Teachers who adapt a multisensory approach to teaching learners who have been affected by fetal alcohol syndrome disorder (FASD) will encourage them to be self-supporting, and to excel in the classroom through participating in a myriad of stimulating activities. Researching the learners' unique characteristics will provide teachers with the tools…

As today's classrooms become more and more diverse, there is a growing need to explore the intersection between English Learners (ELs) and students with learning disabilities (LD) in the content-specific instruction of mathematics problem solving. The aim of this study was to determine which types of instructional scaffolds may be used by math…

In this case study, we examine the usage of language -- how teachers used and regulated their language when teaching English language learners (ELLs) with learning disabilities (LD) how to solve mathematics multiplication problems. We focus on types of scaffolds used by teachers to identify how scaffolding helps ELLs with LD build better…

The purpose of the study was to examine the effectiveness of three remedial techniques to improve the spelling ability of students with learning disability. The three techniques, namely, TAK/v, visual orthographic method and listen, speak, read and write (LSRW) method were administered to three experimental groups, each having 13 students with…

Multisensory Structured Language Instruction has been used for decades by clinicians and practitioners as an intervention for teaching students with dyslexia. Multisensory Structured Language Instruction uses the integration of multiple senses (visual, auditory, and kinesthetic/tactile) simultaneously to teach literacy. Although the anecdotal…

Sixteen fourth and fifth grade children with learning disabilities were given individualized spelling instruction which stressed the visual-kinesthetic-tactile modes of learning. (DB)

As alternatives to hierarchical outlining, pictorial, topical, and critical outlining kinesthetically reinforce reading comprehension and can be useful in helping older students who are learning disabled or poor readers. Examples of each approach are given. (CL)

A teacher describes ways in which learning disabled students can learn through tactile-kinesthetic approaches devised by the teacher. Examples are given of multiplication instruction by counting on fingers, and grammar and long division instruction through movement. (CL)

A grab bag of ideas for working with learning-disabled children in the areas of reading, writing, spelling, and arithmetic. (RB)

This study sought to: (1) determine whether Educational Kinesiology (E-K) integration movements have an effect upon the static balance of learning disabled elementary students; (2) determine if E-K repatterning increases the effects of the movements; and (3) examine possible gender differences. Sixty elementary school students were matched on age…

Reports on the successful use of a modified Fernald technique with second graders using colored chalk on the blackboard. (MKM)

Offers various ways in which children with learning disabilities can be helped. (RB)

A review of the research indicates that Fernald's technique (VAKT) for learning to read and spell is effective in some, but not all, instances. (MKM)