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It summarizes research linking math disability to elevated reading disability, and describes cognitive and classroom impacts on attention, memory, numeracy, calculations, and word-problem/math-language comprehension. 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Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education, and no official endorsement by it should be inferred.  \nThis product is public domain. Authorization to reproduce it in whole or in part is granted. Although permission to reprint this publication is not necessary, the citation should be: Zagata, E. , Payne, B. , & Arsenault, T. (2021) . Practice Guide: Literacy Supports for Math Content Instruction for Students With Reading and Language Difficulty. Washington, DC: US Department of Education, Office of Special Education Programs.  \nFall 2021  \nGraphic services supported in part by EKS NICHD Grant \\#1P50HD103537-01 to the Vanderbilt Kennedy Center.  \nLiteracy Supports for Math Content Instruction for Students With Reading and Language Difficulty | 3  \nContents  \nWhat Is It? .......................................................................................... 4  \nFor Whom Is It Intended? .................................................................. 6  \nHow Does It Work? ............................................................................ 6  \nHow Can Families Support Implementation? ................................... 9  \nHow Adequate Is the Research Knowledge Base?........................... 10  \nHow Practical Is It? ............................................................................ 11  \nHow Effective Is It? ............................................................................ 12  \nWhat Questions Remain?.................................................................. 12  \nWhere Can I Learn More? ................................................................ 13  \nReferences ......................................................................................... 13  \nTable 1 ............................................................................................... 19  \nTable 2 ............................................................................................... 20  \nTable 3 .............................................................................................. 21  \nTable 4 ............................................................................................... 22  \nTable 5 ............................................................................................... 23  \nLiteracy Supports for Math Content Instruction for Students With Reading and Language Difficulty | 4  \nWhat Is It?  \nRecent research (Joyner & Wagner, 2020) notes that students with an existing math disability are twice as likely to have a reading disability. This additional impact in reading affects students’academic and functional skills. As early as prekindergarten, students with comorbid reading and math difficulties experience more severe math difficulty on numeracy measures than individuals at risk for math difficulty alone (Barnes et al. , 2020) . Cognitively, research has shown that students with comorbid reading and math difficulty do not perform as well on measures of attention, visual-spatial problem-solving, long-term memory, short-term memory, working memory, and executive functioning, when compared to their peers who only have a math difficulty (Peng & Fuchs, 2016; Swanson & Jerman, 2006; Swanson et al. , 2009) .  \nIn math classes specifically, students with both reading and math difficulty perform lower in foundational numerical competencies and calculations than students with only math di","cbCaiueXrWUeWzan","https://ap.wps.com/l/cbCaiueXrWUeWzan","pdf",1340866,23,"English","# What Is It?\n# For Whom Is It Intended?\n# How Does It Work?\n# How Can Families Support Implementation?\n# How Adequate Is the Research Knowledge Base?\n# How Practical Is It?\n# How Effective Is It?\n# What Questions Remain?\n# Where Can I Learn More?\n# References","[{\"question\":\"What is the main purpose of this practice guide?\",\"answer\":\"It provides three concrete strategies to support students with comorbid reading and math difficulty in math classrooms, from elementary through high school.\"},{\"question\":\"Why are literacy supports important in math instruction for these students?\",\"answer\":\"Research shows students with reading and math difficulties face additional barriers to accessing math content, including challenges with math vocabulary, word problems, and comprehension of instructions.\"},{\"question\":\"What strategies does the guide recommend to support math learning?\",\"answer\":\"The guide recommends schema-based instruction for problem solving, intentional focus on math language, and creating opportunities for math writing.\"}]","Intensive Intervention Practice Guide - Literacy Supports for Math Content Instruction for Students With Reading and Language Difficulty | PDF",1792059177,58]