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This article addresses the effects of 3-tiered comprehensive reading and behavior interventions on K-3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the...

The purpose of this article is to address common concerns educators might have regarding the implementation of the Common Core State Standards (CCSS) for language arts and vocabulary in the early grades. We first provide an example of a kindergarten...

There is a widespread misconception that transition planning and programming begin in high school. However, there are many opportunities for teachers to infuse transition-focused education into teaching and learning activities for their elementary grade...

Handwriting is an important skill for students to acquire in elementary school. Determining and delivering appropriate handwriting interventions to students with learning disabilities can be complicated. Teachers must juggle handwriting with other...

Social studies instruction in upper elementary school (Grades 3-5) is important for building foundational content knowledge to equip students for the secondary school curriculum. Due to numerous school initiatives and demands on the time of teachers...

Teaching students in upper elementary school to revise their papers effectively requires a three-pronged approach. First, teachers provide instruction on a relevant genre or writing form (using CCSS English Language Arts or other relevant standards as a...

This article provides an overview of an instructional framework aimed at improving reading outcomes for first grade students who are early struggling readers and may be at-risk for reading disabilities. Specifically, we describe an integrated reading...

Beginning elementary level special educators need to be well versed in evidence based intensive reading interventions in order to serve both special and general education students. Here we highlight two suggested effective practices for beginning special...

This experimental study evaluated a model in which the delivery of a supplemental beginning reading intervention was adjusted based on student performance. Kindergarten students identified as at risk for reading difficulties were assigned to one of two...

This study used a large statewide database to examine the oral reading fluency development of second- and third-grade students with emotional disturbance or learning disabilities and their general education peers. Oral reading fluency measures were...