Reading comprehension is contingent upon the integration of various reading skills, including word reading, reading fluency, and comprehension strategies. Students who encounter challenges in both word reading and reading comprehension present an opportunity for growth across multiple reading-related domains. Recent intervention data, as…

Students identified as special education are being placed in general education classes with a plan for modifications and accommodations and expected to achieve academic success at the same rate as their on-level counterparts. However, they still continue to lag behind in literacy achievement by about 3.4 years. The purpose of this study was to…

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…

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…

Learning or doing mathematics involves approximate quantification. The purpose of this research was to improve approximate number system acuity in primary school students with low achievement in mathematics. A quasi-experimental, pre-test, post-test design with a control group was utilized. Mathematics Achievement Test (MAT), Arithmetic…

In this study, it was aimed to teach the addition and subtraction to a student with dyscalculia who is in third grade at elementary school. Before preparing individualized program, the student was given a pretest to measure about his level of the subject. The instruction was carried out in a room in the school, with a time of 40 minutes per day in…

This paper offers post-secondary instructors an opportunity to think about teaching practices and strategies for meaningful inclusion of students with learning disabilities (SLD) in post-secondary environments (PSE). Utilizing the narratives of the authors and building on the principles of Universal Design for Learning (UDL), it provides…

The main purpose of this research is to examine the effectiveness of the CUES+CC strategy in improving the note-taking performance of students with learning disabilities. Within the scope of this purpose, the effect of the CUES+CC strategy on students' note-taking and exam performances and maintenance of the performance was investigated. Moreover,…

For children with the most severe and persistent academic and/or behavioral challenges, parent and family involvement is vital. Student outcome data suggest that the current educational system does not adequately prepare students with the most intensive needs, particularly students with disabilities, for the world of college and work. Although the…

Fractions are an important mathematical concept for elementary students. However, students with mathematics learning disabilities (MLD) struggle with learning fractions. Research has demonstrated that concrete-representational-abstract (CRA) instruction is an effective practice for students with learning and developmental disabilities. Here we…

The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of learning disabilities (LD), mathematics LD (MLD), and mathematics difficulty (MD). Using rigorous inclusion criteria, we evaluated 36 syntheses that included 836…

Eliciting student thinking during mathematics instruction allows teachers to choose tasks with high cognitive demand while also engaging students to use productive struggle to solve mathematical problems, thus increasing their conceptual understanding. Often, students who require intensive intervention in mathematics, in particular, students who…

We respond to calls for more research to address whether and how successful professional development (PD) experiences (defined here in terms of student progress) are related to changes in teacher beliefs, specifically about effective literacy instruction for young struggling readers. We developed a measure, a Teacher Belief Score, to identify…