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 199 articles in this section.

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Mechanical Obstacles to Writing: What Can Teachers Do to Help Students with Learning Problems?

Strategies for Composition and Self-Regulation in the Writing Process

Teacher Response to Learning Disability: A Test of Attributional Principles

Writing - Walking, Tinkertoys, and Legos

Learning Disabilities and Foreign Language Learning

ADHD: Building Academic Success

Many children labeled at-risk – including those disabled by Attention-Deficit/Hyperactivity Disorder (ADHD) – fail to thrive, or even survive, in current school environments.

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.

Adapting Mathematics Instruction in the General Education Classroom for Students with Mathematics Disabilities

Students with learning disabilities (LD) are increasingly receiving most of their mathematics instruction in general education classrooms. Studies show that these students benefit from general education mathematics instruction if it is adapted and modified to meet the individual needs of the learners (Salend, 1994).

Mathematics Instruction for Secondary Students with Learning Disabilities

Secondary students with learning disabilities generally make inadequate progress in mathematics. Their achievement is often limited by a variety of factors, including prior low achievement, low expectations for success, and inadequate instruction.

Helping Parents Deal with the Fact That Their Child Has a Disability

Comparing the Effects of Teacher-Directed Homework and Student-Centered Homework on Return Rate and Homework Attitudes

A Scientific Approach to Reading Instruction

The good news is that we have had a scientific breakthrough in our knowledge about the development of literacy. We know a great deal about how to address reading problems even before they begin...The tragedy is that we are not exploiting what we know about reducing the incidence of reading failure. Specifically, the instruction currently being provided to our children does not reflect what we know from research.

What Teachers Should Know

The child who repeatedly disrupts your class and who seldom completes assignments may not be deliberately troublesome, but could be showing signs of Attention Deficit Disorder (ADD). Similarly, a student who constantly stares out of the window might not be intentionally ignoring you, but instead could be demonstrating behavior caused by ADD.

Multisensory Structured Language Programs: Content and Principles of Instruction

The goal of any multisensory structured language program is to develop a student's independent ability to read, write and understand the language studied.

Beginning Reading and Phonological Awareness for Students with Learning Disabilities

The Impact of Teachers: A Story of Indelible Memories and Self-Esteem

The Arts: Windows to Strength for Individuals with Learning Disabilities

All Children Can Write

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