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…

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.…

The purpose of the present pilot study was to evaluate the effects of particular educational math games in kindergarten on numerical skills in Grade 1. Our participants were 49 children with early math difficulties, 65 average achievers, and 48 high-achieving 5-year-old children. All of them played various adaptive math games for 5 weeks. To avoid…

This study examined the effects of a novel computer software program, Reading RACES (Relevant and Culturally Engaging Stories), on the oral reading fluency and comprehension of three urban first graders who were English language learners (ELLs) and showed reading/special education risk. The individually administered intervention consisted of…

Great progress has been made in learning how to provide more responsive instructional and behavioral supports to students through efforts in Response to Intervention and Positive Behavior and Intervention Supports. This article presents information and data on a longitudinal study designed to accelerate first graders at-risk for reading…

The inclusion of children with special educational needs (SEN) in general education classrooms in Europe due to education policy and social developments is currently up for debate, especially in Germany. This paper addresses whether or not co-education of students with and without classroom problems and/or disabilities has negative consequences…

The aim of this study was to investigate the specific numerical and calculation abilities of 28 children with ADHD without comorbid mathematical learning disabilities (LD), ranging from the 1st to the 5th grade of primary school, and to examine the stability or the development of the arithmetic profile. Our results showed that a high percentage of…

Counting abilities have been described as determinative precursors for a good development of later mathematical abilities. However, an important part of variance in mathematical achievement has also been associated with differences between instruction methods given in schools. In this study counting and instruction as predictors for mathematical…

Although response to intervention (RTI) has been widely discussed in education literature and is increasingly being implemented in schools throughout the U.S., few studies provide empirical evidence of improved school-wide student outcomes. Presented here are data and an effect size analysis of school-wide student reading gains in five elementary…

The purpose of this study was to assess the diagnostic value of rapid automatized naming (RAN) in the identification of poor readers in two alphabetic orthographies: English and Greek. Ninety-seven English-speaking Canadian (mean age = 66.70 months) and 70 Greek children (mean age = 67.60 months) were followed from Kindergarten until Grade 3. In…