INTENSIFYING FLUENCY INTERVENTIONS FOR MIDDLE SCHOOL STUDENTS WITH MATHEMATICS LEARNING DISABILITIES.

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]