This study aimed to identify the differentiated instruction practices used by Jordanian teachers and the challenges they faced when teaching students with learning disabilities in Amman. The sample of the study consisted of 194 teachers. It followed a mixed method design and consisted of two parts. First, a quantitative analysis of a questionnaire…

The "Response to Intervention Guidance for New York State School Districts" (2010) document indicates Response to Intervention (RTI) is a mandated general education process intended to provide early interventions to struggling at-risk students. The multi-level RTI framework is structured to include targeted evidence-based interventions…

Place-value is an essential concept that is foundational for understanding our number system and for developing procedures for multidigit operations, but there has been limited research into the place-value understanding of students with learning disabilities. This research is a two-part mixed-methods study that links basic research to…

The current study used a multiple-baseline design to examine the effect of providing performance feedback on comprehension strategy use and reading comprehension. The participants were four seventh grade students with comprehension difficulties. The students were taught the reciprocal teaching comprehension strategies of generating questions,…

The purpose of the present experiment was to replicate and extend the literature on using selection-based instruction to teach responses to interview questions by (a) evaluating the emergence of recombinative (i.e., combinations of taught) and novel (i.e., untaught) topography-based intraverbal responses, in addition to exact repetitions of taught…

This academic work has the aim of analyzing the impact of graphic organizers in the development of reading comprehension accordance with the level of English of each student. The theoretical foundation is constructed by the contents previously defined in the problem; with specific bibliography for the scientific content. Statistical analyses of…

Students with learning disabilities (LD) continue to fall behind their typical peers in the area of writing (Graham & Harris, 2011; National Joint Committee on Learning Disabilities, 2008). Studies indicate that self-efficacy influences writing performance and that self-regulation may be an important aspect of both metacognitive and affective…

Students with learning disabilities (LD) often receive instruction in general education science classrooms. However, little is known about the academic success of students with LD in this setting. As inquiry-based science instruction has become more prominent, research focusing on student learning is needed to explore how such instruction meets…

This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents (n = 9), and their teachers (n =…

Students with learning disabilities have been found to lack self-awareness about their disability, likely contributing to several challenges they experience, such as social skill deficits. At the same time, there is limited research investigating interventions to effectively increase disability self-awareness among this population. The current…

The shift from special schools towards inclusive education is becoming increasingly prevalent across education systems around the world. However, the challenges this shift brings remain critical for developing nations where there is a huge chasm between policies and practices. This study used instrumental case study design to examine how a general…

This study used a multiple-probe, multiple-baseline single-case design to investigate the efficacy of planning, and then revising strategy instruction using self-regulated strategy development on the compare-contrast writing performance of three late elementary students with language-learning disabilities. After receiving the planning instruction,…

Faculty are responsible for providing the academic accommodations needed and used by students with learning disabilities (SWLD). Since learning disabilities (LD) are hidden, faculty may question the need for, efficacy of, and fairness of accommodations. Yet academically accommodating SWLD is important to academic success and persistence. This…

The purpose of this study was to examine the effectiveness of using group story-mapping of English as a second language (ESL) on students with learning disability while reading comprehension. The researcher focused on a specific graphic organizer in this study, called group story-mapping. This strategy required students with learning disabilities…

Using sociocultural concepts of authoritative and dialogic discourse, I sought to examine 5th-grade teachers' questioning practices during small-group reading instruction to understand the differences between groups reading text on grade level and groups reading texts below grade level. The purpose was also to examine how questions functioned for…