"Spelling Mastery" is designed to explicitly teach spelling skills to students in grades 1 through 6. One of several Direct Instruction curricula from McGraw-Hill that precisely specify how to teach incremental content, "Spelling Mastery" includes phonemic, morphemic, and whole-word strategies. The What Works Clearinghouse…

This case study describes a year-long, tutorial intervention with a disfluent eighth-grade reader. Focused instruction, including guided reading at the appropriate instructional level (4th grade), repeated readings, and home tape-recorder readings, led the student to improve his reading rate by 33% (75 wpm to 100 wpm). Formative and summative…

The study found that college students with learning disabilities given a remedial summer reading program using the Orton-Gillingham multisensory alphabetic phonetic approach achieved statistically significant gains when compared to groups receiving a nonphonetic intervention or receiving no intervention. (Author/DB)

Provided is a guide for school districts interested in adopting the Helping Eliminate Early Learning Disabilities (HEELD) Program, an early childhood learning program developed and operated in Oregon. The HEELD program is described, and guidelines for implementing the four phases of the program are presented. Sections cover each of the phases as…

A program was proposed and initiated involving identification of potential learning disabilities (LD) in a school population of 600 4-, 5-, and 6-year-old children; and application of intervention measures for children identified. The school's diagnostic team reviewed research on existing practices, explored programs in operation throughout the…

Creating accessible and engaging lessons for students with reading disabilities (RD) in inclusive classrooms is particularly challenging for special educators in upper elementary and middle school settings. Older students with RD have difficulty accessing the texts that serve as the basis for instruction, and years of repeated failure can leave…