[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588158-105":59,"doc-detail-588158-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","perspectives-on-algebra-i-tutoring-experiences-with-students-with-learning-disabilities","Perspectives on Algebra I Tutoring Experiences With Students With Learning Disabilities","","Qualitative analysis examines perceptions of school personnel and pre-service teachers regarding an Algebra I tutoring program for students with learning disabilities. Participants were surveyed and interviewed about program effectiveness for students’ mathematics learning and about tutoring as a learning experience for future educators. School personnel described a mutually beneficial tutor–school relationship, while tutors reported key challenges in recalling Algebra I content, asking strategic questions, managing students’ math anxiety, and presenting content accessibly. Tutors also described positive learning experiences, including using gestures and strategic questioning to promote student progress.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/perspectives-on-algebra-i-tutoring-experiences-with-students-with-learning-disabilities/588158/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/perspectives-on-algebra-i-tutoring-experiences-with-students-with-learning-disabilities/588158.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about Algebra I tutoring for students with learning disabilities?","Question",{"text":112,"@type":113},"It examines perceptions of school personnel and pre-service teachers about an Algebra I tutoring program, including perceived effectiveness for students’ mathematics learning and the tutoring experience for pre-service teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What challenges did Algebra I tutors report in the program?",{"text":117,"@type":113},"Tutors reported difficulties such as remembering Algebra I content, posing strategic questions, addressing students’ math anxiety, and conveying Algebra I content in an accessible way.",{"name":119,"@type":110,"acceptedAnswer":120},"How did tutors and school personnel describe the program’s overall impact?",{"text":121,"@type":113},"School personnel described a mutually beneficial relationship between tutors and the school, and tutors reported positive experiences, including learning to support students’ progress through gestures and strategic questioning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588158,1792165816,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Learning Disabilities: A Contemporary Journal 18(2), 177-192, 2020 Copyright @ by LDW 2020  \nPerspectives on Algebra I Tutoring Experiences With Students With Learning Disabilities  \nCasey Hord*  \nAnna F. DeJarnette  \nUniversity of Cincinnati  \nThe researchers conducted a qualitative analysis of the perceptions of school personnel and pre-service teachers about an Algebra I tutoring program for students with learning disabilities. The researchers surveyed and interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the school and as a learning experience for the pre-service teachers. The school personnel indicated there was a mutually beneficial relationship between the tutorsand the school. The perceptions of the tutors revealed considerations about the challenges they face as Algebra I tutors of students with learning disabilities including remembering Algebra I content, posing strategic questions to students, dealing with students’ math anxiety, and conveying Algebra I content accessibly. The tutors reported positive experiences in the program including learning from field experience and, in particular, learning to promote the progress and learning of students with learning disabilities using gestures and strategic questioning.  \nKeywords: Learning Disabilities, Algebra, Tutors, Perceptions, Preservice Teachers  \nIntroductIon  \nEducation legislation and policy in the United States mandates that students with learning disabilities (LD) access and succeed with grade level content in mathematics; students with LD are expected to take and pass courses at grade levels with their corresponding age level (Every Student Succeeds Act, 2015; Individuals with Disabilities Education Act, 2004) . However, students with LD are susceptible to difficulties in mathematics such as challenges with remembering facts and procedures, word problem solving, and problem solving processes in general (Andersson, 2008) . Despite the difficulties facing their students, teachers of students with LD face pressure for their students to pass and demonstrate growth on high stakes tests (Croft, Roberts, & Stenhouse, 2016; Ysseldyke et al., 2004) . Some universities have developed tutoring programs in part to address the pressures faced by schools and the challenges facing students with LD; these programs are also designed to provide professional development opportunities for undergraduate education majors (e.g., tutoring experiences that supplement their teacher preparation courses) (Brownell, Hord, Richards-Tutor, Barber, & Benedict, 2016) . While tutoring programs have been established and successful in various subject areas (e.g., Maheady, Mallette, & Harper, 1996; Maheady, Harper, Mallette, & Karnes, 2004), more research is needed in particular on tutoring in mathematics.  \n*Please send correspondence to: Casey Hord, PhD, Associate Professor, Department of Special Education, University of Cincinnati, Teachers College 600G, PO Box 210002, Cincinnati, OH 45221, United States of America, Phone: (513) 556-2481, Email: [casey.hord@uc.edu](casey.hord@uc.edu).  \nLearning Disabilities: A Contemporary Journal 18(2), 177-192, 2020  \nPre-Service Teachers Tutoring Students with LD  \nIn response to this need and the need for undergraduates to gain valuable experience from fieldwork (Leko, Brownell, Sindelar, & Kiely, 2015), teacher educators have designed and implemented tutoring programs so that pre-service teachers can gain experience in the field in ways that are also beneficial for the school. For example, Maheady and colleagues (1996) set up a program for pre-service teachers to deliver reading tutoring in a local school. The tutors reported that they enjoyed participating and appreciated the chance to tutor in the program to learn about their field. The students who received tutoring improved at reading and the school personnel expressed gratitude for having the tutors working at the school sayi","cbCainHRV7zDbZVE","https://ap.wps.com/l/cbCainHRV7zDbZVE","pdf",107658,16,"English","# Introduction\n## Context and Need for Tutoring Programs\n## Program Rationale for Pre-Service Teachers\n## Prior Research on Tutoring in Mathematics\n## Study Focus and Participant Perspectives","[{\"question\":\"What does the study investigate about Algebra I tutoring for students with learning disabilities?\",\"answer\":\"It examines perceptions of school personnel and pre-service teachers about an Algebra I tutoring program, including perceived effectiveness for students’ mathematics learning and the tutoring experience for pre-service teachers.\"},{\"question\":\"What challenges did Algebra I tutors report in the program?\",\"answer\":\"Tutors reported difficulties such as remembering Algebra I content, posing strategic questions, addressing students’ math anxiety, and conveying Algebra I content in an accessible way.\"},{\"question\":\"How did tutors and school personnel describe the program’s overall impact?\",\"answer\":\"School personnel described a mutually beneficial relationship between tutors and the school, and tutors reported positive experiences, including learning to support students’ progress through gestures and strategic questioning.\"}]","Perspectives on Algebra I Tutoring Experiences With Students With Learning Disabilities | PDF",1792064651]