students in a complex package of social and academic skills designed for use in cooperative groups while studying important information in inclusive general education classes. Twenty-five teachers and 519 fourth and fifth graders, including 45 students with learning disabilities (LD),…

The importance of text complexity has gained recognition since the Common Core State Standards (CCSS-ELA) were developed. The "Linking Science and Literacy for All Learners" (LS&L4AL) program uses multimodal STEM text sets to link reading grade-band complex texts with Next Generation Science Standards (NGSS) sense-making. We define a…

Researchers conducted an observation study to explore the instructional practices of special education teachers (N = 20) responsible for teaching reading to students with learning disabilities in Grades 4 and 5. With this study, researchers addressed gaps in previous related literature and improved understanding of how teachers spend their time…

This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents (n = 9), and their teachers (n =…

Impulsive behavior is a characteristic of children with specific learning disabilities (SLD), and is related to learning ability. The present study aims to identify impulsivity behavior in children with SLD who attend inclusion schools, from their resource room teachers' perspectives. A 31-item questionnaire that addressed four subscales was…

This mixed methods study explored elementary and secondary educators' perceptions of their school district's responsiveness to intervention (RTI) initiative. Teachers and administrators were surveyed regarding (a) the perceived feasibility and effectiveness of educational practices that are inherent within RTI models, (b) perceived knowledge of…

The members of the Council for Learning Disabilities' Research Committee convene annually to discuss what they have identified as "Must Read" articles published within the last year. For the 34th Annual International Conference, the members were asked to select articles that exemplified the conference theme: "Learning…

Effects of a computerized professional development (PD) program were investigated in two studies. For each, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized program for PD or to an Actual Workshop (AW) group that participated in a live PD session. In Study 1, the teachers' knowledge about and…

This investigation examined faculty attitudes, beliefs, and practices with regard to students with learning disabilities (LD). An instrument was designed to measure attitudes and administered to all faculty in a large urban, private university. Responses from 192 faculty members were subjected to an exploratory factor analysis; results indicated…

The purpose of the present study was to investigate the presence of teacher biases with regard to identification of students with learning disabilities (LD). Factors related to teachers' gender, age, and experience, along with children's gender, were investigated. Results suggested that teacher gender is associated with biases with regard to…

This investigation examined the relationship between prior disability-focused training and university faculty members' attitudes towards students with learning disabilities (LD). A survey containing items designed to measure faculty attitudes was sent to all full-time faculty at one university. Analyses of 198 responses indicated that faculty who…

Comparison of teaching U.S. history content to learning disabled junior-high school students using either mnemonic or nonmnemonic materials found that students learned substantially more information when instructed mnemonically. Teachers felt the mnemonic materials were significantly more appropriate for these students than traditional…

This interview study examined the perceptions and beliefs about cognitive strategy instruction of 31 classroom teachers of underachieving students and 9 strategy researchers. Teachers and researchers generally agreed about components of strategy instruction and when to teach them; one difference was the tendency of researchers to relegate each…

This study compared the perceptions of 308 adolescents with learning disabilities, 355 average achievers, and their 57 teachers on student level of effort, strategy use, and academic performance. Findings indicated that the students with learning disabilities demonstrated positive academic self-concepts, whereas teachers' judgments were…

A within-subject pretest-posttest comparison design was used to explore the effectiveness of a planning and writing intervention in improving the argumentative writing performance of five fourth-grade students with learning disabilities. Students were taught to collaboratively plan and revise their essays and independently write their essays using…