Teacher preparation for problem-solving instruction is essential to meeting the math needs of English learners (ELs) with math learning disabilities (MLD) in U.S. public schools. In investigating this instruction with Hispanic ELs with MLD, this study focused on how professional development supported one special educator's implementation of…

This study investigated whether a latent class of children with math difficulties (MD) or math learning disabilities (MLD) emerged within a heterogeneous sample of learners. A latent class analysis was computed on children (N = 447) in Grade 3 who were administered a battery of math, reading, and cognitive measures. The analysis yielded four…

Presenting major advances in understanding learning disabilities (LDs) and describing effective educational practices, this authoritative volume has been significantly revised and expanded with more than 70% new material. Foremost LD experts identify effective principles of assessment and instruction within the framework of multi-tiered systems of…

Many studies of school achievement find a significant association between reading and arithmetic achievement. The magnitude of the association varies widely across the studies, but the sources of this variation have not been identified. The purpose of this paper is to examine the magnitude and determinants of the relation between arithmetic and…

Systematically observing instruction for students with learning disabilities (LD) provides information regarding the quality of school-based interventions, allocation of instructional time, and other implementation variables associated with student outcomes. In this synthesis, observation studies of reading and mathematics instruction from 2000 to…

The body of peer-tutoring intervention research targeting higher order learning (HOL) objectives for middle and high school students with disabilities is reviewed. Peer-tutoring outcomes are synthesized and studies are analyzed to examine the influence of tutoring procedures and study design features on intervention efficacy. Findings show that…

Students with disabilities benefit when technology is used to promote their literacy learning. The authors describe TECH, a framework educators can use to select, implement, and monitor the impact of technology in relation to literacy goals. The framework is shown in action for mathematics vocabulary and reading comprehension skills for a student…

Math content for English Language Learners (ELLs) is unforgiving in terms of the constant need to build specific math and reading knowledge. As a result, ELLs may not only need math support but also reading comprehension support. The purpose of this study was to assess the effectiveness of a word problem solving strategy called Estratégica…

The authors examined the effectiveness of cognitive strategy instruction based on PASS (Planning, Attention, Simultaneous, Successive) given by special education teachers to students with ADHD randomly assigned by classroom. Students in the experimental group were exposed to a brief cognitive strategy instruction for 10 days, which was designed to…

English language learners (ELLs) struggle with solving word problems for a number of reasons beyond math procedures or calculation challenges. As a result, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a math comprehension strategy called Dynamic Strategic…

Students who have particular difficulty in mathematics are a growing concern for educators. Graphic organizers have been shown to improve reading comprehension and may be applied to upper level secondary mathematics content. In two systematic replications, one randomly assigned group was taught to solve systems of linear equations through direct…

Borrowing the concept of story grammar from reading comprehension literature, the purpose of this study was to examine the effect of teaching "word problem (WP) story grammar" on arithmetic WP solving that emphasizes the algebraic expression of mathematical relations in conceptual models. Participants were five students in Grades 4 and 5 with or…

This two-volume notebook is part of a three-volume set containing strategies developed by experienced adult basic education (ABE) teachers in response to learning problems observed in their classrooms. Instructions on how to use the notebook with students with learning disabilities (LD) begin each volume. Volume 1 consists of these seven sections:…

This materials guide, for regular and special education teachers of secondary students with learning disabilities, provides a list of instructional materials such as textbooks, workbooks, games, and duplicating masters. The guide contains descriptions of the materials and publishers' names and addresses. The materials and their descriptions are…

Presents a diagnostic teaching unit in general science designed to identify effective learning strategies for seventh-grade students with learning disabilities or behavior disorders. The unit is intended to identify effective strategies for students in reading comprehension, mathematics problem solving, and memory. Detailed instructions for four…