Paul Morphy

TL;DR: In this paper, the authors synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities.

TL;DR: This paper conducted a meta-analysis of vocabulary interventions in grades pre-K to 12 with 37 studies to better understand the impact of vocabulary on comprehension, finding that vocabulary instruction was effective at increasing students' ability to comprehend text with custom measures, but was less effective for standardized measures (d = 0.10).

TL;DR: The effects of a secondary academic intervention, embedded in the context of a positive behavior support model, on the writing of second-grade students at risk for emotional and behavioral disorder and writing problems were examined in this article.

TL;DR: The authors found that most teachers did not appear to use assessment data to shape how they taught writing, and computers played a relatively minor role in middle school writing instruction, even though teachers generally agreed that writing was a collective responsibility, language arts teachers placed a greater emphasis on writing instruction than social studies and science teachers.

TL;DR: For instance, the authors conducted a meta-analysis of 27 studies with weaker writers, 20 of which were not considered in prior reviews, and found that the following average effects were greater than zero: writing quality (d = 0.52), length, length, development/organization of text, mechanical correctness, motivation to write, and preference for word processing over writing by hand.