Evaluating Reading and Mathematics Instruction for Students With Learning Disabilities

John William McKenna · Mikyung Shin · Stephen P. Ciullo

92 citations0/0 files storedLearning Disability Quarterly

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Behavioral and Psychological Studies Reading and Literacy Development Collaborative Teaching and Inclusion

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.

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2015The Common Core State Standards for Mathematics 1993Doing Qualitative Research 2002A Synthesis of Research on Effective Interventions for Building Reading Fluency with Elementary Students with Learning Disabilities 2007Improving Comprehension of Expository Text in Students With LD 2011Unraveling Evidence-Based Practices in Special Education 2004What Research Says about Vocabulary Instruction for Students with Learning Disabilities 1998Broken Promises: Reading Instruction in the Resource Room 2005Co–Teaching in Middle School Classrooms under Routine Conditions: Does the Instructional Experience Differ for Students with Disabilities in Co–Taught and Solo–Taught Classes?

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2016Achievement gaps for students with disabilities: Stable, widening, or narrowing on a state-wide reading comprehension test?2022A Critical Review of Educator and Disability Research in Mathematics Education: A Decade of Dehumanizing Waves and Humanizing Wakes 2017The Use of Computer-Assisted Instruction to Improve the Reading Comprehension of Students With Learning Disabilities: An Evaluation of the Evidence Base According to the What Works Clearinghouse Standards

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