Achieving proficiency in core foundational oral language (OL), reading, and writing skills remains difficult for students with specific learning disabilities (SLD) and foundational OL difficulty (National Center for Educational Statistics, 2022). Despite evidence linking OL skills in grammar (morphosyntax, syntax) and vocabulary (semantics) to…

The U.S. Department of Education, under the Individuals with Disabilities Education Act, underscores every child's right to integrate, receive support, and fully participate in school life. The problem is that significant disparities exist in reading growth scores between students with disabilities taught in special-education resource settings and…

The increasing number of students who struggle to read has become a significant challenge for the nation's public schools. This study aimed to investigate the use of an online instructional reading program on the academic achievement of students with disabilities compared to race, gender, socioeconomic status, and family structure. The i-Ready…

This exploratory case study was conducted to evaluate the effectiveness of Voyager Sopris' Read Well program when implemented as a reading intervention in elementary self-contained special education classrooms. This research expands on previous research investigating the implementation of the Read Well with target populations, including those…

Teachers across the United States have implemented the Common Core State Standards (CCSS) in math since their release in 2010. These standards were created for all students, both in general education and special education settings; yet, the findings of this study showed one set of standards for every student does not make every student…

A meta-analysis of single-case design research was conducted to evaluate the effectiveness of mathematics interventions for elementary grade (K-5) students with mathematics difficulties (MD) and mathematics learning disabilities (LD). The study examined whether intervention effectiveness varied as a function of participant characteristics (i.e.,…

Extensive research has been conducted on summer reading loss among children from low-SES families and children who are struggling readers (Alexander, Entwisle, & Olson, 2001; Allington, et al., 2010; Compton-Lilly, Caloia, Quast, & McCann, 2016; Cooper, Nye, Charlton, Lindsay, & Greathouse, 1996; Heyns, 1978; Parker & Reid, 2017).…

This study investigated whether or not the use of the computer-based software program iStation would increase the reading achievement level of third grade students with learning disabilities. It served to add to the body of knowledge about the use of technology with students who have disabilities; previous studies primarily focused on the use of…

There have been numerous studies about the instructional delivery models utilized for meeting the needs of ELLs, and particularly for ELLs with LD, but no specific studies were discovered that identify the instructional delivery models available for ELLs with LD from Latin America. Therefore, the problem that was addressed in this study was to…

The purpose of this study was to determine to what extent two major specific learning disability (SLD) criteria, including a student's level of academic achievement and rate of improvement (ROI), predict multidisciplinary evaluation teams' decision-making regarding referral for special education evaluation and special education eligibility.…

The adoption of Common Core State Standards by many states prompted the development of new standardized writing assessments. A limited number of studies investigated the predictive ability of curriculum-based measurements (CBMs) as related to state assessments in writing, and none have analyzed the Mississippi Assessment Program (MAP) for writing.…

This qualitative single exploratory case study explored instructional practices of third, fourth, and fifth grade teachers to explore how Florida students with learning disabilities at the elementary school level perform on statewide mathematics assessments of learning following both cognitive and metacognitive skills development. Theoretical…

Many students in third, fourth and fifth grades struggle at the lowest levels of reading proficiency. In fact, fewer than 40% of fourth graders in the United States read at or above the "proficient" level on state standardized tests in 2009 (D'Ardenne, Barnes, Hightower, Lamason, Mason, Patterson, Stephens, Wilson, Smith & Erickson,…

The integration of the Common Core State Standards (CCSS) into America's schools has radically changed education, especially among students with learning disabilities. The implementation of the common core questions the policy-making context as well as the institutional variables of social justice and equity for students with disabilities.…

Purpose: The purpose of this study was to explore ways in which third, fourth, and fifth grade teachers reported they successfully improved the reading achievement of students with LD as documented by an increase in test scores on standardized tests in reading. Moreover, this study is an examination of productive ways in which elementary classroom…