Schema-based instruction (SBI) is a word problem solving strategy that teaches students to identify problem types by focusing on the underlying structure of the mathematical situation. SBI is gaining an evidence-base for students with a specific learning disability; however, few experimental studies have evaluated the effects of SBI for students…

Algebra problem solving is one of the most difficult areas in the mathematics curriculum for secondary students with learning disabilities (LD) due to the higher-order reasoning demands and strategic thinking required. The purpose of this review is to examine how effective algebra problem-solving interventions conceptualize the cognitive processes…

We conducted a comprehensive synthesis of computer-assisted instruction (CAI) research that aimed to facilitate the learning of mathematical word problem solving involving elementary and secondary school students with learning disabilities or difficulties in mathematics. We examined a total of 13 studies under the four instructional categories:…

The ability to compose argumentative essays of sufficient quality is tantamount to the aptitude of thinking independently and critically, which is vital to playing an active part in one's society. Thus, the aim of teaching students this skill is incorporated into virtually every secondary school curriculum in almost all democratic countries around…

Various technology-based interventions exist to support writing for students with learning disabilities (LD). However, it is not enough to simply provide access to technology. How it is implemented by teachers may affect student outcomes. In this study, three special education teachers used a technology-based graphic organizer (TBGO) with embedded…

The English language plays a major role around the world, making it important to learn English in order to participate and communicate in our globalized age. Adequate foreign language (L2) skills are important for everyday life and can even enhance performance in one's first language (L1). A growing number of very heterogeneous classrooms make it…

Seventh grade students, varying in their literacy skills, from a suburban middle school in the United States were taught an expository writing strategy using the Self-Regulated Strategy Development approach. Using an AB design, the students participated in an eight-session expository writing intervention that taught the writing process. The…

We examined the effectiveness of (a) a working memory (WM) training program and (b) a combination program involving both WM training and direct instruction for students with geometry difficulties (GD). Four students with GD participated. A multiple-baseline design across participants was employed. During the Phase 1, students received six sessions…

The purpose of our literature review was to extend and update Maccini, Mulcahy, and Wilson's (2007) review of the literature on mathematics interventions for secondary students with learning disabilities (LD). An extensive search of the research literature netted 15 research studies that focused on mathematics interventions for secondary students…

Writing may be an especially useful tool for improving the reading comprehension of lower performing readers and students with disabilities. However, it is reasonable to expect that students with poor writing skills in particular, may actually be less adept at using writing to improve their reading skills, and may not be able to do so without…

Number sense is critical to the development of higher order mathematic abilities. However, some children have difficulty acquiring these fundamental skills and the knowledge base of effective interventions/remediation is relatively limited. Based on emerging neuro-scientific research which has identified the association between finger…

A staggered A-B design study was used to evaluate the effects of Self- Regulated Strategy Development (SRSD) instruction for quick writing in middle school science across four classrooms. A sixth-grade science teacher delivered all students' writing assessment and SRSD instruction for informative quick writing. Results indicated that performance…

The read-aloud accommodation (RA) is frequently provided to students with high-incidence disabilities to facilitate their access to learning opportunities during instruction and to allow them to demonstrate knowledge and skills during testing. Empirical support for this accommodation has been somewhat mixed, and has primarily focused on…

The purpose of this study was to examine the role of the special educator within a response-to-intervention (RTI) framework and to examine what instructional behaviors special educators evidence most frequently in the advanced RTI tiers (i.e., tiers beyond tier 1). Specifically, these two issues were investigated with regard to: (a) proportion of…

In the generative classroom, teachers provide well-designed learning environments that result in the combination, recombination, and reorganization of repertoires such that new untaught repertoires are likely to occur. One component that can contribute to such generativity is Precision Teaching (PT), a frequency building instructional…