We modeled word reading growth in typically developing (n = 118) and children with dyslexia (n = 20), Grades 2-5, across multiple exposures to 30 words. We explored the facilitative versus inhibitory effects of exposures to differential mixes of words that support high- versus low-frequency vowel pronunciations. One training corpus contained a…

Research into reading difficulties in Russian has been taking place for about a century, since the 1920s. Early research established a line of studies on reading acquisition difficulties in the context of highly structured practices of teaching reading. These practices were propagated in the mid-late 19th century by Konstantin Ushinskii, who…

This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students (n = 446) who scored below the 16th percentile on a…

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,…

When a student struggles with a mathematics task, adults may rephrase or expand initial task instructions to clarify instructions or scaffold problem solving. Yet expanded instructions may not benefit all children, especially children with a mathematics learning disability (MLD). Here, we explore whether expanded instructions differentially affect…

This is an official position paper of the National Joint Committee on Learning Disabilities (NJCLD), of which the Council for Learning Disabilities has been a long-standing, active member. Response to intervention (RTI) is a critical component of a multi-tiered service delivery system. This NJCLD paper presents concerns related to the…

Students most at risk for reading-related disabilities frequently struggle with word recognition and oral language, including, in the earliest grades, specific skills related to phonological awareness and vocabulary. Classroom teachers' delivery of high-quality differentiated supplemental instruction may promote reading acquisition for these…

This study examined the extent to which Chinese children with dyslexia show temporal processing deficits in addition to deficits in various forms of attention. In total, 104 Chinese children in primary school (Grades 3-6) were recruited in Taiwan. Half of the children were identified as having dyslexia, and the other half were typically developing…

Schema-based instruction (SBI) was used to teach nine middle school students with high-incidence disabilities (HID) to solve proportional reasoning word problems. A multiple-baseline-across-groups design was used to determine student understanding of the SBI process. The design consisted of three phases including baseline, SBI process, and…

Attitudes toward math (ATM) predict math achievement. Negative ATM are associated with avoidance of math content, while positive ATM are associated with exerting more effort on math tasks. Recent literature highlights the importance of considering interactions between ATM and math skill in examining relations to achievement. This study…

English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students…

The relationships among visual and auditory temporal processing, rapid naming, and oral reading fluency in Chinese children with and without dyslexia were examined. Primary school-aged Chinese children with dyslexia (N = 47) and chronological-age-matched controls (N = 47) were recruited. Temporal processing, rapid naming, oral reading fluency,…

This article provides a current, comprehensive, and concise overview of the law specific to students with dyslexia in K-12 schools. It consists of (a) an overview of the applicable legal framework, which includes the federal foundation in the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act, (b) a compact…

This exploratory case study used a mixed-methods pre-/post-intervention design to study the impact of an intervention on reading comprehension, annotation, and discussion quality. Five third-grade struggling readers who were part of a Tier 2 reading comprehension group were apprenticed into holding close-reading discussions of informational text.…

Informed by a constructivist-based, student-adaptive pedagogical approach, this study explores the benefits of teacher-learner discourse moves for the mathematics learning of students with learning disabilities (LD). During a constructivist teaching experiment for nurturing the multiplicative reasoning and problem solving of five third-grade…