What does science tell us about teaching reading?
This review examines the evidence that identifies the critical practice elements for effective reading instruction.
States, J. (2011). What does science tell us about teaching reading? Retrieved from what-does-science-tell.
Tolerance and technology of instruction: Implications for special education reform
The present article discusses a theory of tolerance and seeks to identify the critical problems associated with the position taken in the NAS report and subsequent reform initiatives. Specifically, it is argued that brute force attempts to absorb, current special education functions into regular classrooms will necessarily fail.
Gerber, M. M. (1988). Tolerance and technology of instruction: Implications for special education reform. Exceptional Children, 54(4), 309-314.
Linking instruction and assessment in the mathematics classroom
Three formative assessment techniques for the math classroom are discussed: observation and questioning, diagnostic interviews and problem-solving-based investigations.
Sammon, K. B., & Kobett, B. (1992). Linking instruction and assessment in the mathematics classroom. The Arithmetic Teacher, 39(6), 11.
A meta-analysis of the effects of feedback in computer-based instruction
A quantitative research synthesis (meta-analysis) was conducted on the literature concerning the effects of feedback on learning from computer-based instruction (CBI).
Azevedo, R., & Bernard, R. M. (1995). A meta-analysis of the effects of feedback in computer-based instruction. Journal of Educational Computing Research, 13(2), 111-127.
The sustained use of research-based instructional practice: A case study of peer-assisted learning strategies in mathematics
This article explores factors influencing the sustained use of Peer Assisted Learning Strategies (PALS) in math in one elementary school.
Baker, S., Gersten, R., Dimino, J. A., & Griffiths, R. (2004). The sustained use of research-based instructional practice: A case study of peer-assisted learning strategies in mathematics. Remedial and Special Education, 25(1), 5-24.
Human characteristics and school learning
This paper theorizes that variations in learning and the level of learning of students are determined by the students' learning histories and the quality of instruction they receive.
Bloom, B. (1976). Human characteristics and school learning. New York: McGraw-Hill.
Response to intervention: Principles and strategies for effective practice
This book provides practitioners with a complete guide to implementing response to intervention (RTI) in schools.
Brown-Chidsey, R., & Steege, M. W. (2011). Response to intervention: Principles and strategies for effective practice. Guilford Press.
A comparison of three interventions for increasing oral reading performance: Application of the instructional hierarchy.
The present study used the instructional hierarchy to compare the effects of three instructional interventions (listening passage preview, subject passage preview, and taped words) on subjects' oral reading performance on word lists and passages.
Daly III, E. J., & Martens, B. K. (1994). A comparison of three interventions for increasing oral reading performance: Application of the instructional hierarchy. Journal of applied behavior analysis, 27(3), 459-469.
The Instructional Hierarchy: A conceptual model for understanding the effective components of reading interventions.
Examines the Instructional Hierarchy, a conceptual framework for refining the notion of academic responding according to a learning hierarchy and describing treatment components (e.g., modeling, drill, reinforcement, etc.) that correspond to different stages of the learning hierarchy.
Daly III, E. J., Lentz Jr, F. E., & Boyer, J. (1996). The Instructional Hierarchy: A conceptual model for understanding the effective components of reading interventions. School Psychology Quarterly, 11(4), 369.
A brief experimental analysis for identifying instructional components needed to improve oral reading fluency
Brief experimental analyses of oral reading fluency were conducted with 4 participants who had been referred by teachers and parents for reading problems. The procedures involved the sequential application of reading interventions to improve students’ oral reading fluency.
Daly III, E. J., Martens, B. K., Hamler, K. R., Dool, E. J., & Eckert, T. L. (1999). A brief experimental analysis for identifying instructional components needed to improve oral reading fluency. Journal of Applied Behavior Analysis, 32(1), 83-94.
The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delays
In the current study, constant time delay (CTD) was embedded in classroom activities and routines to teach counting to young children. In addition, nontarget information (the color of the object) was included in the task direction. A multiple-probe design across numbers replicated across children was used.
Daugherty, S., Grisham-Brown, J., & Hemmeter, M. L. (2001). The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delays. Topics in Early Childhood Special Education, 21(4), 213-221.
Instructional Alternatives for Exceptional Children.
The monograph presents 15 papers on the provision of special education services within the regular classroom.
Deno, E. N. (1973). Instructional Alternatives for Exceptional Children.
Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform
Over the last fifty years, there have been many educational reform efforts, most of which have had a relatively short lifespan and failed to produce the promised results. One possible reason for this is for the most part these innovations have been poorly implemented. In this chapter, the author proposes a data-based decision making approach to assuring high quality implementation.
Detrich, R. Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform. In M. Murphy, S. Redding, and J. Twyman (Eds). Handbook on Innovations in Learning, 31. Charlotte, NC: Information Age Publishing
Ideologies, practices, and their implications for special education.
The articles in this special issue suggest that a focus upon specific educational practices has far mor e potential for advancing the field o f special (and general) education than an emphasis upon philosophies, metatheories, theories, or psychological schools that we will refer to as ideologies.
Dixon, R., & Carnine, D. (1994). Ideologies, practices, and their implications for special education. The Journal of Special Education, 28(3), 356-367.
The Center on Standards, Alignment, Instruction, and Learning (C-SAIL)
C-SAIL was established in July 2015 as a resource on the implementation and effects of college and career readiness standards. The Center is funded through a grant from the Institute of Education Sciences (IES) of the U.S. Department of Education.
Edgerton, A. Polikoff, M., Desimone, L. (2017). How is policy affecting classroom instruction?. Evidence Speaks Reports. Volume 2, #14. The Center on Standards, Alignment, Instruction, and Learning (C-SAIL).
Teaching needy kids in our backward system: 42 years of trying
This study designed to discover which models were superior in teaching basic skills and which excelled in teaching higher-order thinking skills, also which models had kids with the strongest sense of personal responsibility and which kids had the highest self-images.
Engelmann, S. (2007). Teaching needy kids in our backward system: 42 years of trying. ADI Press.
Could John Stuart Mill have saved our schools
This book compares what actually occurred since publication of A System of Logic with some of the more probable scenarios of what could have happened if education had been framed as a science that resides on a logical-empirical base.
Englemann, S., & Carnine, D. (2016). Could John Stuart Mill have saved our schools?. Attainment Company Inc.
The challenges of implementing evidence based practice: Ethical considerations in practice, education, policy, and research.
This paper identified and discussed some of the more pressing challenges and associated ethical dilemmas of implementing EBP in social work and strategies to manage them, in the hopes of affirming that the process of EBP is both feasible and practicable.
Farley, A. (2009). The challenges of implementing evidence based practice: ethical considerations in practice, education, policy, and research. Social Work & Society, 7(2), 246-259.
Visual aids and structured criteria for improving visual inspection and interpretation of single‐case designs
The current investigation is part of an ongoing line of research designed to identify critical instructional components for training new staff members in the implementation of behavior-analytic procedures, with the goal of approximating the efficiency of
indirect instructional methods while retaining the effectiveness of more direct methods.
Fisher, W. W., Kelley, M. E., & Lomas, J. E. (2003). Visual aids and structured criteria for improving visual inspection and interpretation of single‐case designs. Journal of applied behavior analysis, 36(3), 387-406.
The lecture as a transmedial pedagogical form: A historical analysis.
This article examines the lecture as a pedagogical genre, as “a site where differences between media are negotiated” (Franzel) as these media coevolve. This examination shows the lecture as bridging oral communication with writing and newer media technologies, rather than as being superseded by newer electronic and digital forms.
Friesen, N. (2011). The lecture as a transmedial pedagogical form: A historical analysis. Educational researcher, 40(3), 95-102.
Technological Advances Linking the Assessment of Students' Academic Proficiency to Instructional Planning
This article describes a research program conducted over the past 8 years to address how technology can be used to surmount these implementation difficulties. The research program focused on one variety of objective, ongoing assessments known as curriculum-based measurement, in the areas of reading, spelling, and math.
Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1993). Technological advances linking the assessment of students' academic proficiency to instructional planning. Journal of Special Education Technology, 12(1), 49-62.
Strengthening the connection between assessment and instructional planning with expert systems
This article reviews an inductive assessment model for building instructional programs that satisfy the requirement that satisfy the requirement that special education be planned to address an individual student's need.
Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1994). Strengthening the connection between assessment and instructional planning with expert systems. Exceptional Children, 61(2), 138.
Contemporary special education research: Syntheses of the
knowledge base on critical instructional issues.
These papers provide up-to-date, informative summaries of current knowledge and a base from which further venture into the critical area of instructional intervention in special education can occur.
Gersten, R., Schiller, E. P., & Vaughn, S. R. (Eds.). (2000). Contemporary special education research: Syntheses of the knowledge base on critical instructional issues. Routledge.
A survey of principles instructors: Why lecture prevails.
This paper confirms the predominance of lecture and adds to the existing literature by asking why principles instructors have selected their particular teaching methods.
Goffe, W. L., & Kauper, D. (2014). A survey of principles instructors: Why lecture prevails. The Journal of Economic Education, 45(4), 360-375.
Visible Learning Insights
Offering a concise introduction into the ‘Visible Learning Story’, the book provides busy teachers with a guide to why the Visible Learning research is so vital and the difference it can make to learning outcomes.
Hattie, J., & Zierer, K. (2019). Visible Learning Insights. Routledge.
Focus on Behavior Analysis in Education: Achievements, Challenges, & Opportunities
The contributing authors present literature reviews, conceptual analyses, and data from several original studies; they describe advancements in curricula, classroom and schoolwide interventions, and teacher training programs; and they offer personal perspectives on the current status and future directions of behavior analysis in education.
Heward, W. L., Heron, T. E., Neef, N. A., Peterson, S. M., Sainato, D. M., Cartledge, G. Y., Gardner, R., Peterson, L. D., Hersh, S. B., Dardig, J. C. (2005). Focus on behavior analysis in education: Achievements, challenges, and opportunities. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
Effect of feedback and remediation on students' achievement in junior secondary school mathematics
This study investigated the effects of feedback and remediation as instructional strategies on junior secondary school students' achievement in mathematics.
James, A.O. & Folorunso, A.M. (2012). Effect of feedback and remediation on students' achievement in junior secondary school mathematics. International Education Studies, 5(5), 153-162.
Student Achievement through Staff Development
This book provides research as well as case studies of successful professional development strategies and practices for educators.
Joyce, B. R., & Showers, B. (2002). Student achievement through staff development. ASCD.
Managing classroom behavior: A reflective case-based approach
Managing Classroom Behavior summarizes principles of good instruction, the acting-out cycle, and how to work with students, other teachers, and parents.
Kauffman, J. M., Mostert, M. P., & Hallahan, D. P. (1993). Managing classroom behavior: A reflective case-based approach. New York: Allyn and Bacon.
Effective Intervention for Students with Specific Learning Disability: The Nature of Special Education.
The nature of effective instruction for students with specific learning disability is explored.
Kavale, K. A. (2005). Effective Intervention for Students with Specific Learning Disability: The Nature of Special Education. Learning Disabilities: A Multidisciplinary Journal, 13(4), 127-138.
This article discusses instructional coaching as well as the eight factors that can increase the likelihood that coaching will be a real fix for a school.
Knight, J. (2006). Instructional Coaching. School Administrator, 63(4), 36.
Effectiveness of mastery learning programs: A meta-analysis
A meta-analysis of findings from 108 controlled evaluations showed that mastery learning programs have positive effects on the examination performance of students in colleges, high schools, and the upper grades in elementary schools.
Kulik, C., Kulik, J., & Bangert-Drowns, R. (1990). Effectiveness of mastery learning programs: A meta-analysis. Review of Educational Research, 60, 265-299.
A Meta‐analysis of the Relationship between Science Instruction and Student Engagement
A meta‐analysis of the relationship between science instruction and student engagement was performed. The 16 studies represented a total of 4518 students and 376 teachers from the United States and Australia.
Kumar, D. D. (1991). A Meta‐analysis of the Relationship between Science Instruction and Student Engagement. Educational Review, 43(1), 49-61.
Science in the schoolhouse: An uninvited guest.
In this discussion, we examine the relationship between science and education and delineate four reasons for characterizing science as an uninvited guest in schools.
Landrum, T. J., & Tankersley, M. (2004). Science in the schoolhouse: An uninvited guest. Journal of Learning Disabilities, 37(3), 207-212.
Critical Conceptual and Methodological Considerations in Reading Intervention Research
This article identifies a number of conceptual and methodological issues that should be considered when conducting and interpreting reading intervention research.
Lyon, G. R., & Moats, L. C. (1997). Critical conceptual and methodological considerations in reading intervention research. Journal of learning disabilities, 30(6), 578-588.
Preparing Instructional Objectives
This programed text includes a self-test of its contents and demonstrates hoe to specify instructional objectives by behavior observable in a leraner, and how to write objectives, define desired terminal behavior, and state criteria of successful learning.
Mager, R. F. (1962). Preparing instructional objectives.
Preparing preservice teachers to implement class wide peer tutoring
This study focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils’ academic performance.
Maheady, L., Harper, G. F., Mallette, B., & Karnes, M. (2004). Preparing preservice teachers to implement class wide peer tutoring. Teacher Education and Special Education, 27(4), 408-418.
An early field-based experience and its impact on pre-service candidates' teaching practice and their pupils' outcomes.
This paper presents an early field-based course and applied teaching project to examine teaching practices and pupil outcomes.
Maheady, L., Jabot, M., Rey, J., & Michielli-Pendl, J. (2007). An early field-based experience and its impact on pre-service candidates' teaching practice and their pupils' outcomes. Teacher Education and Special Education, 30(1), 24-33.
20 Years of TIMMS International trends in Mathematics and Science Achievement, Curriculum, and Instruction
This report attempts to summarize the most important and interesting trends emerging from TIMSS across the past two decades. The report is organized from macro to micro perspectives. The first chapter provides an overview of student achievement worldwide. The second and third chapters explore curriculum and instruction. The fourth and fifth chapters narrow the focus to two topics of interest among policymakers.
Mullis, I. V., Martin, M. O., & Loveless, T. (20). years of TIMSS: International trends in mathematics and science achievement, curriculum, and instruction. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College and International Association for the Evaluation of Educational Achievement (IEA).
Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups
This report present the panel’s conclusions, an indication of the readiness for application in the classroom of the results of this research, and, if appropriate, a strategy for rapidly disseminating this information to facilitate effective reading instruction in the schools.
National Reading Panel. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups(NIH Publication No. 00-4754). Washington, DC: U. S. Government Printing Office.
Teacher inequality: How poor and minority students are shortchanged on teacher quality
This report provides new information on the impact of teacher quality on student achievement and offers specific steps states should take to remedy the persistent practice of denying the best teachers to the children who need them the most.
Peske, H. G., & Haycock, K. (2006). Teacher inequality: How poor and minority students are shortchanged on teacher quality. Retrieved from The Education Trust website: http:// www.edtrust.org/dc/publication/teaching-inequality-how-poor-and-minority-students-areshortchanged-on-teacher-qualit
This book examines the major themes of instruction and gives a step-by-step outline of the consultation process from referral to the final report.
Rosenfield, S. (2013). Instructional consultation. Routledge.
Teacher pay for performance: Experimental evidence from the project on incentives in teaching
This paper presents the results of a rigorous experiment examining the impact of pay for performance on student achievement and instructional practice.
Springer, M. G., Ballou, D., Hamilton, L., Le, V. N., Lockwood, J. R., McCaffrey, D. F., ... & Stecher, B. M. (2011). Teacher Pay for Performance: Experimental Evidence from the Project on Incentives in Teaching (POINT). Society for Research on Educational Effectiveness.
Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters
Five recent studies of methods to prevent reading difficulties were examined in light of the goal that every child should acquire adequate word reading skills during early elementary school.
Torgesen, J. K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15(1), 55-64.
Preventing Early Reading Failure
This article layout two sets of findings: (1) what we know about the kind of instruction that weak readers need in kindergarten through second grade to prevent them from ever entering the downward spiral, and (2) what we know about the effectiveness of interventions that make use of this knowledge.
Torgesen, J. K. (2004). Preventing early reading failure. American Educator, 28(3), 6-9.
Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches
Sixty children with severe reading disabilities were randomly assigned to two instructional
programs that incorporated principles of effective instruction but differed in depth and extent
of instruction in phonemic awareness and phonemic decoding skills
Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K., & Conway, T. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of learning disabilities, 34(1), 33-58.
Computer‐programmed instruction: The relation of required interaction to practical application.
A group experimental design compared passive reading, covert responding to frame blanks, and actively typing answers to blanks with and without immediate confirmation of correctness. Results strongly supported the effectiveness of requiring the student to supply fragments of a terminal repertoire while working through a program.
Tudor, R. M., & Bostow, D. E. (1991). Computer‐programmed instruction: The relation of required interaction to practical application. Journal of Applied Behavior Analysis, 24(2), 361-368.
Phonological Coding, Phonological Awareness, and Reading Ability: Evidence from a Longitudinal and Experimental Study
Two studies are reported that provide correlational and experimental evidence for causal relationships between linguistic coding deficits and reading disability.
Vellutino, F. R., & Scanlon, D. M. (1987). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly (1982-), 321-363.
What education schools aren't teaching about reading and what Elementary teachers aren't learning.
In this study, the National Council on Teacher Quality makes a unique effort to learn what aspiring teachers are taught about reading instruction.
Walsh, K., Glaser, D., & Wilcox, D. D. (2006). What education schools aren't teaching about reading and what Elementary teachers aren't learning. National Council on Teacher Quality.
Within Our Grasp Achieving Higher Admissions Standards in Teacher Prep
Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep is the tenth annual publication in the State Teacher Policy Yearbook report series released by the National Council on Teacher Quality (NCTQ). This report focuses on teacher preparation program compliance with admissions policies required at the state level
Walsh, K., Joseph, N., and Lewis, A. (2016). Within Our Grasp: Achieving Higher Admissions Standards in Teacher Prep. National Council on Teacher Quality.
WWC Examines the Evidence on Two Teacher Training Programs
If teachers are to have a significant impact on student learning it is necessary for them to be well trained and prepared for the role of teacher. This report examined the effectiveness of the National Board for Professional Teaching Standards (NBPTS) and My TeachingPartner Pre-K. The NBPTS is a professional certification program for teachers that have taught at least three years and can meet the NBPTS standards. My TeachingPartner Pre-K incorporates multiple media and coaching to prepare early education teachers. The results of the What Works Clearinghouse review of NBPTS is that it had mixed effects in mathematics in grades 3-8 and no discernable effect on English language arts achievement. There were no studies that met WWC standards for review so no judgment can be made about its effectiveness. The results of this review highlight the necessity of evaluating the effectiveness of teacher training programs. The stakes are very high for the students and families being served by teachers and nationally very large amount of money is spent on training teachers. It would be nice to know which approaches to teacher professional development are effective and which have no beneficial effect.
What Works Clearinghouse, Institute for Education Science (2018). National Board for Professional Teaching Standards Certification Intervention Report. Retrieved from https://ies.ed.gov/ncee/wwc/InterventionReport/689
Best Evidence Encyclopedia
The Best Evidence Encyclopedia is a free web site created by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education. It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programs available for students in grades K-12.
Center for Standards, Alignment, Instruction, and Learning (C-SAIL)
C-SAIL was established in July 2015 to serve as an objective resource on the implementation and effects of the full breadth of college- and career-readiness standards. The Center is funded through a grant from the Institute of Education Sciences (IES) of the U.S. Department of Education.
Over the next five years, C-SAIL will:
- Compare and contrast college- and career-readiness standardsimplementation in English language arts (ELA) and math across different states.
- Capture thedifferences in approaches to implementation between states, districts, schools, and classrooms, and between students within a classroom, and determine their effects.
- Measure college- and career-readiness standards’impact on student achievement, through NAEP scores, high school graduation rates, and college enrollment and employment rates.
- Create and make availablenew tools for teachers to monitor in real-time how well-aligned the content of their enacted curriculum is to their states’ college- and career-readiness standards in ELA and math.
- Test theFeedback on Alignment and Support for Teachers (FAST) Program to support teachers through feedback and coaching.
- Engage policymakers, education practitioners, and researchers in national discussions of the Center’s work and its findings.
National Council on Teacher Quality (NCTQ)
The National Council on Teacher Quality works to achieve fundamental changes in the policy and practices of teacher preparation programs, school districts, state governments, and teachers unions.