Students with both academic and behavioral risk factors can benefit from participation in self-regulated strategy development (SRSD) instruction. Educators can use systematic screening procedures as part of effective data-informed decision making for identifying students who could benefit from SRSD. In this manuscript we detail screening…

Teachers focused on prevention of academic problems should apply procedures that enhance learning speed, or learning as a function of the time that the learner spends engaged in the intervention(s). Although few researchers evaluate or compare academic interventions using precise measures of learning speed, several strategies for modifying…

Response to Intervention (RtI) is a multitiered system of support, designed to improve student learning outcomes and early identification of struggling students. Much attention has been paid to RtI for literacy at the elementary level, but less on RtI for mathematics at the secondary level. The current case study examines one high school's…

Planning language and literacy instruction and supplemental intervention for English Learners (ELs) in bilingual education programs begins by assessing their current performance, strengths, and needs. However, current functioning must be interpreted in relation to past performance and the nature and quality of instruction students have received…

Parents and educators are expected under IDEIA to work together on educational decision-making for students with disabilities. While collegial relationships in this process are intended, partnerships are not always formed because both parties can struggle to understand each other's perspective. Parents may hold their view, while educators may have…

Teacher feedback is an important aspect of any classroom. However, because of the increasing demands on teachers' time, the delivery of feedback to students has been reduced. The author investigated the types and necessity of teacher feedback for students with learning challenges. The method for analysis was in the form of written teacher…

Despite the large number of children that the Surgeon General of the United States estimated to be suffering from a mental disorder (Office of the Surgeon General, 2000), the majority of childhood disorders are undiagnosed and untreated. The negative effect of childhood disorders on a child's academic, social, and psychological development can be…

Some students enter the world of mathematics with a disadvantage. The authors explored the causes for this from a language-processing perspective. They were particularly concerned with students with potential learning disabilities or specific language impairments. They also explored the role of language-mediated instruction in creating an…

The most recent amendments to the Individuals With Disabilities Education Act (IDEA; 2004) and the regulations of the No Child Left Behind Act (2002) emphasize teaching general education curriculum to students with disabilities whenever possible. As a result, the majority of students with mild disabilities are educated in the general classroom,…

The article describes 15 staff/student prereferral intervention strategies developed by teachers in Montgomery County (Maryland) for use with students having academic difficulties. Strategies are concerned with self-monitoring, metacognition, curriculum integration, simplifying English, study skills, home reading, and mentoring. (DB)

A systematic process for planning, implementing, and maintaining peer-tutoring interventions is presented. Academic and social benefits of peer tutoring are briefly documented. The process includes four components: planning, training, monitoring/evaluation, and problem solving. (DB)

This article discusses the importance of mathematical vocabulary, difficulties students encounter in learning this vocabulary, and some instructional strategies. Two general methods for teaching vocabulary are discussed: context and explicit vocabulary instruction. The methods are summarized as they apply to mathematical vocabulary instruction and…

In this article, the authors review learning and behavioral problems of children exposed prenatally to alcohol and other drugs, focusing on executive-function deficits such as difficulty shifting tasks, maintaining attention, and manipulating information in working memory. They discuss various risk factors associated with prenatal drug exposure so…

Academic failure must be seen as a failure by school and student together. By discarding faith in the "average needs" of the "average child" and instead accepting diversity in learning styles (both abstract and concrete, sequential and random), teachers can approach school failure from a problem-solving perspective. (PB)

Describes the use of a flexible grouping strategy called "group retellings." Students are grouped heterogeneously into two- to four-member groups, read a portion of the text, and then retell the content to other group members. (DB)