Because deficits in executive functions (EFs) characterize most neurodevelopmental disorders, it is appropriate to question the value of EFs for understanding learning disabilities. Two types of studies--those testing whether EFs moderate treatment effects and those testing the direction of effects between EFs and academic skills--are presented to…

Data indicate that children with disabilities typically display lower levels of proficiency in mathematics than their nondisabled peers, with this difference remaining stable over time. Although literature exists regarding school-age children, few studies have examined early numeracy skills of preschoolers and child characteristics associated with…

Many students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. Schema-based instruction (SBI) is identified as a promising practice for students with a SLD. The current projects aimed to tests the efficacy of SBI implemented by a teacher under routine conditions. This extends prior…

As classrooms begin to adopt a greater number of digital technologies such as computers and tablets, it is important for educators to understand how effective such tools can be in aiding in the delivery of instruction to students who struggle in mathematics, such as those identified with a learning disability in mathematics. One digital-based…

The occurrence of time processing problems in individuals with Development Dyscalculia (DD) has favored the view of a general magnitude system devoted to both numerical and temporal information. Yet, this scenario has been partially challenged by studies indicating that time difficulties can be attributed to poor calculation or counting skills,…

Students with disabilities (SWDs) perform below their peers in math on national and state assessments. The quality of teachers who provide these students with math instruction is an unexamined variable that could influence this low achievement. We used data from more than 1 million students to compare the quality of teachers assigned to teach math…

This study examined mathematics strategy instruction that primes the common underlying structures of word problems using explicit instruction in a rural elementary classroom with fourth- and fifth-grade students with and without disabilities (n = 27). Although intervention students did not outperform control condition students on a word problem…

Even in primary school, mathematics achievement depends upon the efficiency of cognitive, metacognitive and self-regulatory processes. Thus, for pupils to carry out a computation, such as a written calculation, metacognitive mechanisms play a crucial role, since children must employ self-regulation to assess the precision of their own thinking and…

Math skills are critical for children's future success in school, as school-entry math knowledge is the strongest predictor of later academic achievement. Although there is a recent increase of literature on math with young children, there is a scarcity of research related to young children with disabilities. This quasi-experimental study with 50…

Cara, a seventh-grade student with learning disabilities (LD) in mathematics, believes that the ratio 2:3 is equivalent to 4:5 because there is a difference of one between the two numbers in each ratio and there is a difference of two between corresponding numbers in the two ratios (2 + 2 = 4 and 3 + 2 = 5). This misconception affects her ability…

Ratios and proportions are foundational to student understanding across multiple topics in mathematics and science. In mathematics, they are central to developing concepts and skills related to slope, constant rate of change, and similar figures, which are all fundamental to algebraic concepts and skills. This article examines the importance of…

Purpose: Following recent federal legislation and related policy changes, co-teaching evolved rapidly as a strategy to provide students with disabilities access to the same curriculum as students without disabilities while receiving instruction in the least restrictive environment. It is unclear if co-teaching is an effective instructional…

Solving word problems is a common area of struggle for students with learning disabilities (LD). In order for instruction to be effective, we first need to have a clear understanding of the specific errors exhibited by students with LD during problem solving. Error analysis has proven to be an effective tool in other areas of math but has had…

The purpose of the present study was to test the efficacy of a modified cognitive strategy instructional intervention originally developed to improve the mathematical problem solving of middle and high school students with learning disabilities (LD). Fifth and sixth grade general education mathematics teachers and their students of varying ability…

Little to no information exists explaining the nature of conceptual gaps in understanding fractions for students with learning disabilities (LD); such information is vital to practitioners seeking to develop instruction or interventions. Many researchers argue such knowledge can be revealed through student's problem-solving strategies. Despite…