John Sweller’s Cognitive Load Theory (CLT) supports the idea that students can learn only if their mental capacity is not overloaded. In consideration of this theory, it is important to be aware of the amount of information a student is asked to learn.

Less is known about the components of effective mathematics instruction than about the components of effective reading instruction, because research in math is less extensive than in reading.

There is no single “best” program for teaching reading. However, scientific investigators agree about the need for instruction to address certain key abilities involved in learning to read.

Good written expression draws upon a wide array of underlying component abilities. Developing these abilities is a lengthy and challenging process for many children, not only those with learning disabilities. However, learning disabilities may impact writing in numerous ways and may make tasks involving written expression particularly arduous.

The ability to conduct research is a critical skill that all students need to be college and career ready. Across the country, it is common for students from the elementary grades through high school to be required to carry out a research project in English Language Arts (ELA), social studies, history, or science.

Semantic maps (or graphic organizers) help students, especially struggling students and those with disabilities, to identify, understand, and recall the meaning of words they read in the text.