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Andrew Chang; Emily Mauer – Reading Teacher, 2024
Teaching elementary students how to read is undeniably crucial, yet a substantial number of children encounter difficulties despite early interventions. Cross-age tutoring, a pedagogical approach that pairs older students with younger peers, emerges as a cost-effective solution that brings academic and social benefits to both the tutor and the…
Descriptors: Cross Age Teaching, Tutoring, Reading Instruction, Elementary School Teachers
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Andreas Lachner; Leonie Sibley; Salome Wagner – Educational Psychology Review, 2024
In educational research, there is the general trade-off that empirical evidence should be generalizable to be applicable across contexts; at the same time, empirical evidence should be as specific as possible to be localizable in subject-specific educational interventions to successfully transfer the empirical evidence to educational practice.…
Descriptors: Evidence Based Practice, Instructional Effectiveness, Science Instruction, Instructional Design
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Gretchen Scheibel – TEACHING Exceptional Children, 2024
For the last decade, educators have been directed to use evidence-based practices in their classrooms. However, despite this direction, the use of these practices is not widespread in many classrooms. Though many resources exist to help educators locate and select these practices educators face barriers which make these practices infeasible or…
Descriptors: Students, Student Needs, Evidence Based Practice, Decision Making
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Masters, Allyson Strmiska; Scott, Molly E.; Wright, Charlotte A.; Spiewak Toub, Tamara; Dickinson, David K.; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy – Reading Teacher, 2023
Shared book reading is a common and effective way to support vocabulary knowledge. However, it is not the only pedagogy for supporting this learning goal. We propose a "toolbox" of activities that teachers can use to foster vocabulary acquisition in young children. We first discuss the science behind why these activities are effective…
Descriptors: Early Childhood Education, Play, Vocabulary Development, Young Children
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Beahm, Lydia A.; Cook, Bryan G. – Advances in Learning and Behavioral Disabilities, 2021
The research-to-practice gap occurs when practices supported as effective by research are infrequently used in applied settings, such as classrooms. This gap may be due to teachers preferring to use practices they find to be trustworthy, usable, and accessible. Instead of relying on research, teachers frequently use resources from other teachers,…
Descriptors: Evidence Based Practice, Theory Practice Relationship, Teacher Effectiveness, Instructional Effectiveness
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Lane, Holly B.; Contesse, Valentina A.; Gallingane, Caitlin – Intervention in School and Clinic, 2023
Students with learning disabilities in word-level reading typically require explicit, systematic, and intensive phonics intervention. Teachers' capacity to provide effective intervention depends largely on their depth of understanding of language and their proficiency with evidence-based instructional methods. This article outlines the key…
Descriptors: Phonics, Intervention, Instructional Effectiveness, Reading Skills
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Polanin, Joshua; Caverly, Sarah; Pollard, Erin; Bzura, Robin; Davis, Elisabeth; Goldston, Cora; Gnedko-Berry, Natalya; Lindsay, Jim; Nolan, Elizabeth; Song, Mengli; Swan, Danny; Tanner-Smith, Emily; Taylor, Joe; Valentine, Jeff; Williams, Ryan – What Works Clearinghouse, 2021
The What Works Clearinghouse (WWC) is an investment of the U.S. Department of Education's Institute of Education Sciences. Its purpose is to provide educators, policymakers, researchers, and the public with a central and trusted source of scientific evidence on what works in education. The WWC's goal is to produce high-quality products that help…
Descriptors: Clearinghouses, Federal Programs, Educational Research, Instructional Effectiveness
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Andrew Potter; Joshua Wilson; Rod D. Roscoe; Tracy Arner; Danielle S. McNamara – Grantee Submission, 2023
This chapter provides an overview of research in computer-based writing instruction (CBWI). CBWI may entail any type of writing instruction with computers and may refer specifically to technologies that provide computer-generated feedback and instruction. The purpose of CBWI is to support students in improving their written products and writing…
Descriptors: Computer Assisted Instruction, Writing Instruction, Feedback (Response), Writing Improvement
Ayse Nur Kart – Online Submission, 2023
Reading is one of the most significant academic skills and numerous students have difficulties with reading including students who are deaf and hard of hearing. An average student with hearing impairments graduates from a high school with a fourth-grade reading comprehension level that is alarmingly poor. Several reasons may cause this low reading…
Descriptors: Turkish, Phonics, Hearing Impairments, Deafness
Yanek, K.; Goodman, S. – Center on Positive Behavioral Interventions and Supports, 2023
There is a research base for practices associated with Positive Classroom Behavior Supports (PCBS). An ongoing concern in the field is how to support educators in selecting and implementing with fidelity, the evidence-based practices matched to student needs. The classroom strand at the recent 2022 Center on Positive Behavioral Interventions and…
Descriptors: Adults, Positive Behavior Supports, Evidence Based Practice, Elementary School Teachers
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Lam, Elizabeth A.; Kunkel, Amy K.; McKevett, Nicole M.; McMaster, Kristen L. – TEACHING Exceptional Children, 2022
With over 70% of fourth-, eighth-, and twelfth-grade students in the United States scoring below proficiency levels in writing (NCES, 2009), teachers must provide early and effective writing intervention to accelerate students' writing skills to meet grade-level standards. In this paper, we provide teachers with a theoretical framework to…
Descriptors: Teaching Methods, Writing Instruction, Standards, Writing Processes
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Berk, Ronald A. – International Journal of Technology in Teaching and Learning, 2021
The COVID-19 pandemic upended higher education in March 2020 and has continued into 2022. Within days of the international lockdowns, an emergency conversion from face-to-face (F2F) to remote learning occurred. Educators scrambled to convert their in-class teaching into some version of online teaching. The transformations ignited a surge in…
Descriptors: Evidence Based Practice, Humor, Web Based Instruction, Distance Education
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Weiss, Margaret P. – Advances in Special Education, 2018
Students with learning disabilities (LD) have a wide range of academic needs. Since the passing of P.L. 94-142, significant research has been done on effective interventions for this group of students. Starting with the Learning Disabilities Research Institutes through the recent Handbook of Learning Disabilities, reviews of lines of research make…
Descriptors: Intervention, Students with Disabilities, Learning Disabilities, Instructional Effectiveness
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Aiken, Heather H.; Bratsch-Hines, Mary; Amendum, Steve; Vernon-Feagans, Lynne – Reading Teacher, 2021
This article describes four key principles from Targeted Reading Instruction (TRI, formerly called Targeted Reading Intervention), an evidence-based early reading intervention and professional development program. Focused on accelerating the growth of students not yet meeting grade-level expectations, one-on-one 15-minute daily TRI lessons engage…
Descriptors: Reading Instruction, Instructional Effectiveness, Intervention, Evidence Based Practice
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McKeown, Debra; FitzPatrick, Erin; Ennis, Robin Parks; Sanders, Sara – Learning Disabilities Research & Practice, 2021
Self-regulated strategy development (SRSD) is an instructional framework considered to be an evidence-based practice in writing. In this article, SRSD's foundations and structure is briefly described. Then, the authors provide a summary of studies of SRSD applied across content areas, including writing, reading, mathematics, science, and social…
Descriptors: Metacognition, Learning Strategies, Teaching Methods, Guidelines
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