Increasing phonological awareness of children with special needs is of vital importance, as it helps them to face different problems they face. Therefore, this study assessed the efficacy of implementing an instructional program to raise phonological awareness in improving the phonetic sequential-memorisation ability of students with learning…

The purpose of this study was to investigate the effects of the concrete-representational-abstract--integrated (CRA-I) sequence on students with learning disabilities' performance when learning fraction and decimal concepts. Three elementary-level students in Grades 4 and 6 participated in a single-case multiple probe across behaviors study. The…

The purpose of this systematic review was to examine the effectiveness of proportional reasoning interventions for students with learning disabilities (LD) or mathematics difficulty (MD). We evaluated fifth to ninth grade interventions on proportional reasoning content, instructional features, and disability and difficulty identification. The nine…

The importance of programs that develop the thinking skills of students has been emphasized by many educational researchers. However, the majority of these studies have focused on developing these skills of gifted students and of students in public schools. Few have focused on developing and strengthening such skills in students with learning…

This pilot study examined the promise of a Tier 2 sixth grade intervention program for students at-risk for difficulties in mathematics. The study utilized a quasi-experimental design. The final sample included 112 students in treatment (Promoting Algebra Readiness) and 86 students in control (standard district practice) conditions. The Promoting…

This pilot study examined the promise of a Tier 2 Grade 6 intervention program for students at risk for difficulties in mathematics. The study utilized a quasi-experimental design. The final sample included 112 students in treatment (Promoting Algebra Readiness) and 86 students in control (standard district practice) conditions. The Promoting…

The purpose of this study is to determine if there was a difference in the level of student achievement among sixth-grade students who were eligible for entitlement services under Individuals Disabilities Education Act (IDEA) with Specific Learning Disabilities (SLD) who received instruction using technology assisted techniques versus those who…

In recent years, the use of personal electronic devices has become widespread in Canadian society, and many Canadian schools are adopting "bring your own device" policies. This exploratory research investigates the technological practices of middle years students with mathematics learning disabilities who use personal electronic devices…

Adolescents with disabilities have great difficulty with academic content in middle school, and their teachers have difficulty teaching them to understand and use academic language. We taught teachers of 6th grade students with Learning Disabilities, over half of whom were also English Language Learners (ELL), to implement about 15 minutes of…

To meet increasingly complex mathematics standards in late elementary school, students must conceptually understand and be fluent in the operations of multiplication and division. This includes understanding the operations' inverse relation. The purpose of the study was to investigate the effects of alternating concrete-representational-abstract…

Various technology-based interventions exist to support writing for students with learning disabilities (LD). However, it is not enough to simply provide access to technology. How it is implemented by teachers may affect student outcomes. In this study, three special education teachers used a technology-based graphic organizer (TBGO) with embedded…

One of the main reasons why students with learning disabilities have difficulty in reading comprehension is their inability to have metacognitive skills such as planning, monitoring and evaluating their reading performance. In this context, the study aimed to investigate the effects of the TWA strategy ["Think Before Reading, Think While…

In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and…

A majority of reading-related intervention studies aiming to remediate struggling readers' reading outcomes assess student performance immediately following the conclusion of an intervention to determine intervention effects. Few studies collect follow-up data to measure the long-term sustainability of treatment effects. Hence, the aim of the…

This study identified the effectiveness of using a phonological awareness-based instructional program in developing the phonetic sequential-memorization skill among students with learning disabilities in the Aseer region. The study sample consisted of forty students from the third, fourth, fifth, sixth, and seventh grades, selected from schools in…