Evaluating Reading and Mathematics Instruction for Students With Learning Disabilities

Abstract

Systematically observing instruction for students with learning disabilities (LD) provides information regarding the quality of school-based interventions, allocation of instructional time, and other implementation variables associated with student outcomes. In this synthesis, observation studies of reading and mathematics instruction from 2000 to 2013 were identified through a systematic literature search. The purpose was to understand findings from observations of typical practice for students with LD during an era of increased exposure to evidence-based practices, educational policy reforms, and reports on reading and mathematics designed to influence instruction, and amid a period of increased academic expectations. Eleven studies focusing on academic instruction for students with LD were identified and reviewed. Cognitive strategy instruction, differentiated instruction, and opportunities for independent application (i.e., text reading, problem solving) were reported infrequently across the published observational research. However, findings provide some evidence of improved teacher use of effective instructional practices in several areas compared with earlier observation study syntheses. Implications for practice and areas for future research are discussed.

The Effects of Repetitive Reading and PQRS Strategy in the Development of Reading Skill

“…In addition, there are students in every school who have difficulty in reading even though they have partially acquired reading skills (Yilmaz, 2008), According to another study conducted by Babayigit and Sainthorp (2010), students who read more slowly than their peers in the 1 st grade continue to read slowly in the 2 nd grade and they make more reading errors than their peers. One of the most striking things that children with reading disabilities have in common is that their language development is undermined because of the hardships they have in word acquisition (McKenna, Shin & Ciullo, 2015). The most obvious symptom of reading disabilities is the number of errors made while reading although it is difficult to give a specific definition to the term "reading disabilities", according to Spencer, Wagner, Schatschneider, Quinn, Lopez and Petschner (2014).…”

Perspective critique sur l’enseignement de la littératie disciplinaire en contexte d’inclusion et incidences sur la planification de l'enseignement

“…Cependant, ni la recension d 'Hillman (2014) Ce constat nous amène à rejoindre les conclusions des auteurs cités précédemment (Flaggella-Luby et al, 2012;Flynn, Zheng et Swanson, 2012;Graham et Harris, 2009;Hillman, 2014;Kaldenberg et al, 2014;McKenna, Shin et Ciullo, 2015) pour souligner l'urgence de documenter les interventions ou pratiques effectives en salle de classe. Nous pensons qu'il ne suffit pas de relever les bonnes pratiques pour préconiser le changement en enseignement, il convient d'offrir des modèles diversifiés, des exemples concrets de planifications et d'interventions dont les enseignants pourront s'inspirer pour planifier des séquences d'enseignement-apprentissage qui intègrent des interventions reconnues en littératie.…”

Sustain resource teachers in the appropriation of the graphic organizer to facilitate the understanding of disciplinary texts among at risk students at the secondary level

“…Dans le même esprit, McKenna, Shin et Ciullo (2015), ont réalisé une synthèse portant sur la compréhension en lecture chez les élèves en difficulté dans les cours de mathématiques. secondaire et recommandent que des recherches futures étudient l'utilisation de stratégies pédagogiques efficaces au sein du curriculum que ce soit en mathématiques ou dans d'autres disciplines, tant au primaire qu'au secondaire.…”