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Inclusion versus Specialized Intervention for Very-Low-Performing Students: What Does "Access" Mean in an Era of Academic Challenge?
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Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Wehby, Joseph; Schumacher, Robin F.; Gersten, Russell; Jordan, Nancy C. – Exceptional Children, 2015
The purpose of this analysis was to examine achievement gaps on fractions for very-low-performing students as a function of whether they receive inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS). In three randomized control trials conducted in 3 consecutive years, 203…
Descriptors: Achievement Gap, Inclusion, Special Education, Intervention
Auditory-Perceptual Skills and Reading: A Response to Kavale's Meta-Analysis.
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Gersten, Russell; Carnine, Doug – Remedial and Special Education (RASE), 1984
Critiques K. Kavale's meta-analysis, which reported reliable significant correlations between auditory-perceptual skills and reading achievement. Concludes that Kavale fails to provide evidence that teaching auditory-perceptual skills is useful to learning disabled children unless skills are functional reading skills. (Author/CL)
Descriptors: Auditory Perception, Learning Disabilities, Learning Processes, Meta Analysis
Reflections on "A View from across the Grand Canyon" (by Richardson and Anders) and the Compatibility of Qualitative and Quantitative Research.
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Gersten, Russell; Baker, Scott K.; Marks, Susan Unok – Learning Disability Quarterly, 1998
The authors of an article on research and professional development of general education teachers who have students with learning disabilities respond to a commentary. They address the distinct research traditions of general education researchers and special education researchers and urge the integration of their particular research methodologies…
Descriptors: Educational Research, Elementary Secondary Education, Learning Disabilities, Professional Development
Procedural Facilitators and Cognitive Strategies: Tool for Unraveling the Mysteries of Comprehension and the Writing Process, and for Providing Meaningful Access to the General Curriculum.
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Baker, Scott; Gersten, Russell; Scanlon, David – Learning Disabilities: Research & Practice, 2002
A solid, emerging research base exists on how to provide meaningful access to the general education curriculum for students with learning disabilities. This article uses examples from research in comprehension and writing to highlight the underlying features of these empirically based approaches. The importance of multiple teaching strategies is…
Descriptors: Access to Education, Curriculum, Elementary Secondary Education, Inclusive Schools
What We Know about Effective Instructional Practices for English-Language Learners.
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Gersten, Russell; Baker, Scott – Exceptional Children, 2000
A multivocal synthesis involving 13 educators and researchers investigated effective instruction for English-language learners and found five specific instructional variables, including: building and using vocabulary as a curricula anchor, using visuals to reinforce concepts, implementing cooperative learning and peer-tutoring strategies, using…
Descriptors: Cooperative Learning, Elementary Secondary Education, English (Second Language), Instructional Effectiveness
Songs of Experience: Commentary on "Dyslexia the Invisible" and "Promoting Strategic Writing by Postsecondary Students with Learning Disabilities: A Report of Three Case Studies".
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Gersten, Russell; Smith-Johnson, Joyce – Learning Disability Quarterly, 2000
This introductory commentary discusses the following articles on studies that used in-depth case studies of students with learning disabilities to document individuals' progress over time, as well as the relationship between reading and writing instruction and students' development of self-regulation. The benefits of qualitative research are…
Descriptors: Case Studies, Elementary Secondary Education, Exceptional Child Research, Instructional Effectiveness