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Sayeski, Kristin L.; Earle, Gentry A.; Davis, Rosalie; Calamari, Josie – TEACHING Exceptional Children, 2019
For many, the terms dyslexia and Orton Gillingham (OG) go hand in hand, yet much is misunderstood about both terms. Dyslexia is a specific learning disability that is neurobiological in origin and results in difficulty with accurate or fluent word recognition, reading, and spelling. OG is an approach to teaching individuals with dyslexia to read…
Descriptors: Dyslexia, Special Education, Literacy Education, Reading Instruction
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Kearns, Devin M.; Hancock, Roeland; Hoeft, Fumiko; Pugh, Kenneth R.; Frost, Stephen J. – TEACHING Exceptional Children, 2019
Advances in neurobiological research have created new opportunities for understanding and exploring dyslexia. The purpose of this article is to (a) provide a straightforward, although not overly simplified, overview of neurological research on dyslexia and (b) make connections between neurological research and classroom interventions for students…
Descriptors: Neurology, Biology, Dyslexia, Phonics
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Spear-Swerling, Louise – TEACHING Exceptional Children, 2019
Structured Literacy (SL) approaches are often recommended for students with dyslexia and other poor decoders (e.g., International Dyslexia Association, 2017). Examples of SL approaches include the Wilson Reading System (Wilson, 1988), Orton-Gillingham (Gillingham & Stillman, 2014), the Lindamood Phoneme Sequencing Program (Lindamood &…
Descriptors: Literacy Education, Reading Instruction, Dyslexia, Learning Disabilities
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Riccomini, Paul J.; Morano, Stephanie – TEACHING Exceptional Children, 2019
Many students with Learning Disabilities (LD) experience low motivation and confidence in algebra as a result of the content challenges and the lack of mathematics success they have experienced previously (Kortering, de Bettencourt, & Braziel, 2005). The combination of multiple content deficits, an ongoing lack of success, and low motivation…
Descriptors: Algebra, Mathematics Instruction, Scaffolding (Teaching Technique), Instructional Design
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Morano, Stephanie – TEACHING Exceptional Children, 2019
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).…
Descriptors: Recall (Psychology), Retention (Psychology), Transfer of Training, Students with Disabilities
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Powell, Sarah R.; Fuchs, Lynn S. – TEACHING Exceptional Children, 2018
Many general and special education teachers teach mathematics word problems by defining problems as a single operation and linking key words to specific operations. Unfortunately, teaching students to approach word problems in these ways discourages mathematical reasoning and frequently produces incorrect answers. This article lists eight common…
Descriptors: Mathematics Instruction, Teaching Methods, Word Problems (Mathematics), Problem Solving
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Ewoldt, Kathy B.; Morgan, Joseph John – TEACHING Exceptional Children, 2017
A commonly used method for supporting the writing of students with learning disabilities (LD), graphic organizers have been shown to effectively support instruction for students with LD in a variety of content areas (Dexter & Hughes, 2011). Students with LD often struggle with the process of developing their ideas into organized sentences; the…
Descriptors: Learning Disabilities, Writing Instruction, Teaching Methods, Instructional Materials
Solari, Emily J.; Denton, Carolyn A.; Haring, Christa – TEACHING Exceptional Children, 2017
Struggling readers who are in need of Tier 2 supplemental reading instruction within a multitier system of support (MTSS) or a response to intervention are defined as those who are performing in the bottom 20% in reading-related skills as compared with their classroom peers. An MTSS model is a framework for instruction that provides increasing…
Descriptors: Grade 1, Elementary School Students, Reading Difficulties, Special Needs Students
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Nagro, Sarah A.; Hooks, Sara D.; Fraser, Dawn W.; Cornelius, Kyena E. – TEACHING Exceptional Children, 2016
Students with learning disabilities are often educated in inclusive classrooms alongside their typically developing peers. Although differentiated small-group instruction is ideal for students with learning disabilities, whole-group instruction continues to be the predominant instructional model in inclusive classrooms. This can create major…
Descriptors: Learning Disabilities, Teaching Methods, Learner Engagement, Group Activities
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Smith, Jean Louise M.; Sáez, Leilani; Doabler, Christian T. – TEACHING Exceptional Children, 2016
Students are frequently expected to complete multistep tasks within a range of academic or classroom routines and to do so independently. Students' ability to complete these tasks successfully may vary as a consequence of both their working-memory capacity and the conditions under which they are expected to learn. Crucial features in the design or…
Descriptors: Teaching Methods, Short Term Memory, Cognitive Processes, Learning Disabilities
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Smith, Jean Louise M.; Doabler, Christian T.; Kame'enui, Edward J. – TEACHING Exceptional Children, 2016
As the call for evidence-based programs and practices heightens (e.g., the Every Student Succeeds Act), there is little doubt about the urgency to bring solid research into the classroom. Implementing findings generated from rigorous research continues to be a viable, trustworthy, and necessary factor in preventing and addressing learning…
Descriptors: Disabilities, Special Education, Evidence Based Practice, Educational Practices
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Santoro, Lana Edwards; Baker, Scott K.; Fien, Hank; Smith, Jean Louise M.; Chard, David J. – TEACHING Exceptional Children, 2016
The use of informational texts in the elementary grades provides a context for helping students develop content understanding and domain knowledge across a wide range of subject matter. Reading informational text also provides students with the language of thought, foundational vocabulary that can be connected to other words, and technical content…
Descriptors: Reading Aloud to Others, Reading Difficulties, Reading Comprehension, Difficulty Level
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Miller, Rhonda D. – TEACHING Exceptional Children, 2016
English language learners (ELLs) with learning disabilities (LD) can find navigating the content areas quite difficult due to challenges involving limitations in English language proficiency, gaps in English academic vocabulary, difficulties with working memory and long-term memory, and limited background knowledge on content area topics. However,…
Descriptors: English Language Learners, English (Second Language), Second Language Instruction, Learning Disabilities
Dougherty, Barbara; Bryant, Diane Pedrotty; Bryant, Brian R.; Shin, Mikyung – TEACHING Exceptional Children, 2016
Cara, a seventh-grade student with learning disabilities (LD) in mathematics, believes that the ratio 2:3 is equivalent to 4:5 because there is a difference of one between the two numbers in each ratio and there is a difference of two between corresponding numbers in the two ratios (2 + 2 = 4 and 3 + 2 = 5). This misconception affects her ability…
Descriptors: Mathematical Concepts, Mathematics, Learning Disabilities, Grade 7
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Ciullo, Stephen – TEACHING Exceptional Children, 2015
Social studies instruction in upper elementary school (Grades 3-5) is important for building foundational content knowledge to equip students for the secondary school curriculum. Due to numerous school initiatives and demands on the time of teachers, social studies instruction can play second fiddle to reading and mathematics instruction, which…
Descriptors: Access to Education, Social Studies, Elementary School Students, Teaching Methods
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