Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students' initial mathematics and reading skills influenced their treatment response to a whole-class, second-grade science program called…

Middle school students with learning disabilities often struggle with reading and literacy skills, including vocabulary, and require support in content-area classes such as mathematics where weak vocabulary knowledge can negatively affect learning, achievement, and deep understanding. However, in general, middle school mathematics teachers do not…

The purpose of this observation study was to identify vocabulary instruction provided to students with Learning Disabilities (LD) and English Learners with LD (dual identified) across seventh and eighth-grade inclusion and self-contained English language arts, science, and social studies classes. The study focused on the amount of time observed on…

Many adolescent students who are learning English and are identified with learning disabilities have difficulties with both reading comprehension and English language proficiency. In the secondary grades, these students have fewer opportunities to improve their reading comprehension and to learn from a range of disciplinary texts. To address these…

In a globalized world, the ability to speak English has become increasingly significant. A large number of students who are learning English as foreign language face obstacles in acquiring and storing vocabulary. Children with learning disabilities are especially at risk because of a limited power of retention and motivational struggles. Having an…

General education teachers are challenged with meeting the unique instructional needs of every learner in their classrooms, which increasingly include English learners (ELs) and students with learning disabilities (LD). This article uses vignettes to demonstrate how a middle school content teacher uses five strategies: building prior knowledge,…

The purpose of this experimental research study was to investigate the effects of using academic science-term vodcasts to provide vocabulary instruction, and more specifically, comprehension support in science to middle-school adolescents with and without LD. A total of 105 suburban middle school students, of which 17 presented with LD, were…

In this study, researchers evaluated the effects of peer-assisted multimedia vocabulary instruction, which was designed to address the goal of building knowledge of discipline-specific definitions of language arts terminology for six ninth-grade English Language Learners (ELLs) with or at-risk for learning disabilities. To evaluate the effects of…

Vocabulary and spelling are two of the most important skills to achieve success in an academic setting. This review of 15 articles highlights classroom interventions that successfully enhanced vocabulary and spelling skills among ESL, English Only, English language learners (ELL), and learning disabled (LD) students. The strategies that enhanced…

Knowing the meaning of academic vocabulary words helps adolescents understand content-area text and improves their academic achievement. To demonstrate deep understanding of words, students reading below grade level and students with learning disabilities must be explicitly taught word meanings, encounter target words in illustrative contexts, and…

Although vocabulary plays an important role in literacy and content instruction, there is a paucity of research identifying effective methods for teaching vocabulary. One promising strategy is morphemic analysis, which involves breaking words into morphemes, the smallest meaningful parts of words, and teaching students the meanings of those parts.…

This study examined the effects of three types of reading interventions on the science text reading of secondary students with learning disabilities (LD). Twenty 10th-grade students with LD participated in the study. Using a within-subjects design, the relative effects of three different instructional approaches--text reading, vocabulary learning,…

This publication explores issues and makes recommendations related to meeting the needs of English learners with limited language proficiency or learning disabilities, or both. The authors begin by noting the current federal policy context in which this discussion of reading instruction and interventions for English language learners (ELLs)…