Louie, J., Brodesky, A., Brett, J., Yang, L. M., & Tan, Y. (2008). Math education practices for students with disabilities and other struggling learners: Case studies of six schools in two northeast and islands region states (Issues and answers report, REL 2008-No. 053). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, & Regional Educational Laboratory Northeast and Islands.
Kercood, S., Lineweaver, T. T., Frank, C. C., & Fromm, E. D. (2017). Cognitive flexibility and its relationship to academic achievement and career choice of college students with and without attention deficit hyperactivity disorder. Journal of Postsecondary Education and Disability, 30(4), 329-344.
As conceptual and procedural skills become more automatic, learners can use their cognitive resources to focus on the writing process, increasing their ability to generate original ideas and thoughts in writing.
By reducing extraneous noise and distractions, students can direct their cognitive resources to learning.
By reducing extraneous noise and distractions, students can direct their cognitive resources to learning.
By reducing extraneous noise and distractions, students can direct their cognitive resources to learning.
By reducing extraneous noise and distractions, students can direct their cognitive resources to learning.
When listening to audiobooks, young learners can benefit from hearing fluent reading and can experience texts that may be too complex for them to decode independently.
By providing a variety of these books for students to choose from, teachers can help support Motivation for reading, which in turn supports growth in Background Knowledge, Disciplinary Literacy, and Reading Fluency.
Compton, D. L. (2002). The relationships among phonological processing, orthographic processing, and lexical development in children with reading disabilities. The Journal of Special Education, 35(4), 201-210
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