Having a deep understanding of multi-digit multiplication is a major student expectation in the upper elementary grades (CCSSO, 2010). This understanding goes beyond procedural fluency where students merely know (or have memorized) a series of steps to reach a solution. If students see a multiplication problem, such as 26 x 48, they should be able to solve it using multiple representations, be able to write accompanying word problems to illustrate its meaning, and engage in d

Brought to you by Learning Disabilities Worldwide (LDW®) through the generosity of Saint Joseph's University. Weak executive function processes are often implicated in students’ reduced level of achievement. Cognitive-behavioral interventions that address poor implementation of executive function processes have been shown to effectively teach students with learning disabilities in mathematics, reading and writing (Lyon, Fletcher, Fuchs, & Chhabra, 2006). However, until recent

Brought to you by Learning Disabilities Worldwide (LDW®) through the generosity of Saint Joseph's University. Children who engage in self-regulation skills have developed the ability to voluntarily control their behavior (Calkins & Williford, 2009). Teachers and parents of young children may refer to the processes involved in self-regulation as socialization and the child’s emerging abilities as self-discipline. Researchers in the area of early childhood understand that no ma