mathematics instruction and learning disabilities || front matter

Hammill Institute on Disabilities

Front MatterSource: Learning Disability Quarterly, Vol. 31, No. 2, Mathematics Instruction and LearningDisabilities (Spring, 2008)Published by: Sage Publications, Inc.Stable URL: http://www.jstor.org/stable/20528816 .

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Learning

Disability

Quarterly

Journal of the Council for

Learning Disabilities

Spring 2008 Volume 31, No. 2

*?3&



3 EDITORIAL STAFF

EDITOR David Scanlon Boston College

Editorial Assistant Nicole Zito Boston College

Assistant to the Editor Kirsten McBride Overland Park, KS

CONSULTING EDITORS Patricia Alexander

University of Maryland Alan Amtzis

The College of New Jersey Andrea Babkie

University of Hartford Virginia W. Berninger

University of Washington Anne Bishop

University of Florida Daniel Boudah

University of North Carolina

Joseph R. Boyle Virginia Commonwealth University

Monica Brown New Mexico State University

Tanis H. Bryan Southwest Institute for Families and Children with Disabilities

Diane Pedrotty Bryant University of Texas-Austin

William Bursuck

University of North Carolina Greensboro

Deborah L. Butler

University of British Columbia

Mary Beth Calhoon

Georgia State University Joanne Carlisle

University of Michigan Donald Compton

Peabody College, Vanderbilt

University David J. Connor

Hunter College, CUNY

Bryan G. Cook

University of Hawaii John Cooney

University of Northern Colorado Jeanette Cornier

Colorado Department of Education Cesare Cornoldi

University of Padua, Italy

Merith Cosden

University of California-Santa Barbara

Michael Coyne University of Connecticut

Jean Crockett

University of Florida Donald D. Deshler

University of Kansas

Joseph A. Dimino Instructional Research Center, Signal Hill, CA

Mary Dingle Sonoma State University

Mavis Donahue

University of Illinois at Chicago Mary Lou Duffy

Florida Atlantic University-Jupiter Dave L. Edyburn

University of Wisconsin-Milwauke Linda Elksnin

The Citadel, ret. Edwin Ellis

University of Alabama Carol Sue Englert

Michigan State University Deborah E. Erickson

California Lutheran University Anne Foegen

Iowa State University Douglas Fuchs


University Lynn Fuchs


University Russell Gersten

Instructional Research Group, Signal Hill, CA

Lorraine Graham

University of New England, Australia

Steve Graham


University Anne Graves

San Diego State University Diane Haager

California State University-Los Angeles

Daniel P. Hallahan

University of Virginia Donald D. Hammill

Pro-Ed, Austin, TX Leah Herner

The Ohio State University-Lima

Linda Higbee Mandlebaum

Bowling Green State University Kyle Higgins

University of Nevada, Las Vegas Dodi Hodges

Bowling Green State University Stephen Hooper

University of North Carolina, School of Medicine

Maureen Hoskyn Simon Fraser University, Canada

Roxanne Hudson Florida State University

Asha Jitendra University of Minnesota

Kenneth Kavale

Regent University Margaret King-Sears

George Mason University Robert M. Klassen

University of Alberta, Canada

Janette Klingner University of Colorado-Boulder

Lori Korinek

College of William and Mary Monica Lambert

Appalachian State University Martha J. Larkin

State University of West Georgia Joseph Madaus

University of Connecticut Malka Margalit

Tel Aviv University, Israel

Troy Mariage Michigan State University

Linda Mason The Pennsylvania State University

Margo A. Mastropieri George Mason University

Marjorie Montague University of Miami

Becky Newman-Gouchar Instructional Research Center, Signal Hill, CA

Cindy Okolo

Michigan State University David Paterson

University of New England, Australia

Jane Pemberton Texas Women's University

Debbi Prigge Central Washington University

Mary Provost

College of Charleston

/*aige Pullen

University of Virginia Marshall Raskind

Charles & Helen Schwab Foundation

Patricia Jordan Rea

George Washington University Paul Riccomini

Clemson University Claudia Rinaldi

Boston College Mary Ring

University of South Dakota Kristen Ritchey

Rutgers University Ernie Rose

SUNY, Binghamton Michael Rosenberg

Johns Hopkins University Bruce Saddler

SUNY, Albany [eanne Schumm

University of Miami Thomas E. Scruggs

George Mason University Deborah C. Simmons

Texas A&M University Sean Smith

University of Kansas Deborah Speece

University of Maryland C. Addison Stone

University of Michigan Roberta Strosnider

Tow son University Gary Troia

University of Washington Jan Valle

The City College of New York Christa van Kraayenoord

University of Queensland, Australia

Sharon R. Vaughn University of Texas-Austin

Chriss Walther-Thomas

University of Kansas Genevi?ve Williamson

University of Indiana

Judy Winn

University of Wisconsin-Milwaukee

John Woodward

University ofPuget Sound

CLD BOARD OF TRUSTEES President:

Joseph Boyle President-Elect:

Daniel Boudah

Vice President: Chris Curran

Past President: Linda Higbee Mandlebaum

Treasurer:

Mary Little

Secretary: Martha Larkin

Executive Director: Linda Nease

Communications:

Judy Voress

Research: Keith Lenz Donald Deshler

Leadership Development: Monica Lambert

Liaison: Roberta Strosnider Debi Gartland

Membership/Recruitment: Jennifer Bautel Williams

Standards and Ethics: Susan Gurganus

Conference Planning: Mary Rose Keyes

Diversity:* Silvana Watson

Finance:

Mary Little

Technology: David Majsterek

Conference Director:

Mary Provost

SUBSCRIPTION/MEMBERSHIP INFORMATION The Learning Disability Quarterly (ISSN 0731-9487) is published four times a year (Winter, Spring, Summer, and Fall) by the COUNCIL FOR LEARNING DISABILI TIES. Annual CLD membership dues are $75.00 for professionals, $35.00 for stu dents. To become a CLD member, write: CLD, 11184 Antioch, #405, Overland Park, KS 66210, or visit www.cldinternational.org. Subscription to the Learning Disability Quarterly is available without CLD membership. Domestic libraries, institutions: $117.00; foreign countries: $128.00. Single-copy price of back issues: Web - $5.00 per download. Hard copy

- $10.50, includes shipping and handling. Hard copy nonmember - $18.00, includes shipping and handling. To order, write Learning Disability Quarterly, c/o Council for Learning Disabilities, 11184 Antioch, #405, Overland Park, KS 66210, or visit www.cldinternational.org

ABSTRACT AND INDEX INFORMATION Learning Disability Quarterly is abstracted in Psychological Abstracts, Behavioral Abstracts, Birmingham, England, and Rehabilitations Forschung/Rech?rches en

Readaption/International Journal of Rehabilitation Research, Rheinstetten, West

Germany; abstracted and indexed in Exceptional Child Education Resources, Current Contents/Social and Behavioral Sciences, and Child and Youth Services; and indexed in Social Sciences Citation Index, Social Scisearch, and Current Index to

Journals in Education, the Bowker International Serials Database. Included in ERIC database. Reprints are available from The Genuine Article, Institute for Scientific Information, 3501 Market St., Philadelphia, PA 19104.

? 2008 Council for Learning Disabilities. Printed in the U.S.A. All rights reserved. No part of this publication may be reprinted or reproduced in any form or by any means, electronic or mechanical, including photocopying, recording, or by any

information storage and retrieval system without permission in writing from the publisher.



Zu?QQ

32^

LEARNING DISABILITY

QUARTERLY Journal of the Council for Learning Disabilities

Volume 31 / Number 2 Spring 2008

CONTENTS

Series Editors: Brian R. Bryant and Diane Pedrotty Bryant

The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students Who Are at Risk for Mathematics Difficulties

Diane Pedrotty Bryant, Brian R. Bryant, Russell M. Gersten, Nancy N. Scammacca, Catherine Funk, Amanda Winter, Minyi Shih, and Cathy Pool

47

Algebra Progress Monitoring and Interventions for Students with

Learning Disabilities Anne Foegen

65

Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice

Lynn S. Fuchs, Douglas Fuchs, Sarah R. Powell, Pamela M. Seethaler, Paul T. Cirino, and Jack M. Fletcher

79

MISSION STATEMENT Council for Learning Disabilities

The Council for Learning Disabilities (CLD) is an international organization that promotes effective

teaching and research. CLD is composed of professionals who represent diverse disciplines and who are committed to enhance the education and lifespan development of individuals with

learning disabilities. CLD establishes standards of excellence and promotes innovative strategies for research and practice through interdisciplinary collegiality, collaboration, and advocacy.

Volume 31, Spring 2008 45



Research, Teaching and All That Jazz

id! that

30th International Conference on Learning Disabilities October 3-4, 2008

Hyatt Regency Crown Center Hotel 2345 McGee Street

Kansas City, MO 64108 (816) 421-1234 or (800) 233-1234

Welcome to the 30th International Conference on Learning Disabilities hosted by the Council for Learning Disabilities (CLD). This year, CLD celebrates 30 years of conference excellence by maintaining our tradition of offering high-quality topical sessions that are responsive to important issues and inclusive of

effective, research-based practices in the field of learning disabilities.

Our conference theme, Research, Teaching and All That Jazz, reflects the focus of the conference, which features topical sessions,

workshops, a keynote speaker, and

special sessions.

Don't miss the 30th CLD conference

focusing on research-based

practices for teaching individuals with learning disabilities to be successful learners in all environments.

Session Strands In addition to workshops, invited sessions and special events, breakout presentations will be offered on Saturday in the following

Strands. Poster sessions will be offered on Friday evening.

LD Research and Practice Outside North America

Effective Research-Based Practices in Reading and Writing

Effective Research-Based Practices in Mathematics and Content Area Instruction (Science and Social

Studies)

Effective Research-Based Practices in Cultural and Linguistic Diversity

Effective Research-Based Practices in Using Technology to Enhance Instruction

Transitions From Early Childhood

Through Adulthood

Current Issues and Policy in Special Education

Research-Based Practices in Behavior Interventions and Positive Behavioral Supports

Alternative Certification and

High-Quality Special Educators

Collaboration and Inclusion of Students with LD

This conference is of special interest to:

Special educators General educators Teacher educators

Speech/language clinicians Researchers Paraeducators Administrators Consultants State agency personnel Students Parents

Conference registration procedures and information are posted on the

CLD website at \

www.cldinternational.org

For more information, contact by email/phone

Dr. Mary C. Provost CLD Conference Director

[email protected] 843-971-2980 (voice)

Learning Disability Quarterly 46



CID

OUTST?TOITC RESEARCHER

?W?RD

Purpose and Nature of Award

To promote and recognize research, the COUNCIL FOR LEARNING DISABILITIES annually presents an award for an outstanding manuscript-length paper on learning disabilities based on a doctoral dissertation or master's study completed within the last five years.

The winner will receive a certificate to be presented at the Distinguished Lecture during the annual International Conference on Learning Disabilities, October 3-4. In addition, the paper will be considered for publication in the

Learning Disability Quarterly.

Six copies of the APA-style paper (25 pages) should be submitted to:

Dr. Mary C. Provost CLD Conference Director Council for Learning Disabilities P.O. Box 2719 Mount Pleasant, SC 29465-2719

Voice: 843/971-2980 Fax: 843/971-2984

Deadline for submission of papers: May 15, 2008

Winners will be notified by August 1, 2008

Learning Disability Quarterly 64



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