A gold mine of practical, easy­-to-­use teaching methods, strategies, and tips to improve learning outcomes for students who score below proficiency levels. This fully revised and updated third edition provides information on integrated learning, problem solving, and critical thinking in line with Common Core State Standards and 21st-­century…

This guide for teachers is a companion piece to the meta-analysis from the Center on Instruction, "Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research". Based on the findings of this report, seven effective instructional practices were identified for teaching…

Adding mediation (guidance in problem solving) to an educational task enabled learning disabled sixth graders to produce superior performances compared with unmediated tasks. The author contends that focus on problem-solving skills is needed as much as emphasis on reading and perceptual skill development for learning disabled students. (CL)

The author analyzes the problem-solving nature of spelling, notes its cognitive components, and reviews research findings relevant to learning disabled students. He emphasizes the need to understand spelling developmentally and chart-succeeding stages. (CL)

Suggests ways for the regular classroom teacher to cope with learning disabled students in a mainstreamed setting. (AH)

Learning disabled (LD) children react to hurt and rejection by selecting from a number of poor choices, including giving up or throwing a tantrum. A teacher can help the LD child through a reality program which includes 10 steps to better control. (CL)

The final segment in a series of three articles presents specific strategies for systematically developing problem-solving experiences for learning disabled students in mathematical curricula. For the other two articles, see EC 114 635 and EC 113 270.

Methods are suggested to stimulate learning disabled children to develop the metacognitive skills of: (1) reflecting on what they already know, (2) devising a plan for attacking the problem, (3) monitoring progress, and (4) evaluating the outcome of the plan. (DB)

A metacognition model that can help understand general problem-solving deficits in learning disabled students is presented. Two components of metacognition are highlighted: executive processes and attributional beliefs. An educational package combining these components with specific strategy training is illustrated as an approach to improving…

Suggestions for assisting learning disabled (LD) students in decision making are given for determining what information is needed, the correct operation for solving a given problem, and whether an answer is reasonable. (MP)

The article offers a curriculum of direct instruction to teach the process of solving arithmetic word problems to learning disabled students. Students are taught to use a plan, to test relevant hypotheses, and to evaluate their work. (Author/DB)

The need of learning-disabled students for more than extensive practice is discussed. The rigid thinking and error reinforcement that may result are noted, and a solution involving the analysis of students' needs is described in some detail. (MNS)

Students with language and learning disabilities may have difficulty solving mathematics word problems. Use of a sequential checklist, identifying clues and keywords, and illustrating a problem can all help the student identify and implement the correct computational process. (DB)

The development and use of educational software for children with severe learning problems are described. The software deals with common conceptual, communicative, and problem-solving problems in this population. It is argued that appropriately structured computer-mediated interaction can result in development and expression of cognitive skills…

Techniques described in this article provide teachers with tools to understand the mental processes that students engage in as they read, write, and problem solve. Use of these techniques may also encourage students to become more active participants in their education. The techniques include journals and learning logs, clinical interviews, and…