This article explores the benefits of strategy instruction in both mathematics and reading for elementary students with learning disabilities (LDs). It presents research-validated approaches like "UPSCheck" for mathematics word problems, which helps students understand, plan, solve, and check their work.

For reading, the text highlights "BEST" and "ESHALOV"(Every Syllable Has At Least One Vowel) strategies to decode complex multisyllabic words, enabling students to break down, examine, say, and try unfamiliar words. Ultimately, the article emphasizes that explicit modeling and consistent practice are crucial for students with LDs to effectively learn and generalize these strategies across different academic contexts, improving their overall academic success.

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Stopping the Spread of Math Anxiety: Three Messaging Strategies for Elementary School Teachers (continue throughout MS/HS)

By Karyn Lewis | January 2, 2018

Here are three messaging strategies:

1. Perceptions about who is "supposed to be good at math" and the notion that people who are good at math are just "born that way" can be harmful. These stereotypes about math can prevent girls and students of color from developing an interest in math--and fuel math anxiety.

2. Avoid the temptation to comfort or console.iv Instead, acknowledge the difficulty, express confidence in the student, and offer strategies for overcoming the math-related challenge.

3. Create a classroom culture that normalizes struggles and celebrates mistakes.v This ties in with the idea of a growth mindset, that is, believing that your abilities can change over time because of effort, perseverance, and practice.

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