The purpose of this study was to examine the efficacy of a graphic organizer for improving the expository text comprehension of adolescent Spanish-English bilingual students with learning disabilities. Students were two females and one male. Using a multiple baseline single case design, researchers taught students to create a funnel map graphic…

This article presents two approaches to determining the goals and methods of instruction in spelling. One approach is to administer a standardized test, document the student's grade- level performance, present lists of words at that grade level to the student, and then test his or her performance each week. The other approach is prescriptive and…

An 11 year old learning disabled boy was taught two different strategies, both of which markedly improved his handwriting performance on a paragraph copying task. Results for the study indicated that allowing the student his choice of strategies produced better performance than did teacher determined choices. (Author)

The "count-by" technique of multiplication was taught to a fourth grade student with learning disabilities. The student learned to count by numbers not typically taught (e.g., fours, sevens, and eights). The method resulted in substantial increases in correct multiplications performed per minute, which were maintained and generalized to…

A constant time delay procedure was used to improve spelling of an 11-year-old learning disabled child. The near errorless instructional method provided a time delay between a controlling stimulus (prompt) and a new stimulus (target response). The five-second constant delay procedure resulted in acquisition, maintenance, and generalization of 15…

In this replication study, supplemental writing instruction in strategic planning was used to improve the story writing ability of young writers with learning disabilities (LD) and poor writing skills. Six 2nd-grade students with learning disabilities who experienced difficulty with story writing were taught a strategy for planning and writing…

This longitudinal, multiple case study describes and compares the early development, instructional history, repeated administrations of a test battery, and response to phonologically driven reading instruction in a science/reading workshop for seven boys (grades 3-5) with dyslexia. Following instruction, phonological skills improved. Early…

A case study with two Finnish 10-year-old boys evaluated an intervention designed to promote the spelling skills of students with severe writing difficulties. The intervention comprised strategy instruction, procedural facilitation, and computer-assisted tutoring. Participants showed gains in spelling accuracy, spelling revision skills, decoding…

A two-year study investigated the experiences and outcomes of four students with disabilities in guided inquiry science instruction in upper elementary grade classrooms. Patterns across the case studies informed the identification of advanced instructional strategies that, when implemented, resulted in all students demonstrating significant…