The Common Core Standards require demonstration of conceptual knowledge of numbers, operations, and relations between mathematical concepts. Supplemental instruction should explicitly guide students with specific learning disabilities (SLD) in these skills. In this article, we illustrate implementation of the concrete-representational-abstract…

Objective: The study aimed at investigating the effect of scaffolding strategies as thinking out loud and verbalization of instructions strategies on the generalization skills of language-related concepts in mildly intellectual disabled students. Method: Twenty-seven subjects in three treatments were trained in solving a pattern of the Thurston…

This study presented sets of 15 multiplication facts to each of 4 third-grade participants. The items were presented by an iPod each session three times at three different time delays. When mastery was achieved on a set (80% correct across 3 consecutive sessions), the participant moved on to a new set. Generalization probes were administered…

Three curricular approaches to spelling instruction are discussed: whole word; phonemic; and morphemic. Sameness analysis is used to indicate the theoretical potential of each approach for helping students with learning disabilities to achieve generalization in their spelling, and the influence of generalization upon retention and transfer is…

This study compared the acquisition of an initial place value skill when presented in a concrete, semiconcrete, abstract teaching sequence to acquisition of the same skill when presented at the abstract level only. The 24 subjects were elementary and middle school students (ages 8-13) with learning disabilities who were randomly assigned to…