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Asha K. Jitendra; Barbara Dougherty; Victoria Sanchez; Luisana Suchilt – TEACHING Exceptional Children, 2024
Developing and supporting understanding of the meaning of multiplication and multiplicative relationships in students with mathematics learning disabilities requires carefully designed instruction that emphasizes strategic representation use. This article discusses three ways in which teachers can incorporate multiple representations within…
Descriptors: Multiplication, Mathematics Instruction, Students with Disabilities, Learning Disabilities
Asha K. Jitendra; Barbara Dougherty; Victoria Sanchez; Luisana Suchilt – Grantee Submission, 2022
Developing and supporting understanding of the meaning of multiplication and multiplicative relationships in students with mathematics learning disabilities requires carefully designed instruction that emphasizes strategic representation use. This article discusses three ways in which teachers can incorporate multiple representations within…
Descriptors: Multiplication, Mathematics Instruction, Students with Disabilities, Learning Disabilities
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Park, Yujeong; Kiely, Mary Theresa; Brownell, Mary T.; Benedict, Amber – Learning Disabilities Research & Practice, 2019
The purpose of this study was to explore the relationships among (1) special education teachers' knowledge for teaching reading fluency, (2) the specific instructional practices they used in fluency instruction, and (3) gains of students with specific learning disabilities (SLD) on a performance measure of oral reading fluency (ORF). Analyses…
Descriptors: Special Education Teachers, Knowledge Level, Teaching Methods, Reading Instruction
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Giacobbe, Alice C. – Intervention in School and Clinic, 2012
This article presents an interview with Janet W. Lerner, professor emerita of special education at Northeastern Illinois University in Chicago, Illinois. Dr. Lerner also serves as an adjunct professor in the Professional Assistant Center for Education (PACE) for Young Adults with Multiple Learning Disabilities at National Louis University and as…
Descriptors: Learning Disabilities, Special Education, Elementary Education, Teaching Methods
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Osipova, Anna; Prichard, Brooke; Boardman, Alison Gould; Kiely, Mary Theresa; Carroll, Patricia E. – Learning Disabilities Research & Practice, 2011
This article presents the findings from a pilot study exploring the use of video as a self-reflection tool combined with high-quality, collaborative professional development (PD). Participants were in-service, upper-elementary, special education instructors teaching word study and fluency to students with learning disabilities. Participants…
Descriptors: Video Technology, Learning Disabilities, Reading Instruction, Special Education
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Johnston, Peter – Reading Teacher, 2010
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…
Descriptors: Learning Disabilities, Intervention, Identification, Reading Difficulties
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Swanson, Elizabeth A.; Vaughn, Sharon – Psychology in the Schools, 2010
This study documents the amount and quality of reading instruction provided to second- through fifth-grade students with learning disabilities provided resource-room services. Reading instruction provided by 10 special education resource-room teachers was observed. Findings reveal that teachers and students were on task during instructional time…
Descriptors: Class Size, Reading Fluency, Learning Disabilities, Vocabulary
Powell, Sarah R.; Seethaler, Pamela M. – National Center on Student Progress Monitoring, 2008
The purpose of this case study is to highlight the integral role that progress monitoring (PM) plays throughout any response to intervention (RTI) process. This example uses a three-level, responsiveness-to-intervention (RTI) method for identifying students with learning difficulties. Using a fictional third-grade classroom as the setting for…
Descriptors: Learning Problems, Intervention, Learning Disabilities, Case Studies
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Berninger, Virginia W.; Abbott, Robert D.; Augsburger, Amy; Garcia, Noelia – Learning Disability Quarterly, 2009
Fourth graders with learning disabilities in transcription (handwriting and spelling), LD-TD, and without LD-TD (non-LD), were compared on three writing tasks (letters, sentences, and essays), which differed by level of language, when writing by pen and by keyboard. The two groups did not differ significantly in Verbal IQ but did in handwriting,…
Descriptors: Sentences, Spelling, Handwriting, Learning Disabilities
Lombardo, Thomas W.; Drabman, Ronald S. – Academic Therapy, 1985
Two procedures significantly improved multiplication skills in six students (nine to 12 years old) with learning disabilities. The procedures were writing out multiplication problems and saying problems aloud while working. (CL)
Descriptors: Elementary Education, Learning Disabilities, Multiplication, Teaching Methods
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Mendez, Laura; Lacasa, Pilar; Matusov, Eugene – European Journal of Special Needs Education, 2008
The purpose of this paper is to illustrate a sociocultural approach to studying disability in educational contexts grounded in the cultural-historical and activity theory approaches. From the sociocultural viewpoint, disability is regarded as being located in particular types of activity systems and learning cultures rather than within an…
Descriptors: Class Activities, Learning Activities, Action Research, Learning Disabilities
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Bernstein, Bradley – Theory into Practice, 1985
The Spolin Theater Games consist of more than 200 games and exercises to encourage spontaneity, creativity, and interpersonal communication in group settings. This article describes the use of Spolin games in four classes of six- to nine-year-old educationally handicapped children and looks at changes that occurred, particularly in the way…
Descriptors: Dramatic Play, Elementary Education, Learning Disabilities, Teaching Methods
Serio, Martha – Academic Therapy, 1984
Techniques for teaching spelling to learning disabled elementary students are described, including suggestions for reinforcing learning. (JW)
Descriptors: Elementary Education, Learning Disabilities, Spelling Instruction, Teaching Methods
Hanover, Stella – Academic Therapy, 1983
An elementary school teacher relates a method of teaching handwriting through grouping letters into families. The Hanover method, said to be particularly appropriate for children with learning disabilities, is described and examples given. (CL)
Descriptors: Elementary Education, Learning Disabilities, Teaching Methods, Writing Instruction
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Hagin, Rosa A. – Journal of Learning Disabilities, 1983
The article proposes a simplified handwriting method for learning disabled children having difficulty with conventional cursive writing. The approach is based on the vertical downstroke rather than the diagonal slant and emphasizes the natural connection between manuscript letters. (Author/CL)
Descriptors: Elementary Education, Handwriting Instruction, Learning Disabilities, Teaching Methods
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