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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 187 articles in this section.

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Tech Tools for Students with Learning Disabilities: Infusion into Inclusive Classrooms

Instructional Grouping for Reading for Students with LD: Implications for Practice

Teachers' grouping practices during reading instruction can serve as a critical component in facilitating effective implementation of reading instruction and inclusion of students with disabilities in general education classes. In this article, we provide an overview of the recent research on grouping practices (whole class, small group, pairs, one-on-one) during reading instruction for students with disabilities.

Inclusion and Students with Learning Disabilities

Auditory Processing Descriptive Teaching Group

Learn to improve the ability of your student's to listen and process what they hear. Six auditory skills training techniques are listed that teachers can use during the school day.

What Science Offers Teachers of Reading

A Cross-National Study of Teachers Attributional Patterns

Social Promotion and Students with Disabilities

Celebrating Strengths and Talents of Children with Dyslexia: An Educational Model

Though children with dyslexia experience difficulties in processing the written language, they are often bright, creative, and talented individuals. Strengths may include mechanical aptitude, artistic ability, musical gifts, and athletic prowess. The dyslexic student may also evidence advanced social skills as well as talents in computer/technology, science, and math.

Whole Language Lives On: The Illusion of Balanced Reading Instruction

An Attributional View of Student Outcomes: What Do Teachers Think?

Children with LD as Emergent Readers: Bridging the Gap to Conventional Reading

For children at risk for reading failure, teachers can facilitate the exploration of emergent literacy elements, including phonological awareness, print awareness, narrative development, and early writing skills. This article provides specific activities and instructional techniques to help children develop emergent literacy elements.

Teaching Expressive Writing to Students with Learning Disabilities

Enhancing Learning of Students with LD Without Compromising Standards: Tips for Teaching

Child Observation: Teacher Report

Targeting Home-School Collaboration for Students with ADHD

Good communication between schools and parents is crucial for children with ADHD. In this article, there are many ideas to facilitate the home-school collaboration and help students succeed.

The "Culture" of Inclusion

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.

Get SETT for Successful Inclusion and Transition

The SETT Framework aids in gathering, organizing, and analyzing data which can be used to make collaborative assistive technology and programming decisions.

Phonics and Word Recognition Instruction in Early Reading Programs: Guidelines for Accessibility

Many teachers will be using supplemental phonics and word-recognition materials to enhance reading instruction for their students. In this article, the authors provide guidelines for determining the accessibility of these phonics and word recognition programs.

Beginning Reading

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