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Emily S. Beaudoin; Sophia Blackburn; Ingrid E. Hove; Ingrid E. Sladeczek – Learning Disabilities Research & Practice, 2025
The current scoping review synthesizes the literature on interventions targeting anxiety in individuals with a learning disability (LD). Specifically, the review identifies types of interventions, outcomes, and barriers to or facilitators of implementation of interventions by school staff. The available literature was analyzed using a descriptive…
Descriptors: Students with Disabilities, Learning Disabilities, Intervention, Anxiety
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Sung Hee Lee – Communication Disorders Quarterly, 2024
Students with reading disabilities generally know fewer words (breadth) with less in-depth knowledge of those words (depth) than typical students. The present study examined the effects of a "moderately rich vocabulary instruction" in which both breadth and depth of vocabulary are addressed. Nineteen U.S. 4th- and 5th-grade students with…
Descriptors: Learning Disabilities, Reading Difficulties, Vocabulary Development, Program Effectiveness
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Ryan S. Wells; Ling Chen – Educational Policy, 2025
As postsecondary developmental education policy reforms are implemented, increased attention must be given to students with learning and attention disabilities. The purpose of this study was to bring these students into the conversation, by examining their representation in developmental education broadly, as well the effect of this intervention…
Descriptors: Students with Disabilities, Learning Disabilities, Developmental Studies Programs, Disproportionate Representation
Huffman, Stacy H. – ProQuest LLC, 2023
This research study, rooted in the theoretical framework of phenomenology, examined the impact of professional development related to specially designed instruction for students with a learning disability in reading. Teachers of students who had mastered at least 50% of their IEP goals in reading or had exited from special education services were…
Descriptors: Faculty Development, Program Effectiveness, Students with Disabilities, Learning Disabilities
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Muhammed A. Karal; Paul J. Riccomini – Education and Training in Autism and Developmental Disabilities, 2024
Students with autism spectrum disorder (ASD) require effective academic interventions tailored to their distinctive learning characteristics. This is especially important in mathematics since approximately a quarter of learners with ASD have a mathematics learning disability. This meta-analysis examined the effectiveness of mathematics…
Descriptors: Students with Disabilities, Autism Spectrum Disorders, Intervention, Mathematics Instruction
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Amber B. Ray; Kate E. Connor; Hannah Brenner; Casey Kim – Learning Disability Quarterly, 2025
The ability to write informatively is a skill not only required by the U.S. Common Core State Standards but is also essential for preparing students to be successful in college. The purpose of this exploratory study was to evaluate the effects of a self-regulated strategy development (SRSD) informative writing intervention for high school students…
Descriptors: Writing Instruction, Writing Skills, Intervention, High School Students
Kaitlyn C. Billops – ProQuest LLC, 2024
Since the enactment of the Individuals with Disabilities Education Act (IDEA) in 2004, there has been a notable increase in the enrollment of students receiving special education services (National Center for Education Statistics [NCES], 2022). However, despite advancements in special education programming and service delivery, academic…
Descriptors: Students with Disabilities, Special Education, Academic Achievement, Program Effectiveness
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Xin Wei; Susu Zhang; Jihong Zhang – Grantee Submission, 2025
This investigation explores the relationship between the use of digital pencil and mathematical problem-solving accuracy among 1,530 students with learning disabilities (LD) and 25,400 general education (GE) peers from the 2017 digital National Assessment of Educational Progress mathematics assessment. The term "digital pencil" in this…
Descriptors: Educational Technology, Technology Uses in Education, Mathematics Skills, Problem Solving
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Berkeley, Sheri; Hock, Michael; Washburn, Jocelyn – Learning Disability Quarterly, 2023
Many students with learning disabilities (LD) do not master basic reading skills, which affects later reading fluency and reading comprehension development. Single-case experimental design (SCED) research yields unique opportunities to better understand which aspects of a basic reading intervention are effective with a particular student,…
Descriptors: Learning Disabilities, Students with Disabilities, Reading Skills, Intervention
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Paul J. Riccomini; Elizabeth E. Hughes; Divya Deshpande; Joo Young Lee; Laura Fiveash; Tzu-Hsing Lin – Learning Disability Quarterly, 2024
The current study investigated the effectiveness of an intensive writing intervention focusing on mathematical reasoning through written expression. A group pretest--intervention--posttest comparison experimental design was used to implement a 12-lesson intervention, delivered through a combination of Google Classroom and in-person classroom…
Descriptors: Grade 5, Students with Disabilities, Learning Disabilities, Mathematical Logic
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Anne Barwasser; Sarah Schulze; Chiara Gieseler; Matthias Grünke – Exceptional Children, 2024
Word problem-solving is one major area in mathematics that has been identified as being particularly challenging for students, specifically for those with learning disabilities (LDs) and emotional and behavioral disorders (EBD). This study aims at evaluating the effects of a strategic math intervention with concept maps on the ability to solve…
Descriptors: Mathematics Instruction, Intervention, Word Problems (Mathematics), Problem Solving
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Thomas, Sian E.; Grindle, Corinna F.; Totsika, Vaso – British Journal of Special Education, 2023
Many students with learning disabilities find it difficult to acquire basic reading skills. This is even more of a challenge for students who are non-vocal. The purpose of the present study was to pilot the use of Headsprout Early Reading© (HER©), an online reading programme, with four non-vocal students with a severe learning disability (SLD),…
Descriptors: Students with Disabilities, Learning Disabilities, Reading Instruction, Reading Skills
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Seda Özer Sanal; Filiz Elmali – European Journal of Special Needs Education, 2024
The aim of this study is to investigate the effectiveness of Realistic Mathematics Education Strategies Mobile App (REMSAM) on the mathematical problem solving performance of students with learning disabilities (LD). The participants of this study consisted of five children (three girls, two boys) with LD. The study was carried out based on a…
Descriptors: Mathematics Education, Problem Solving, Students with Disabilities, Learning Disabilities
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Jared R. Morris; Elizabeth M. Hughes; David Lee – Learning Disabilities: A Contemporary Journal, 2024
The purpose of this study was to examine the effects of utilizing explicit instruction, point-of-view video modeling, and augmented reality technology to teach mathematics to students with disabilities. A multiple probe single-case research design was used. Three students with Learning Disabilities (LD) who were receiving special education…
Descriptors: Direct Instruction, Video Technology, Numeracy, Numbers
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Andrew Swanlund; Gurjeet Dhillon Dhillon; Charlotte Chen – Society for Research on Educational Effectiveness, 2024
Background/Context: The U.S has experienced years of lost progress in math because of the COVID-19 pandemic (NAEP, n.d.a). Fraction understanding is widely characterized as the gatekeeper to algebra (Booth et al., 2012; National Mathematics Advisory Panel, 2008) and can support success in middle and high school math (Bailey et al., 2012; Booth et…
Descriptors: Mathematics Education, Fractions, Grade 4, Elementary School Students
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