JOURNAL ARTICLE

Strategy Instruction in Mathematics and Reading for Elementary Students With Learning Disabilities.

  • Published In: Teaching Exceptional Children, 2025, v. 58, n. 2. P. 98 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Powell, Sarah R.; Lariviere, Danielle O.; Clemens, Nathan H. 3 of 3

Abstract

The article focuses on strategy instruction as a method to support students with learning disabilities (LDs) in reading and mathematics. It highlights the case of a Grade 4 teacher, Ms. Cook, who seeks effective instructional approaches for her student Asher, who has a specific learning disability. The article discusses various strategies, including explicit modeling and practice, that can enhance students' abilities to tackle complex tasks, such as solving word problems in mathematics and reading multisyllabic words. Research indicates that these strategies, particularly the BEST (Break the word apart, Examine the parts, Say each part, Try the whole word) and ESHALOV (Every Syllable Has At Least One Vowel) methods, can significantly improve outcomes for students with LDs across different content areas. [Extracted from the article]

Additional Information

  • Source:Teaching Exceptional Children. 2025/11, Vol. 58, Issue 2, p98
  • Document Type:Article
  • Subject Area:Social Sciences and Humanities
  • Publication Date:2025
  • ISSN:0040-0599
  • DOI:10.1177/00400599251335678
  • Accession Number:190255298
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