A majority of federal funding for intervention programs is allocated to elementary schools, but happens when students still struggle in middle and high school? This article investigates why some adolescent readers need more assistance, and what should be done to help them.
Friends are people who know and like each other. All human beings need and want to share the common bond of friendship with others. Children with disabilities, particularly learning disabilities, do not always make friends as effortlessly and easily as do their nondisabled peers. Through the use of children’s literature, children with learning disabilities can be taught valuable skills that will enable them to make and maintain friendships.
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.
Many young readers are puzzled by the rules and exceptions of spelling. Research shows that learning to spell and learning to read rely on much of the same underlying knowledge. Learn more about the relationships between letters and sounds and how a proper understanding of spelling mechanics can lead to improved reading.
Learn how to accommodate yourself on the job. This article has simple and time-tested strategies for being productive even if you have trouble reading, spelling, writing, or calculating numbers. Read about accommodations for difficulty speaking, organizing yourself, remembering, and managing time. Introductory information on learning disabilities is provided to help managers handle accommodation issues.
Sharon Vaughn, Marie Tejero Hughes, Sally Watson Moody, Batya Elbaum
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.
