Students who have particular difficulty in mathematics are a growing concern for educators. Graphic organizers have been shown to improve reading comprehension and may be applied to upper level secondary mathematics content. In two systematic replications, one randomly assigned group was taught to solve systems of linear equations through direct instruction and strategy instruction. The other group was taught with the same methods with the addition of a graphic organizer. Students who received instruction with the graphic organizers outperformed those who received instruction without the organizers. They also better understood the related concepts as measured by immediate posttests in both replications. The difference in understanding concepts was maintained on a 2–3 week posttest.

Academic dishonesty in higher education is an increasingly visible problem throughout the world and in Romania in particular. A total of 1127 university students from six public Romanian universities were surveyed for their experiences and beliefs with 22 behaviors that might be considered academically dishonest. A five-factor solution to the High Educ

A review of popular approaches to teaching mathematics that emphasize nonverbal skills, such as using manipulatives or problem-solving schema, shows that they are often not immediately applicable to some important areas of secondary algebra. However, graphic organizers in various forms have been widely suggested and researched as an intervention approach to improve reading comprehension. In this article, suggestions for modifying graphic organizers to make them more applicable to teaching higher-level mathematics concepts and procedures are proposed. Using an appropriately modified graphic organizer to teach higher-level mathematics skills may help students with relatively weak verbal skills and strong nonverbal reasoning skills to be more successful in mathematics. This subgroup of students with learning disabilities has been consistently identified in several schemes for subtyping mathematical disorders developed from empirical evidence. Excerpts of two sample scripted lessons based on this approach, one for the solving of systems of linear equations in three variables and one for the concept of negative integer exponents, are included.

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The misinterpretation and overuse of significance testing in the social sciences has been widely criticized. This criticism is reviewed, along with several recommendations found in the literature, including the use of effect size measures to enhance the interpretation of significance testing. A review of typical effect size measures and their application is followed by an analysis of the extent to which effect size measures have been applied in three prominent journals on learning disabilities over a 10-year period. Specific recommendations are offered for using effect size measures to improve the quality of reporting on quantitative research in the field of learning disabilities.