While mathematics and reading instruction share an emphasis on vocabulary, strategies may seem in conflict. Use the strategies presented here for connecting new learning to previous knowledge and experiences and providing meaningful paths for students' vocabulary development in the mathematics classroom.

Background and Aims: Students with intellectual disability benefit from high-quality instruction in reading and mathematics. Methods: This Theoretical Paper outlines the need for effective, evidence-based instructional practices for this population and the potential for observation research to inform such advancements. We report our systematic…

This study investigates the types of instruction multilingual learners (MLs) experience in the general education classroom in upper-elementary school. Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K) we examine the types of instructional practices MLs experienced in reading, math, and science in fourth and…

Background and Aims: Students with intellectual disability benefit from high-quality instruction in reading and mathematics. Methods: This Theoretical Paper outlines the need for effective, evidence-based instructional practices for this population and the potential for observation research to inform such advancements. We report our systematic…

This paper provided new evidence on three kindergarten instructional practices that may be associated with better reading and math skills, particularly for children of less educated parents: (1) full-day kindergarten; (2) more instructional time; and (3) ability grouping. The analysis used Early Childhood Longitudinal Study Kindergarten Cohort…

Old habits die hard, particularly when they are part of the unexamined norms of schooling. In "Why Are We Still Doing That?," the best-selling authors of "Total Participation Techniques" lead a teacher-positive, empathetic inquiry into 16 common educational practices that can undermine student learning: (1) Round robin reading;…

The activity described in this paper is based on the idea that reading an introductory undergraduate mathematics text is similar to reading instructions. I want my students to think about how to read when the goal is to learn to complete a task. I give them written instructions for doing a card trick and ask them to complete the trick. The…

Culturally and linguistically diverse (CLD) students comprise a substantial population of students with learning disabilities, and are historically disproportionately represented in special education. To effectively teach CLD students with learning disabilities, teachers should integrate evidence-based practices and culturally sustaining pedagogy…

Instructional coaches may assist teachers in their continued learning by providing embedded professional development in areas of need. In this study, most sub-groups in the school district realized increases in proficiency levels in math and reading after the implementation of instructional coaches. Some sub-groups evidenced significant rates of…

Self-regulated strategy development (SRSD) is an instructional framework considered to be an evidence-based practice in writing. In this article, SRSD's foundations and structure is briefly described. Then, the authors provide a summary of studies of SRSD applied across content areas, including writing, reading, mathematics, science, and social…

"Strategies for Teaching Students with Learning and Behavior Disabilities" prepares teachers to meet elementary and secondary students' needs in a variety of settings. It builds a foundation with information about general teaching and learning approaches, then turns to specific content areas such as reading, math, oral and written…

Decades of federal and state education legislation enacted to increase student academic achievement and enhance school quality have pronounced impacts on teachers and their instructional practice. That impact is captured in the term intensification. Intensification is multifaceted and manifests as additional tasks accomplished simultaneously, with…

"Inclusive Practices in Today's Schools" provides readers with a firm grounding in critical special education concepts, an understanding of the professionals who support students with special needs, knowledge of the procedures that should be followed to ensure that students with special needs rights are upheld and a wealth of…

The purpose of this qualitative descriptive study was to explore how first-grade public- school teachers described their experiences using professional learning communities (PLCs) for establishing best practices for students with attention deficit hyperactivity disorder (ADHD). This study was based on the professional development phenomenon, the…

Secondary content-area teachers seldom use research-based practices for students with learning disabilities (LD), and prior research indicates they often conceptualize instruction in ways that align poorly with research about effective instruction for students with LD. However, prior research has focused on typical secondary content-area teachers,…