Teacher-level factors are theoretically linked to student outcomes in data-based instruction (DBI; Lembke et al., 2018). Professional development and ongoing support can increase teachers' knowledge, skills, and beliefs related to DBI, as well as their instructional fidelity (McMaster et al., 2020). However, less is known about how each of these…

This article reports the results from a study investigating the effects of a discipline-specific reading and writing intervention (I3C/PROVE IT!) with fourth and fifth graders. Participants included 237 students with writing difficulties (WD) from an initial pool of 608 upper elementary school students in a larger study. Teachers and students were…

This case study describes the culturally responsive instruction of one special education teacher with Latino English language learners (ELLs) with learning disabilities in an urban elementary school setting. This study was situated in a social constructivist research based framework. In investigating this instruction with ELLs, this study focused…

The Integrated Skills Method is an organized, individualized approach to teaching handicapped children specific reading skill behaviors. (LC)

Four eighth-grade students with learning disabilities were taught paragraph-writing skills using a metacognitive text structure strategy, which included an outline as a paragraph planning guide. Results suggest that when provided with such direct, intensive instruction, these students can improve their paragraph writing. (Author/MSE)

This study, with three mildly handicapped nine-year olds, investigated the effects on capitalization skills of a peer teaching procedure combined with student letter-writing activities. Findings indicated acquisition of the skills, with mixed results for generalization. Two of the 3 mildly handicapped peer teachers (ages 10-11) also improved their…

This article describes the experience of grade one through two students with language disorders as they put together the parts of literacy knowledge necessary for each to discover a writing process that produced readable work. Included are perspectives of how to help students make sense of the literacy code. (Author/SW)

A nonwriting third grade student's encounter with writing is described. The approach used with the child's class involved choosing their own topic, writing at an individual pace, working with peers, using illustrations, and participating in conferences with the teacher. Through this approach, the bilingual student realized he could be literate and…

A survey of 48 secondary-level learning disability content teachers and 45 basic skills teachers examined their relationship with the mainstream, curricular structure, instructional methodology, and students' behavioral characteristics. The two groups differed little in how they taught but more in how they perceived their interactions and their…

Elementary learning-disabled boys (N=48) were randomly assigned to four feedback treatment conditions that involved orally reading nonsense words. Results demonstrated significant differences for: any type of feedback compared to no feedback, corrective feedback (modeling and sound-it-out) compared to general feedback, and modeling compared to…