Retrieval practice may be a good fit for the needs of students with learning disability (LD) because it improves academic performance by strengthening memory (Roediger & Butler, 2011). Memory deficits are a central characteristic of LD and are linked to performance in both academic and cognitive areas (Toffalini, Giofrè, & Cornoldi, 2017). As a result, a number of cognitive interventions for individuals with LD have relied on practices derived from memory research, and memory-strengthening techniques, like mnemonic instruction, have become a mainstay of academic intervention for students with LD (for a review, see Lubin & Polloway, 2016). In addition to improving memory, retrieval practice activities increase opportunities to respond (OTRs), and high rates of OTRs are associated with improved student outcomes (Haydon, MacsugaGage, Simonsen, & Hawkins, 2012). A large body of research shows that retrieval practice has a greater positive effect on test performance and longterm retention of material than other common study strategies (e.g., rereading material; Roediger & Butler, 2011) for typically achieving students across educational levels (Adesope, Trevison, & Sundararajan, 2017). Fewer studies have tested the effects of retrieval practice for students with disabilities, but the results of a small group of studies show that retrieval practice can be effective for this population. Retrieval practice has resulted in improved learning and retention for participants with multiple sclerosis (Sumowski, Chiaravalloti, & DeLuca, 2010) and traumatic brain injury (Sumowski, Coyne, Cohen, & Deluca, 2014).