Students with reading difficulties often simultaneously experience social-emotional difficulties. Although integrated interventions addressing both domains are recommended for such students, empirical evidence of their effectiveness remains scarce. A preregistered study was conducted, which evaluated a two-phase, multicomponent intervention for second-grade students with difficulties in both domains. The intervention combined phonics-based instruction with social-emotional learning (SEL) tailored to struggling readers. A total of 43 second-graders with low reading and low social-emotional skills were assigned to an intervention group ( n = 23) or a business as usual control group ( n = 20) using class-level randomization. The intervention was delivered in small groups, twice weekly over 40 sessions (50 min each). Reading (fluency, comprehension) and social-emotional outcomes (e.g., emotion regulation, internalizing/externalizing behavior) were assessed at four time points. Multilevel modeling (MLM) was used to analyze the data. Over time, all children significantly improved their reading skills, regardless of the group they were assigned to. No significant differences between the groups were found in either reading or social-emotional skills. However, a trend approaching statistical significance was observed for some social-emotional outcomes. The results emphasize the challenges of effectively addressing co-occurring difficulties. The study also shows the need for further research into the conditions that make such interventions more effective.
Employing a latent profile analysis, this study examined (a) integrative motivational profiles among upper elementary students with ( n = 70) and without reading difficulties (RD) ( n = 39), (b) how profile membership is related to reading comprehension and reading anxiety, and (c) whether students’ RD status predicts profile membership. The results indicated three distinct profiles: (a) Confident, Interested, and Growth-Oriented (32%), (b) Moderate All (38%), and (c) Confident, Interested, and Multiply Goal-Oriented profile (30%). Students who were most likely to belong to the Confident, Interested, and Growth-Oriented profile had significantly higher reading comprehension and lower reading anxiety than students in the other two profiles. Students with RD were more likely to belong to the Moderate All profile than the other two profiles. The findings highlight the importance of attending to forms of motivation like growth mindset, self-efficacy, intrinsic value, and learning-focused goals, particularly for students with RD.
This study examined the effectiveness of game-based activities in promoting number sense acquisition among middle school students with learning disabilities. A single-case experimental design was employed with three students, following a pilot implementation. The intervention consisted of structured board game-based instructional sessions designed to support number sense development. Effectiveness was evaluated through visual analysis and Tau-U effect size calculations. Findings indicated that all participants acquired number sense skills within a limited number of instructional sessions and followed up and generalized these skills during the follow-up and generalization phases. Tau-U analyses revealed large effect sizes across baseline-intervention, baseline-follow-up, and baseline-generalization comparisons. Social validity data obtained through semi-structured interviews with teachers and parents demonstrated that the intervention was perceived as effective, enjoyable, and worthy of further expansion. The results suggest that game-based interventions may serve as an effective and evidence-informed approach for supporting number sense acquisition in students with learning disabilities. Implications for practice and future research are discussed.
Middle school students with or at risk for reading disabilities (MS-SwRD) have difficulty accessing grade-level content, yet educators lack clear guidance on how to structure interventions to meet these students’ diverse needs. This study examined how the internal design of an intervention, specifically, the organization and dosage of reading components, influences outcomes for MS-SwRD. Student data ( N = 740) were pooled from six multisite randomized controlled trials in four states implementing AMP-IT-UP: The Power of Reading (AMP-IT-UP), a modular, multicomponent reading intervention based on the Science of Reading. Five AMP-IT-UP module conditions systematically varied the amount and sequence of instruction in phonics, spelling, fluency, and comprehension. Growth model results revealed that modules balancing decoding and comprehension instruction produced significantly larger gains than business-as-usual intensive reading classes across multiple reading outcomes, with effect sizes reflecting large educational impact. Modules emphasizing only one component yielded no advantage over usual practice. Findings offer guidance for structuring effective, balanced support for MS-SwRD.
This study explored the lived experiences of adults with mathematical disability (MD) identified in childhood, focusing on both supportive and hindering factors. Semi-structured interviews with 22 participants were analyzed using qualitative content analysis to examine experiences related to learning and mental well-being across school years, adulthood, and work life. Seven themes emerged: personal characteristics , acknowledging MD , social relationships and climate , meeting diverse needs in instructional contexts , received support , supportive daily solutions , and daily work balance . The findings highlight the interplay of identity, beliefs, and social environment, as well as the importance of tailored instruction, emotional responsiveness, and practical strategies. Notably, the same support could be perceived as helpful or harmful depending on the individual, underscoring the complexity of personalized support. These results advocate for a holistic approach both to research and pedagogy addressing cognitive, emotional, and social dimensions and call for longitudinal research to capture dynamic resilience processes across life phases.
