Mathematics vocabulary plays a crucial role in students' mathematics learning. However, students, particularly those with learning disabilities (LDs), encounter challenges in understanding and grasping mathematical terms. This challenge becomes more evident as students progress into the elementary and secondary grades, where mathematics vocabulary…

Comprehending texts in content areas can be challenging for students with learning disabilities (LD) because they may lack the necessary background and vocabulary knowledge needed to construct meaning from text. As more students with LD are educated in the general education classroom, it is necessary for teachers to implement strategies to…

More and more students with learning disabilities and other diverse learners are placed for instruction in general education classrooms, which often leaves teachers grappling to design successful peer interactions and literacy activities to meet the needs of all learners in their classrooms. As the shift is made to align literacy instruction to…

This article provides a practical illustration of how culturally sustaining pedagogy (CSP) and evidence-based practices (EBPs) can be integrated into a mathematics curriculum to address social justice issues. A vignette is provided to illustrate how a secondary teacher infused social justice education in a seventh-grade mathematics lesson through…

Given the applicability of measurement to real-world problem solving and the importance of measurement understanding to accessing more advanced mathematics, improving instruction on foundational measurement skills for struggling learners is crucial. Although interventions targeting measurement have a smaller research base than other areas of…

Language and literacy skills are critical for academic success. Shared book reading is an evidence-based practice for improving a range of language and literacy skills in young children, including those with or at risk for learning disabilities. This article describes how teachers and speech-language pathologists (SLP) can collaborate to support…

Many adolescent students who are learning English and are identified with learning disabilities have difficulties with both reading comprehension and English language proficiency. In the secondary grades, these students have fewer opportunities to improve their reading comprehension and to learn from a range of disciplinary texts. To address these…

The reading and writing challenges that students with learning disabilities (LD) face in academic classroom settings, such as social studies classrooms, are ever present because students are expected to read, understand, and use text-based language that they cannot access due to text-reading difficulties. Visual, performing or drama, music, and…

Students' knowledge of vocabulary affects their reading comprehension. Despite abundant research findings in vocabulary learning, practical instructional methods for use in schools are typically underdeveloped. This article proposes a research-based method for teaching the meanings of base academic vocabulary (i.e., Tier 2) words. The method…

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…

Purpose: The purpose of this narrative review of the literature is to provide a description of intensive interventions for elementary grade students with dyslexia, students with learning disabilities, and students with intensive reading and writing needs. Method: First, we provide a brief overview of response to intervention. Second, we explain…

Structured Literacy (SL) approaches are often recommended for students with dyslexia and other poor decoders (e.g., International Dyslexia Association, 2017). Examples of SL approaches include the Wilson Reading System (Wilson, 1988), Orton-Gillingham (Gillingham & Stillman, 2014), the Lindamood Phoneme Sequencing Program (Lindamood &…

This article describes the efforts of a U.S. History teacher to directly teach word meanings using the "robust vocabulary instruction" (RVI) approach, because research supports this method as a way to improve vocabulary knowledge for a range of students, including adolescents reading below grade level (i.e., struggling readers) and…

English language learners (ELLs) with learning disabilities (LD) can find navigating the content areas quite difficult due to challenges involving limitations in English language proficiency, gaps in English academic vocabulary, difficulties with working memory and long-term memory, and limited background knowledge on content area topics. However,…

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…