Madhavi Jayanthi

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 article examined the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers' reading comprehension and vocabulary instruction, their knowledge of these areas, and the comprehension and vocabularies achievement of their students.

TL;DR: This paper conducted a survey of teachers and found that teachers find letter and number grades more helpful for students without disabilities than for those with disabilities, and that certain grading adaptations, such as pass-fail grades, portfolios, multiple grades, and grading for effort, are helpful for both with and without disabilities.

TL;DR: The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of teaching English learners in the elementary and middle grades: building their English language proficiency while simultaneously building literacy, numeracy skills, and content knowledge of social studies and science.

TL;DR: In this article, a meta-analysis systematically reviewed the most up-to-date literature to determine the effectiveness of reading interventions on measures of word and pseudoword reading, reading comprehension, and comprehension.