ABSTRACT
This research was conducted by staff from the National Center on Accelerating the Academic Achievement of Students with Severe and Persistent Learning Disabilities, which is funded by Grant No. R324D130003 from the National Center on Special Education Research, Institute for Educational Sciences. We thank Wen Zhang Tracy, Nicole Davis, Emma Hendricks, and Wooliya Kim for their guidance concerning curriculum development, and we thank the administrators in the Metro-Nashville Public Schools and the classroom teachers of the children in our study for their interest and support.
