LD Topics

Teaching & Instruction

Teaching and effective instruction for students with learning disabilities requires specialized knowledge in the areas of spoken language, reading, writing, and math. This section contains readings that reflect knowledge of best practices and evidence based instruction within each area.

There are 219 articles in this section.

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Thinking About Inclusion and Learning Disabilities:
A Teacher's Guide

Thinking Aloud in Mathematics

Thinking with Language, Images, and Strategies

Top 10 Resources on Fluency

Learn about fluency assessment, the importance of fluency in building comprehension skills, finding the right book level for kids, effective classroom strategies like reader's theater and choral reading, and more.

Trastornos del Procesamiento Auditivo en los Niños: ¿Qué Significa?

El procesamiento auditivo es el término usado para describir lo que sucede cuando el cerebro reconoce e interpreta los sonidos a su alrededor. Los seres humanos oyen cuando la energía, que reconocemos como sonido, se desplaza a través del oído y se transforma en información eléctrica que puede ser interpretada por el cerebro. El término "desorden" en el desorden del procesamiento auditivo (APD, por su sigla en inglés) significa que algo está perjudicando el procesamiento o la interpretación de la información.

Two Student Success Stories

Special education students need to be convinced often of their capabilities and need to try out new skills with the benefit of a safety net. The greater their belief in the likelihood of their success, the greater their effort is likely to be. That increased effort generally will result in greater success, leading to greater effort. Once that cycle can be established, student achievement is more likely guaranteed. Following are two of the student success stories from this year.

Understanding and Addressing Processing Speed Deficits in the Classroom

Understanding Why Students Avoid Writing

If parents and teachers understand why some students hate writing , they can targeted solution to address students' reluctance. Learn some reasons students avoid writing, and how increasing the automaticity of writing skills and underscoring an appreciation for the purpose of writing can help.

Understanding Word Problems in Mathematics

Using Children's Literature to Teach Social Skills

Using Context Clues to Understand Word Meanings

When attempting to decipher the meaning of a new word, it is often useful to look at what comes before and after that word. Learn about the six common types of context clues and how teachers can provide struggling students and those with learning disabilities with direct instruction in how to use these clues.

Using Cooperative Learning to Teach Mathematics to Students with Learning Disabilities

"Cooperative learning" (i.e., jigsaw, learning together, group investigation, student teams-achievement divisions, and teams-games-tournaments) is a generic term that is used to describe an instructional arrangement for teaching academic and collaborative skills to small, heterogeneous groups of students.

Using Functional Analysis to Improve Reading Instruction for Students with Learning Disabilities and Emotional/Behavioral Disorders

Using Mathematics to Support Science

Using Mnemonic Instruction to Facilitate Access to the General Education Curriculum

Learn about mnemonic instruction, a technique that researchers say has solid effectiveness for individuals with learning disabilities. Review three important strategies, key words, peg words, and letters. Specific examples will help you use it with students or apply it to yourself.

Using Visual Representations in Mathematics

Vickie A. McCrary - Mentor Teacher

We all get sent in odd directions at some point in our lives - directions that seem to make no sense. As a single mother of two, I was forced to sell my screen printing business and seek a new direction for my life. With two years of college under my belt, I decided to return to school and earn my teaching degree in art.

Visualizing and Verbalizing: Q and A with Nanci Bell of Lindamood-Bell

Learn some best practices in helping children with language processing issues learn to read in this Q&A with expert Nanci Bell, director of Lindamood-Bell Learning Processes. Find out what works with children who have weaknesses in concept imagery or symbol imagery.

Visualizing to Make Meaning

By incorporating differentiated models, practicing visualization, and supporting your students as they visualize (drawing on principles for Universal Design for Learning), you can help your students learn to use all of their senses to engage with and imagine the world of a text, and to bring that world to life as they read.

Watering Up the Curriculum for Adolescents with Learning Disabilities, Part I: Goals of the Knowledge Dimension

Many accommodations, though designed to ensure success of adolescents with learning disabilities in content area classes, water down the curriculum by reducing opportunities to learn and emphasizing memorization of facts. This article explores how watering up the curriculum to create "thought-full" classrooms can facilitate achievement of learning and development of deep knowledge structures.

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