The purpose of this article is to inform teachers about the dangers of misalignment between core (Tier 1) instruction and Tiers 2 and 3 supplementary instruction for struggling readers and students with learning disabilities. Misalignment between core and supplementary instruction is problematic for students at risk of academic failure because it…

This is a must-have resource for educators committed to meeting the needs of their struggling students in Grades 3-6. Teachers get a whole toolbox filled with research-based, easy to implement RTI interventions that really work! Get strategies in five core areas--plus correlations to the Common Core State Standards and effective scaffolding tips…

The Individuals With Disabilities Education Act (IDEA) of 2004 encourages schools to use interventions to ensure that students' literacy difficulties are not instructional problems before assuming a learning disability. The law frames these interventions in two ways: as a strategy for identifying students with learning disabilities--a measurement…

Teacher education programs typically provide pre-service teachers preparation in assessment and identification procedures used to identify students with learning disabilities. What may be missing from teacher preparation is the development of communication skills to thoughtfully and professionally teach children about their disabilities. This…

Students in Ginger Berninger's research studies "showed significant improvement in their reading and writing" after using these lessons--now available to teachers for the first time ever in one convenient book! A state-of-the-art set of lesson plans that can be used for differentiated instruction of students with dysgraphia, dyslexia, and OWL LD,…

Practical steps for remediating cursive handwriting difficulties focus on the five elements of spacing, speed, slant of letters, letter size, and letter shape. (JW)

Relates Cognitively Guided Instruction (CGI) with anecdotes of learning-disabled students in primary grades. Message of CGI is that when teachers begin listening to children, they realize how much more students know than they recognized previously. Teachers can achieve goals of compensatory mathematics education by building on this knowledge. (SKS)

Basic principles of effective software implementation with learning disabled students are discussed. A prototype software package is described that is specifically designed to help develop discriminatory skills in recognizing letter shapes and letter combinations. (JW)

A method for teaching sight words to elementary level learning disabled children is proposed which relies on input organization, a strategy in which teachers reorganize information into small, related units for instruction. Also included are sample word categories, results of the method's use, and recommendations for use. (DB)

Practical guidelines are offered to help the teacher integrate microcomputers into a resource room environment for learning disabled students. The author lists basic software packages that are reported to provide proven "starter paks" in language, reading, and mathematics at specified grade levels. (JW)

Extracts from "Experimenting with Numbers" by Margaret Stern demonstrate the use of Stern Blocks to develop the conceptual base on which learning disabled students can build further mathematical skills. (DB)

More than five years of research offers little evidence that students who attend federally funded remedial and learning disabled reading programs improve their reading skills. The three assumptions underlying these programs are discussed. Ways teachers and schools can evaluate their programs are listed. (MT)

Learning disabled elementary school children can learn subtraction skills with the aid of "hide and seek" number concept cards and a five-step sequence: (1) find a way to work it out, (2) add to check, (3) look for subtraction "partners," (4) group facts into "families," and (5) practice. (CB)

Two mnemonic acronyms can help learning-disabled children remember to complete the necessary steps for regrouping in addition and subtraction. (DB)

The article presents six remedial handwriting activities which address a variety of deficits commonly affecting the handwriting of learning disabled (LD) students. Each activity is presented with a rationale, step-by-step instructions, exemplary worksheets as necessary, and suggestions for teaching. In the "Coin Challenge" students learn correct…