The objective of this paper is to discuss how blind students learn basic concepts of probability using the tactile model proposed by Vita (2012). Among the activities were part of the teaching sequence "Jefferson's Random Walk", in which students built a tree diagram (using plastic trays, foam cards, and toys), and pictograms in 3D…

This study investigated the impact of cognitive strategy instruction (CSI) on mathematical word problem solving of students with mathematics disabilities. A sample of fourth-grade students in a Chinese primary school was divided into a treatment group (75 students) and a comparison group (75 students). The sample consisted of students with…

English language learners (ELLs) struggle with solving word problems for a number of reasons beyond math procedures or calculation challenges. As a result, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a math comprehension strategy called Dynamic Strategic…

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 authors completed a narrative review of studies of mathematics interventions from 1996 to 2010 for helping elementary school students with difficulties in mathematics solve word problems. Key instructional components supported by research are teaching cognitive and metacognitive skills; schema-based instruction focusing on semantic analysis,…

The evidence indicates that peer-assisted learning can have a substantively important positive effect on struggling high school students' reading comprehension. Reservations remain about attributing improved comprehension to peer-assisted learning because the students were not randomly assigned to the intervention in the one study that met…

The paper discusses the degree of generality or specificity adopted in approaches to strategy instruction. The historical context of the generality-specificity dimension is described and related to the strategy instruction literature in special education, and three frameworks for conceptualization of generality-specificity are presented.…

A five-step process that resource teachers and others can use to develop their own learning strategies is described. Several examples of teacher-generated strategies with evidence of their effectiveness are offered. (DB)

This article discusses how teachers use sensory inputs and physical outputs to define learning channels that students use during specific instruction and how teachers can arrange the sensory inputs and physical outputs on a grid to form a learning channel matrix. Three examples of learning channel matrices are presented. (Contains references.)…

A study examined effects of peer-assisted learning strategies (PALS) and curriculum-based measurement (CBM) on the mathematics performance of 92 secondary students with disabilities. PALS/CBM was implemented twice weekly and CBM weekly for 15 weeks. PALS/CBM students improved their computation math skills significantly more than controls, but not…

Discusses academic failure and the role of curriculum design in either intercepting or exacerbating learning difficulties. Evaluates changing student demographics and the diverse needs of students, and reviews the principles of effective curriculum design, including big ideas, conspicuous strategies, mediated scaffolding, strategic integration,…

In response to Derry (EC 233 120), this article illustrates features of effective learning strategy instruction with disabled learners by examining the decisions the teacher confronts, such as determining the purposes of instruction, the context in which instruction occurs, and the roles of the teacher and student. (Author/DB)

This response to EC 607 382 stresses the value of dialog between mathematics educators and special educators and raises three concerns about the standards of the National Council of Teachers of Mathematics (NCTM). Cognitive strategy instruction is recommended as an effective approach for teaching problem solving to students with disabilities. (DB)

Describes six features of instruction that efficiently accommodate and accelerate learning of a diverse range of students in the general education classroom, including organizing instruction around big ideas, using conspicuous strategies, priming students with background knowledge, using mediated scaffolding, judiciously planning and organizing…

Multiple probe and comparison group designs were used to evaluate effects of teacher training in learning strategy instruction and subsequent performance of academically diverse students in six middle school social studies classes. Teacher involvement in strategic instruction was greater after training. Performance of nondisabled students was…