Search

Students with executive function (EF) disorders, including ADD, ADHD, and dyslexia, are prevalent in our nation’s public schools. Too often, students with learning differences have had a lack of exposure to complex academic language considered to be a critical component for the conceptualization and learning of mathematics. Additionally, there is a gap in research and understanding of how academic language might mediate building mathematical understanding for students who have EF disorders. This project is a small part of a larger ethnographic study and seeks to investigate what role modeling academic language might play in differentiating the fluency component of a curriculum that is being adopted nationally. Teacher modeling in the form of think-aloud protocols, feedback and reinforcement, and Detect, Practice, Repair (DPR) strategies are investigated as initial intensifications for the intervention. [ABSTRACT FROM AUTHOR]