This paper details a literature review of mathematics vocabulary intervention studies for students with mathematics difficulty. The primary aim was to identify instructional practices that support mathematics vocabulary development. We conducted a database search to identify mathematics intervention studies either focused exclusively on vocabulary…

We report on a school-based randomized control trial study comparing two morphological interventions with untaught controls: one focusing on direct instruction targeting print morphological decoding (direct decoding condition) and the other on inquiry-focused pedagogy using oral morphological analysis (inquiry-analysis condition). We identified 63…

Automaticity in discrete skills is vital to developing proficiency in the higher-order abilities necessary for successful school, work, and social outcomes. Unfortunately, many students struggle with this automaticity. Strategic incremental rehearsal (SIR) is an efficient flashcard intervention that improves discrete skill acquisition. This…

Nicolas Senior shows how EMC3 's Launch-Explore-Summarise/Review model for mathematics lesson structuring sets the conditions to get the most out of both dialogic and direct instruction. He argues that this model will help teachers walk the balance between order and chaos.

Fractions are an important concept used throughout advanced mathematical ideas and everyday life. Students need a solid understanding of fraction concepts, such as magnitude, equivalence, and operations. However, many students, including students with learning disabilities (LD) in mathematics, struggle with fractions. In this article, the use of…

Struggling writers often need more instructional support than is present in commercially available process writing curricula. In this study, we employed a one-group, pretest-posttest design to evaluate whether 41 struggling primary grade writers who attended a university-based summer learning program would increase in writing ability, given a…

Fraction competence is essential for learning algebra and pursuing careers in science, technology, engineering, and mathematics. However, many children have difficulty using fractions, especially those struggling with mathematics. In this study, we examined the effect of a Tier 2 multicomponent fraction intervention for fifth graders, using a…

Measurement concepts are an essential foundation for more advanced mathematical concepts. To address the challenges of students with autism spectrum disorder (ASD) in learning measurement concepts, this study investigated the effects of using a combination of explicit instruction and virtual manipulatives (VMs) to teach measurement concepts to…

The purpose of this registered report study was to determine the effects of explicit text structure instruction on the expository text comprehension of students with language and learning disabilities (LLD) using a multiple baseline design across conditions (e.g., compare-contrast and cause-effect) and participants. Participants included four…

The purposes of the current study were 1) to investigate the effectiveness of the integrated explicit instruction and metacognition exercises on Thai L1 grade 4 students' spelling skills, 2) to compare Thai L1 grade 4 students' spelling skills before and after using the integrated explicit instruction and metacognition exercises, and 3) to study…

Background: Intervention studies have reported the advantage of teaching children about morphemes for spelling, but direct comparisons between explicit and implicit teaching have been examined systematically in relation to only a few morphological rules. Aims: This study compared explicit versus implicit teaching of the functional rule for the…

This teaching tip aims to build awareness of using a text's structure as a framework for building students' reading comprehension. The authors detail the Framework for Accelerating the Strategic Comprehension of Text (FASCT) to support elementary students reading comprehension abilities by explicitly teaching students to use the structure of a…

This teaching tip aims to build awareness of using a text's structure as a framework for building students' reading comprehension. The authors detail the Framework for Accelerating the Strategic Comprehension of Text (FASCT) to support elementary students reading comprehension abilities by explicitly teaching students to use the structure of a…

The present study aimed to determine the effectiveness of the concrete-representational-abstract instruction strategies employed in the direct instruction of fractions to students with learning disabilities. Furthermore, the generalization of the instruction to different settings and tools, the follow-up data for one and three weeks after the…

The purpose of this study was to examine the effects of utilizing explicit instruction, point-of-view video modeling, and augmented reality technology to teach mathematics to students with disabilities. A multiple probe single-case research design was used. Three students with Learning Disabilities (LD) who were receiving special education…