The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. We examined the impact of four categories of instructional components: (a) approaches to instruction and/or curriculum design, (b) formative assessment data and feedback to teachers on students' mathematics performance, (c) formative data and feedback to students with LD on their performance, and (d) peer-assisted mathematics instruction. All instructional components except for student feedback with goal-setting and peer-assisted learning within a class resulted in significant mean effects ranging from 0.21 to 1.56. We also examined the effectiveness of these components conditionally, using hierarchical multiple regressions. Two instructional components provided practically and statistically important increases in effect size–teaching students to use heuristics and explicit instruction. Limitations of the study, suggestions for future research, and applications for improvement of current practice are discussed.

We review the body of research on reading comprehension for students with learning disabilities. First, we describe the factors that lead to the comprehension difficulties of these students. Next we describe our procedures for reviewing the literature on effective instructional methods for this population. Next we review the body of studies involving instructional methods for improving the comprehension of narrative text. This is followed by the research on techniques for improving the comprehension of expository text. We conclude with a discussion of ongoing issues in the field—in particular, (a) the increased use of socially mediated instruction, (b) the need to teach multiple strategies to students to improve comprehension, and (c) controversies in how important it is to explicitly teach specific strategies versus merely providing flexible frameworks to structure dialogue on texts read.

No abstract

As recent research efforts have focused on preventing reading difficulties and enhancing the effectiveness of special education services for students with reading problems, similar efforts in mathematics have not been realized. This article describes the development and preliminary field testing of a set of measures designed to screen students in kindergarten and first grade to identify those at risk for potential mathematics difficulties. Evidence-based steps to streamline the screening process are described, and plans for testing the predictive validity of the measures are outlined.

This research synthesis, using a qualitative multivocal method (Ogawa & Malen, 1991), investigates the knowledge base of effective instruction for English-language learners in elementary and middle school grades. Interviews with professional educators and researchers around the country in a series of five work groups were conducted. Findings from the work groups were enhanced by a review of the literature consisting of 9 intervention studies (8 group studies and 1 single-subject study) and 15 descriptive studies. Major themes and implications for conducting future research and improving current practice are discussed.

This article reviews published experimental studies from 2000 to 2012 that evaluated the effects of providing reading interventions to English learners who were at risk for experiencing academic difficulties, including students with learning disabilities. Criteria included: (a) the study was published in a peer-referred journal, (b) the study was an intervention for English learners at risk or with a learning disability in Grades K-12, (c) data were disaggregated by English learner status if all participants were not English learners, and (d) information about fidelity of implementation was reported. Twelve studies met these criteria. Results of seven studies conducted in kindergarten and first grade indicated significant moderate-to-large effect sizes (ES range, 0.58-0.91) for interventions targeting beginning reading skills. Findings in five of the 12 studies suggested significant moderate-to-large effects in reading or listening comprehension (ES range, 0.47-2.34). The interventions in these studies included explicit instruction, and 10 used published intervention programs. Moderator variables, such as group size, minutes of intervention, and type of personnel delivering the intervention, were not significant predictors of outcomes.by guest on April 6, 2016 ecx.sagepub.com Downloaded from

No abstract

For students with or at risk for learning disabilities, developing fluency with reading connected texts remains a formidable challenge. In response, teachers often use repeated reading practices designed to provide students with multiple exposures to the same words. This study examined research focused on determining the efficacy of repeated reading approaches for, improving reading fluency for students with or at risk for learning disabilities. Studies employed experimentall quasi-experimental and single-subject research designs. Results suggest that repeated reading is not supported by rigorous research as deflned by the quality indicators used and, therefore, is not an evidence-based practice based on those criteria for students with and at risk for learning disabilities. Implications for future research and for practice are discussed. U earning to read remains a hall-well, the occasion is set for them to flourish in mark skill that essentially vocabulary and language development, compredefines the degree of success hension, and content area learning (Stanovich, students can achieve academi-1986). Students with or at risk for learning discally throughout their school abilities (LD) are most often identified for special career. For students who learn to read early and education services due to their measurable diffi-Spring 2009 Spring 2009 peated reading, reading automaticity, fluency, reading speed, reading fluency, reading rate, reading disability, reading strategies, reading improvement, reading aloud, reading practice, reading instruction, assisted reading, oral reading, paired reading, singlesubject design, group design, reading difßculties, students luith learning disabilities, elementary education, secondary education, and primary education. Electronic searches used multiple combinations and sequences of the literature search terms. Second, we conducted an ancestral search using the reference lists from pertinent studies conducted by Chard et al.