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The increasing number of students with German as a second language (GL2) poses a great challenge for schools. Previous studies showed that especially young learners with a migration background are lagging behind in the acquisition of second language (L2) literacy. Experiencing problem behaviors (PB) in addition, might pose even greater challenges. Adequate vocabulary, including knowledge of additional vocabulary facts, is essential for appropriate L2 proficiency, and therefore, it is a crucial aspect of support that should be focused on. Thus, the aim of the study was to support vocabulary acquisition in students with GL2 regarding two aspects: (1) the acquisition of expressive and receptive vocabulary, and (2) the incidental acquisition of additional information regarding the vocabulary that are not explicitly focused on during intervention. To this end, the effectiveness of a multi-component method consisting of storytelling and flashcards, as well as motivational reinforcers, was examined using multiple baseline design. The intervention was carried out with nine primary school students with GL2 in three small groups three times a week for four weeks. The results indicated that the multi-component storytelling intervention was effective in increasing students' receptive and expressive vocabulary, as well as additional vocabulary facts in just one month. The article concludes with a critical discussion of the findings and generally provides pedagogical implications for schools on how to adequately support students with GL2 in their vocabulary acquisition.

This single case study (multiple baselines) evaluates the efficacy of an intervention called "reading racetracks" among three eight-year-old boys with diverse backgrounds, including learning disabilities, limited language proficiency due to migration, and socio-economic challenges. Conducted over three weeks, the training demonstrated notable improvements in the participants' ability to recognize and pronounce words quickly. Statistical analysis confirmed these results, with no baseline trends detected and a significant overall treatment effect indicated by a high Tau-U score. This finding suggests that reading racetracks can be an effective, universally applicable method of improving reading performance in diverse student populations.

The increasing number of students who lack proficient reading skills is well known in Germany, as well as globally. Students with learning disabilities (LD), problem behavior, and German as a second language (L2) may face even greater hurdles. However, it is essential for teachers to provide adequate support to maintain equal educational opportunities. Word recognition is fundamental to reading, and thus, we designed lexical and sub-lexical unit training through a peer-tutorial repeated reading racetrack and evaluated the effects on student proficiency with trained and untrained words. A multiple-baseline design was implemented (N = 8), and the intervention took place three times a week over six weeks. The results show promising indications that the intervention is an effective tool to improve reading in a short time, yielding moderate to strong effects on trained and untrained words.

This paper presents a replication study investigating the effectiveness of a strategy to assist students with learning difficulties in adding fractions. Drawing on the research conducted by Grünke et al. (2023), this single-case analysis extends the application of the "Look, Ask, Pick" (LAP) mnemonic technique initially introduced by Test and Ellis (2005) to struggling sixth-grade students. Employing a multiple-baseline design, we implemented the LAP strategy with four participants in a time lagged fashion. Significant improvements were observed in their fraction performance, demonstrating the intervention's potential to enhance understanding and proficiency. The students highly appreciated the strategy, deeming it of great importance. In conclusion, we address the limitations of our study, propose directions for future research, and delve into the implications for teachers. This research contributes to the understanding of fraction interventions and offers valuable insights into facilitating the mathematical progress of students facing challenges.

The ability to recognize and name the sounds of alphabet letters is a crucial prerequisite for students as they embark on their journey to learn how to read. Regrettably, some children face significant challenges in this area. In this single-case multiple baseline study, we utilized mnemonic pictures to facilitate the memorization of the grapheme-phoneme correspondence of ten target letters. Our aim was to empower four struggling first-grade students to quickly and confidently retrieve this information. The results reveal that the students significantly benefited from the intervention. Furthermore, the approach was perceived as attractive and helpful by both the four children and their teacher. The study concludes by reflecting on its limitations and discussing potential implications and future avenues of research.

Word problem-solving is one major area in mathematics that has been identified as being particularly challenging for students, specifically for those with learning disabilities (LDs) and emotional and behavioral disorders (EBD). This study aims at evaluating the effects of a strategic math intervention with concept maps on the ability to solve word problems (addition and subtraction problems, number range of thousand) among students with LDs and EBD from the eighth grade. A multiple-baseline design across participants (N = 9) was applied to evaluate the intervention, which was held three times a week over a 6-week period. Overall, the results demonstrated a functional relation between the amount of correctly solved word problem tasks and the intervention. All nine students improved in word problem-solving, as evidenced by the fact that more tasks were solved, with a higher score in the intervention phase compared with the baseline (between-case standardized mean difference was 1.84; 95% confidence interval [1.24, 2.44]). The social validity data display that all students found the intervention helpful but also partly exhausting. The limitations and implications of this study are discussed.

Literacy influences all aspects of life. Unfortunately, a rising number of students struggle with reading and spelling, which can result in enormous educational barriers. Difficulties in literacy accompanied by learning-related problem behavior can create additional risk factors. Effective interventions for these students should consider individual needs and focus on multiple components of learning simultaneously. The present single-case study focused on the effects of motivational reading racetracks, with and without self-graphing, on the word-reading and spelling performance of three third graders with severe literacy and behavior problems. Our intervention was carried out three times a week over a 5-week period. The results show strong effects of the racetracks on reading, while the self-graphing component did not seem to be an additional booster. Regarding spelling, the ability to read words was not equivalent to being able to spell all words correctly. However, effects were found when self-graphing was added. In sum, the data suggest that, while it was effective to practice reading using racetracks without motivational reinforcers, it was not sufficient to merely practice spelling. Nevertheless, self-graphing had a positive effect on spelling when attention was focused on spelling the words correctly.

Fractions are a fundamental component of the school mathematics curriculum, and most students achieve proficiency in these concepts during their elementary education. However, a significant proportion of students still encounter challenges in this area even after entering secondary education, necessitating additional support to prevent further academic setbacks. This study aimed to replicate and extend the application of a simple strategy, namely "Look, Ask, Pick," which shows promise in addressing difficulties related to fractions. Using a multiple baseline design, we worked with four struggling sixth-grade students. Following the implementation of the intervention, all participants demonstrated significant improvements. However, a two-week follow-up assessment revealed that only three out of the four students were able to maintain their heightened skill levels. The study discusses its limitations, proposes avenues for future research, and presents implications for educational practice.

Reading comprehension is a fundamental and indispensable skill for academic achievement and daily functioning. Sadly, a significant number of children and youth, particularly those diagnosed with learning disabilities (LD), encounter difficulties in acquiring this vital capability. Thankfully, several well-established approaches exist to offer effective support. In this single-case study, we investigated the effects of the TWA (Think Before Reading, While Reading, and After Reading) strategy on enhancing text comprehension among three fifth-grade students with LD. Despite displaying proficient fluency skills, participants struggled significantly with comprehending informative science and social studies passages. TWA empowers learners to actively engage in self-monitoring and self-evaluation during the reading process. Study findings were encouraging, demonstrating that the TWA strategy significantly augmented the students' ability to comprehend the provided informative texts. Moreover, data on social validity indicated that the participants enjoyed the lessons and perceived them as helpful. The discussion includes study limitations and directions for future research in this area.