This article synthesizes previous research studies examining reading instruction for students with learning disabilities (LD) through classroom observation methods. An extensive search of the research literature between 1980 and 2005 yielded 21 observation studies. Findings revealed that reading instruction for students with LD is generally of low quality, with little to no explicit instruction in phonics or comprehension strategy. Findings were consistent, whether studies were conducted more than 10 years ago or within the last few years. Estimates of time students with LD spend reading orally or silently are low. The most frequently observed grouping structure was whole-class instruction, regardless of the setting.

This investigation examined faculty attitudes, beliefs, and practices with regard to students with learning disabilities (LD). An instrument was designed to measure attitudes and administered to all faculty in a large urban, private university. Responses from 192 faculty members were subjected to an exploratory factor analysis; results indicated that the instrument contained 12 reliable factors. Further, correlational analyses provided preliminary support for the instrument's construct validity by showing that major constructs were associated with each other in expected directions. Descriptive analyses indicated that faculty generally had positive perceptions about students with LD and were willing to spend time supporting students with LD. Consistent with prior research, faculty expressed greater willingness to provide minor, rather than major, accommodations. Group comparisons by faculty gender, academic unit, and rank are reported. The implications of these findings for future research and training efforts are discussed.

Competence in algebra is linked to access to higher education, employment in better-paying jobs, and, increasingly, the ability to earn a high school diploma. For many students with learning disabilities, developing proficiency in algebra represents a challenging, but necessary goal. Teachers of students with learning disabilities need access to assessment tools and instructional strategies that support algebra learning. This article reports research on a group of measures designed to monitor student progress in algebra and highlights findings specific to students with disabilities. In addition, evidence-based instructional strategies for algebra are summarized. Implications for practitioners and future research are discussed for both progress monitoring assessment tools and algebra instructional practices.

The purpose of this study was to examine the effect of a supplemental peer-mediated reading program on reading achievement of first graders ( N = 76) in a two-way bilingual immersion (TWBI) program. Nearly 80% of students were Hispanic; of these, 24 were identified as English language learners (ELLs). Classrooms were randomly assigned to peer-assisted learning strategies (PALS) or contrast condition. PALS students participated in a 30-hour peer-mediated early literacy intervention that was conducted three times a week. Results showed statistically significant differences, with large effect sizes favoring PALS on phoneme segmentation fluency, nonsense word fluency, and oral reading fluency. Additionally, disaggregated results analyzed by subgroups (ELLs and English proficient) revealed a differential pattern in response to intervention. Implications of findings in relation to research and practice are discussed.

We compared a reading intervention that consisted of explicit, self-regulatory strategy instruction to a strategy intervention that was less explicit to determine the impact on the reading-specific self-efficacy, attributions, and affect of students with reading disabilities (RD). Participants included 20 students with RD who were entering grades 4–8. The interventions were delivered on a one-to-one basis over five weeks, four days per week, for one hour per day. Those receiving the explicit, self-regulatory strategy intervention showed greater gains in their attributions to incorrect strategy usage for reading failure than participants in the less explicit intervention. Group differences approached statistical significance on the reading self-efficacy measure, with the less explicit intervention showing higher reading self-efficacy at posttest than the explicit, self-regulatory intervention. The possibility of miscalibrated reading self-efficacy and reading skill in students with RD is discussed.

This explanatory sequential mixed-methods study explored how the encoding of text ideas is affected when students with learning disabilities (LD) take notes from Web-based text. In the quantitative phase of the study, 15 students took three kinds of notes - typed, copy and paste, and written - with each kind of notes addressing a different topic. After taking notes, students performed poorly on two immediate measures of facts learning. Cued-recall test performances were best for topics noted by writing, whereas multiple-choice test performances were best for topics noted by copying and pasting. Students performed worse on the cued-recall test when it was readministered four days later. In the qualitative phase of the study, followup interviews indicated students preferred copying and pasting their notes (for practical reasons) and found typing notes to be distracting, which made learning problematic. A textual analysis of students' notes confirmed that students took mostly verbatim notes when typing or writing, which has been linked to shallow processing, and perhaps further accounts for the low level of learning that occurred. The mixing of quantitative and qualitative data (in the qualitative data analysis phase of the study), along with learning and motivation theories, provides justification for teachers to instruct middle-school students with LD to use copy and paste to take notes from Web-based sources.

Limited research exists related to the employment outcomes of adults with learning disabilities (LD) who graduate from postsecondary institutions. The current study presents the results of a followup investigation of 500 graduates with LD from three universities in the United States. Results indicated that levels of full-time employment, employment benefits, and salary earned were competitive with statistics related to the American work-force, in general, and exceeded statistics on adults with LD who are not college graduates, in particular. Data are also presented on post-graduation education levels achieved, type of employment, number of jobs held, and LD disclosure in the workplace.

Success in high school algebra is gaining increased importance for all students, including those identified as having learning disabilities (LD). Despite its importance, we know little about what students with and without LD say about their algebra classes. This study examined findings from a survey of 410 general education students and 46 peers with LD. The survey established data relative to the participants' favorite and least favorite classes, most difficult (and best) parts of algebra class, and ideas for helping more students to succeed. In addition, student participants reported whether selected interventions and accommodations were helpful.

This study examined the nature of student talk and the teacher's role during book discussions. The participants were 17 first- and second-graders with and without disabilities in an inner-city inclusion classroom. Applied conversation analysis techniques were employed to analyze two videotaped book discussions. Results indicated that student-selected topics and contingent talk were necessary for fluent conversational discourse. Additionally, the teacher's role was crucial in apprenticing students to deal with a novel participant structure and its attendant complex linguistic and cognitive requirements. Results also demonstrated the competence with which students with disabilities assumed influential and decisive roles in the discussions. Implications for students with disabilities are discussed in terms of opportunities for self-expression and involvement in constructing and negotiating the activity.