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…

Aims: Studies on literacy difficulties have mainly focused on children or adults who have a diagnosis of dyslexia. Some students enter university without such a diagnosis, but with literacy difficulties, and this may impact their ability to become independent learners and achieve academically. This exploratory study aims to employ a hybrid model…

Struggling literacy learners are typically low achievers with poor engagement in literacy learning, and the gap between struggling and capable students widens as children move through the years of schooling. Literacy research and interventions for struggling literacy learners typically focus on the primary school years. The 2019 Supporting…

Although the instructional strategy described in this article can be used to support all learners, the purpose of this article is to address the needs of students with learning disabilities, who are often several grade levels behind in reading comprehension. Specifically, this article explores how an explicitly taught instructional practice that…

As implementation of multi-tiered systems of support becomes common practice across the nation, practitioners continue to need strategies for intensifying interventions and supports for the subset of students who fail to make adequate progress despite strong programs at Tiers 1 and 2. Experts recommend making several changes to the structure and…

This case focuses on a novice principal who advocates for a student who was assigned to the first grade for 3 consecutive years. As the instructional leader of the school, the novice principal is troubled by ethics and social justice issues involved to make the decision to assign the student to his age-appropriate grade. The student was placed in…

Many educators in public schools in the United States experience challenges in meeting the unique needs of the growing population of English learners who must simultaneously attain academic skills while acquiring English language proficiency. Such unique needs intensify for English learners with reading disabilities. Morphological awareness is key…

Response to intervention (RTI) has actively been used for identifying reading difficulties and providing supplemental instructions for students with disabilities. Recent developments of RTI show that the method expands its applicability to other areas and populations. In particular, it is difficult to distinguish learning disability (LD) from…

This issue of "Learning Times" includes a feature on understanding dyslexia. Dyslexia is a brain-based, often inherited, disorder that impairs a person's ability to read. It is not the result of low intelligence, lack of motivation, sensory impairment, or inadequate instruction. Early diagnosis of dyslexia is critical, and a child can be…

The U.S. Department of Education (2000) reported that approximately 80% of students identified with learning disabilities (LD) received half of their instruction within the general education classroom setting. Therefore, it is important that general education teachers implement teaching strategies and practices that meet the distinct educational…

As new research shows how effective systematic and explicit teaching of language-based skills is for students with learning disabilities--along with the added benefits of multisensory techniques--discover the latest on this popular teaching approach with the third edition of this bestselling textbook. Adopted by colleges and universities across…

The Lindamood Phonemic Sequencing (LiPS)[R] program (formerly called the Auditory Discrimination in Depth[R] [ADD] program) is designed to teach students skills to decode words and to identify individual sounds and blends in words. The program is individualized to meet student needs and is often used with students who have learning disabilities or…

This issue of "Learning Times" discusses how LDA assessments for children and adults provide self-understanding, renewed hope, and improved achievement. It also includes: (1) Where do Your Candidates Stand on Controlling Toxic Chemicals?; (2) ADHD (Attention Deficit Hyperactivity Disorder) Tips: Back-to-School (Ty Sassaman); (3) Healthy…

One of the most significant barriers facing postsecondary students with reading and written expression disorders who are eligible to receive specific accommodations is the lack of professional knowledge pertaining to issues surrounding accommodations. Though guided by Section 504 of the Rehabilitation Act of 1973 and the Americans with…

The issue of identifying reading difficulties and disabilities in English language learners (ELLs) is a complex one. It is an area that draws on the diverse disciplines of first- and second-language acquisition, literacy, English language learning, and reading, including differences and disabilities research. This literature review aims to…