Fractions are an integral part of the mathematics curriculum. Most students acquire proficiency with these concepts during the course of their elementary education and are usually able to perform basic fractions operations when reaching middle-school age. However, a considerable number of students require extra help to not fall further and further…

Culture is ubiquitous and plays a significant role in student knowledge development and reading comprehension. Therefore, the purpose of this review was to investigate how culture is considered within reading comprehension interventions for students with learning disabilities (LD) from culturally and linguistically diverse backgrounds. Through a…

Mathematical word problems present various challenges for students, including English learners. Research on word problem-solving interventions for elementary English learners with or at risk for mathematics disabilities/difficulties was reviewed. A systematic search of studies conducted between 2012 and 2022 yielded a total of 14 research studies…

Students with or at-risk of emotional/behavioral disorders (EBD) often have reading difficulties and/or undiagnosed learning disabilities (LD). Reading challenges among this group of children and youth often exacerbate associated emotional and/or behavioral problems. This systematic review and quantitative synthesis yielded seven studies focused…

Students identified with Emotional/Behavioral Disorders (EBD) often exhibit behavioral challengtablees that negatively affect their academic performance. One of the weaker academic areas for these students lies in reading. Although numerous research on interventions to improve their reading outcomes has been conducted, some students continue to…

Reading and writing rely on related foundational literacy skills (e.g., phonological processing, phonological memory, phonemic awareness). Therefore, students struggling with reading often have literacy difficulties that continue throughout their school years. However, lack of time and resources may make it difficult for schools to implement…

This scoping review provides a comprehensive overview of available experimental research on writing interventions for K-12 students with learning disabilities (LD). After conducting a systematic search across multiple databases, journals, and previous meta-analyses, we located a total of 194 studies. Each study included in this review met the…

It is imperative teachers use evidence-based practices to instruct all learners. Yet, there are limited reviews focused on educational practices to support secondary students with learning disabilities in algebra. This evidence-based systematic review focused on research published in peer review journals between 1999 and 2019. Eighteen studies…

In transparent orthographic systems, such as the Greek one, reading problems of students with reading disabilities are related mostly to reading fluency rather than to decoding. Consequently, systematic and explicit instruction in reading fluency is considered necessary. Therefore, our major research goal in this study was the development of…

The English language plays a major role around the world, making it important to learn English in order to participate and communicate in our globalized age. Adequate foreign language (L2) skills are important for everyday life and can even enhance performance in one's first language (L1). A growing number of very heterogeneous classrooms make it…

The ability to read adequately is one of the most important skills for students to achieve during their school career. Unfortunately, a large number of children do not have adequate reading skills and thus may face problems in many respects throughout their lives. Children with learning disabilities (LD) and behavioral problems are particularly…

The researcher conducted a qualitative case study of two sessions of a preservice teacher tutoring a student with a learning disability on Algebra 1 content. In this study, the focus was the tutor's use of gestures overlaid on the students' offloaded work on paper to help the student make sense of the problems. The student also demonstrated how…

The purpose of this study is to investigate the effects of a peer network individualized intervention toward improving the social skills of three middle school high-functioning adolescents with autism spectrum disorder (ASD) without intellectual disability (ID). The intervention was based on the Circle Time program (Mosley & Tew, 2013), and it…

Interventions to support children with mathematical learning difficulties typically address deficits in domain-specific knowledge. However, not all students benefit from these instructional programs. In this case, some authors suggest an even more intensive instructional program combined with other factors assumed to be relevant for learning.…

Science includes a multitude of specialized terms that are not consistently taught using effective practices. Often, students with disabilities rely on ineffective strategies in order to memorize word definitions, which inhibits their science achievement. Using a counter-balanced design, we tested whether having access to multimedia videos that…