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Direct linkAhmed Mohamed; Zubaida Shraim; Hadeel Saleh; Sheikha Alshehhi; Mayson Khalifa – Cogent Education, 2024
The purpose of this study was to investigate the perceptions of Arabic language teachers in the United Arab Emirates (UAE) regarding the use of evidence-based practices (EBPs) in the assessment and teaching of students with learning disabilities (LD). A mixed-methods design involving semi-structured interviews and surveys was used. A total of 119…
Descriptors: Arabic, Language Teachers, Beliefs, Teacher Attitudes
Al Otaiba, Stephanie; Baker, Kristi; Lan, Patrick; Allor, Jill; Rivas, Brenna; Yovanoff, Paul; Kamata, Akihito – Annals of Dyslexia, 2019
In the USA, many states have adopted response to intervention or multi-tiered systems of supports to provide early intervention. However, there is considerable variability in how states and schools implement RTI. Teachers are responsible for using student data from RTI to inform instructional decisions for students with or at risk for dyslexia, so…
Descriptors: Elementary School Teachers, Knowledge Level, Response to Intervention, Program Implementation
Teaching Middle School Students with Learning Disabilities to Comprehend Text Using Self-Questioning
Joseph, Laurice M.; Ross, Kelsey M. – Intervention in School and Clinic, 2018
Middle school students with learning disabilities often struggle to gain meaning from text. Engaging in self-questioning is an effective strategy for comprehending text, however, middle school students with learning disabilities often do not naturally engage in self-questioning before, during, or after reading. These students may also have…
Descriptors: Reading Instruction, Middle School Students, Learning Disabilities, Reading Comprehension
Download full textPhilippakos, Zoi A. Traga; FitzPatrick, Erin – Insights into Learning Disabilities, 2018
Writing is an essential skill and outcome for academic and professional success, but the call for evidence-based practices and instructional differentiation to support all student-writers' needs has yet to be sufficiently addressed. The Common Core State Standards' Initiative resurfaced a focus on writing instruction and brought attention to…
Descriptors: Writing Instruction, Student Writing Models, Individualized Instruction, Learning Disabilities
Ciullo, Stephen; Mason, Linda – Intervention in School and Clinic, 2017
Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide…
Descriptors: Writing Instruction, School Readiness, Learning Disabilities, Middle School Students
Barrett, Courtenay A.; Newman, Daniel S. – School Psychology Forum, 2018
Although research supports the effectiveness of the multitiered system of supports (MTSS) on academic and behavioral outcomes, districts aim to engage in data-based decision making and examine the effectiveness of their own MTSS implementation. This case study describes how one regional education service agency (RESA) in the Midwest implemented…
Descriptors: Case Studies, Teaching Methods, Decision Making, Learning Disabilities
North Dakota Department of Public Instruction, 2018
The purposes of "Guidelines for Serving Students with Specific Learning Disabilities in Educational Settings" are to: (1) Update previous guidance on serving students with specific learning disabilities (SLD); (2) Provide guidance on the implementation with fidelity of the Response to Intervention (RTI) models as well as the discrepancy…
Descriptors: Learning Disabilities, Student Needs, Individualized Education Programs, Inclusion
