Rittle-Johnson, B., & Jordan, N. C. (2016). Synthesis of IES-Funded Research on Mathematics: 2002-2013 (NCER 2016-2003) Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
Dennis, M. S., Knight, J., & Jerman, O. (2016). Teaching high school students with learning disabilities to use model drawing strategy to solve fraction and percentage word problems. Preventing School Failure: Alternative Education for Children and Youth, 60(1), 10-21.
Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review, 27(1), 103-134.
Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.
By creating patterns, new knowledge such as vocabulary, narrative structures, or classroom processes can be more readily encoded and retrieved in Long-term Memory while promoting engagement.
Students with Sensory Integration difficulties can struggle with peer relationships, participating in classroom activities, and getting adequate Sleep.
Recess and physical education are ways for learners to exercise, which is essential for increasing oxygen flow to the brain and brain cell growth.
Educational Testing Service. (2006). Designing adaptive, diagnostic math assessments for individuals with and without visual disabilities. Princeton, NJ: Shute, V. J., Graf, E. A., & Hansen, E. G.
Teachers can display Vocabulary words somewhere in the classroom and actively refer to them when they are used in context by both the teacher and students.
Learners can refer to word walls in their classrooms or personal word walls on their desks as visual support during class activities.
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