On Educational psychology: A cognitive view.

Summary Of the more than 1,300 studies identi-fied as potentially addressing the effect of teacher professional development on student achievement in three key con-tent areas, nine meet What Works Clear-inghouse evidence standards, attesting to the paucity of rigorous studies that directly examine this link. This report finds that teachers who receive sub-stantial professional development—an average of 49 hours in the nine studies—can boost their students’ achievement by about 21 percentile points. How does teacher professional development affect student achievement? The connection seems intuitive. But demonstrating it is difficult. Examining more than 1,300 studies identified as potentially addressing the effect of teacher professional development on student achieve-ment in three key content areas, this report finds nine that meet What Works Clearing-house evidence standards. That only nine meet standards attests to the paucity of rigorous studies that directly assess the effect of in-service teacher professional development on student achievement in mathematics, science, and reading and English/language arts.But the results of those studies—that average control group students would have increased their achievement by 21 percentile points if their teacher had received substantial profes-sional development—indicates that provid-ing professional development to teachers had a moderate effect on student achievement across the nine studies. The effect size was fairly consistent across the three content areas reviewed. All nine studies focused on elementary school teachers and their students. About half fo-cused on lower elementary grades (kindergar-ten and first grade), and about half on upper elementary grades (fourth and fifth grades).Six studies were published in peer-reviewed journals; three were unpublished doctoral dissertations. The studies were not particularly recent, ranging from 1986 to 2003.Five studies were randomized controlled trials that meet evidence standards without reserva-tions. Four studies meet evidence standards with reservations (one randomized controlled trial with group equivalence problems and three quasi-experimental designs).Four focused on student achievement in read-ing and English/language arts—unsurprising given the large literature in this content area. Two studies focused on mathemat-ics, two on mathematics and reading and

https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/rel_2007033_sum.pdf

Reviewing the evidence on how teacher professional development affects student achievement

In this study, we introduce a new analytic strategy for comparing the cognitive profiles of children developing reading skills at different rates: a regression-based logic that is analogous to the reading-level match design, but one without some of the methodological problems of that design. It provides a unique method for examining whether the reading subskill profiles of poor readers with aptitude/achievement discrepancy differ from those without discrepancy. Children were compared on a varied set of phonological, orthographic, memory, and language processing tasks. The results indicated that cognitive differences between these 2 groups of poor readers all reside outside of the word recognition module

Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.

A Study of Thinking

We review the body of research on reading comprehension for students with learning disabilities. First, we describe the factors that lead to the comprehension difficulties of these students. Next we describe our procedures for reviewing the literature on effective instructional methods for this population. Next we review the body of studies involving instructional methods for improving the comprehension of narrative text. This is followed by the research on techniques for improving the comprehension of expository text. We conclude with a discussion of ongoing issues in the field—in particular, (a) the increased use of socially mediated instruction, (b) the need to teach multiple strategies to students to improve comprehension, and (c) controversies in how important it is to explicitly teach specific strategies versus merely providing flexible frameworks to structure dialogue on texts read.

Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research

Strategies for Teaching Students with Learning and Behavior Problems. Fifth Edition.

I. UNDERSTANDING and PLANNING INSTRUCTION for STUDENTS with LEARNING and BEHAVIOR PROBLEMS Chapter 1: The Teaching--Learning Process Chapter 2: Approaches to Learning and Teaching Chapter 3: Response to Intervention Chapter 4: Promoting Social Acceptance and Managing Behavior Chapter 5: Communicating, Collaborating, and Coteaching: Working with Professionals and Families II. INSTRUCTING STUDENTS with LEARNING and BEHAVIOR PROBLEMS Chapter 6: Assessing and Teaching Oral Language Chapter 7 Assessing and Teaching Reading: Phonological Awareness, Phonics, and Word Recognition Chapter 8 Assessing and Teaching Reading: Fluency and Comprehension Chapter 9: Assessing and Teaching Writing and Spelling Chapter 10: Assessing and Teaching Content Area Learning and Vocabulary Instruction Chapter 11: Assessing and Teaching Mathematics Chapter 12: Transition Planning and Life Skills/Transition Education

Strategies for Teaching Students with Learning and Behavior Problems

Every chapter includes "Chapter Outline," "Focus Questions," "Introduction," "Summary," "Key Terms and Concepts," "Tips for Teachers," "Research Brief," "Tech Talk," "Making a Difference: The 60-Second Lesson," "Think and Apply," and "Read More About It" 1 Special Education and Inclusive Schooling IDEA and the Vocational Rehabilitation Act Responsibilities of Classroom Teachers Role of Collaboration in Meeting Students' Special Needs Inclusion 2 Teaching Students with Learning Disabilities or Attention Deficit Hyperactivity Disorder Learning Disabilities Definitions and Types of Learning Disabilities Characteristics of Students with Learning Disabilities Prevalence of Learning Disabilities Identification and Assessment of Students with Learning Disabilities Instructional Techniques and Accommodations with Students with Learning Disabilities Attention Deficit Hyperactivity Disorder Definitions and Types of Attention Deficit Hyperactivity Disorder Characteristics of Students with Attention Deficit Hyperactivity Disorder Prevalence of Attention Deficit Hyperactivity Disorder Identification and Assessment of Students with Attention Deficit Hyperactivity Disorder Instructional Guidelines and Accommodations for Students with Attention Deficit Hyperactivity Disorder 3 Teaching Students with Communication Disorders and with Pervasive Developmental Disorders Communication Disorders Prevalence of Communication Disorders Identification and Assessment of Students with Communication Disorders Instructional Guidelines and Accommodations for Students with Communication Disorders Pervasive Developmental Disorders Prevalence of Pervasive Developmental Disorders Identification and Assessment of Students with Pervasive Developmental Disorders Instructional Guidelines and Accommodations for Students with Pervasive Developmental Disorders Addressing Challenging Behaviors 4 Teaching Students with Emotional and Behavioral Disorders Definitions of Emotional and Behavioral Disorders Prevalence of Students with Emotional or Behavioral Disorders Types and Characteristics Emotional or Behavioral Disorders Causes of Emotional and Behavioral Disorders Identification and Assessment of Students with Students with Emotional and Behavioral Disorders Teaching Guidelines and Accommodations for Students with Emotional or Behavioral Disorders 5 Teaching Students with Mental Retardation and Severe Disabilities Definition and Types of Mental Retardation and Severe Disabilities Prevention of Mental Retardation Prevalence of Mental Retardation and Severe Disabilities Characteristics of Students with Mental Retardation and Severe Disabilities Identification and Assessment of Students with Mental Retardation and Severe Disabilities Instructional Guidelines and Accommodations for Teaching Students with Mental Retardation and Severe Disabilities 6 Teaching Students with Visual Impairments, Hearing Loss, Physical Disabilities, Health Impairments, or Traumatic Brain Injury Students with Visual Impairments Definition and Types of Visual Impairments Characteristics of Students with Visual Impairments Prevalence of Visual Impairments Identification and Assessment of Students with Visual Impairments Instructional Guidelines and Accommodations for Students with Visual Impairments Students with Hearing Loss Definition and Types of Hearing Loss Characteristics of Students with Hearing Loss Prevalence of Hearing Loss Identification and Assessment of Students with Hearing Loss Instructional Guidelines and Accommodations for Students with Hearing Loss Students with Physical Disabilities and Health Impairments Definition and Types of Physical Disabilities and Health Impairments Prevalence of Physical Disabilities and Health Impairments Characteristics of Students with Physical Disabilities and Health Impairments Identification and Assessment of Students with Physical Disabilities and Health Impairments Instructional Guidelines and Accommodations for Students with Physical Disabilities and Health Impairments 7 Planning and Grouping Strategies for Special Learners Model of the Planning Process Long-Term Planning Unit Planning Lesson Planning An Overview of Instructional Grouping Grouping Patterns 8 Managing Student Behavior Basic Principles of Managing Student Behavior Establishing the Classroom Climate Practices for Providing Positive Behavioral Support Enhancing Students' Self-Concepts Teaching Social and Self-Management Skills 9 Collaborating and Coordinating with Other Professionals and Family Members Consultation and Collaboration Cooperative Teaching Critical Communication Skills Working with Parents 10 Teaching Culturally and Linguistically Diverse Students Diversity in Classrooms and Schools Multicultural Education Linguistic Diversity and Second Language Acquisition Instructional Guidelines and Accommodations for Culturally and Linguistically Diverse Students 11 Accommodating for Other Special Needs: Students At Risk and Students with Special Talents Defining Students At Risk Conditions That Place Students At Risk Prevalence of Students At Risk Identifying Students At Risk Programs for Students At Risk Defining Giftedness Characteristics of Students Who Are Gifted and Talented Prevalence of Giftedness Identifying Students Who Are Gifted and Talented Programs for Students Who Are Gifted and Talented Instructional Guidelines and Accommodations 12 Teaching All Students to Succeed in Reading Current Trends in Reading Programs Effective Reading Instruction for Struggling Readers Strategies for Helping All Students with Phonological Awareness, Letter-Sound Correspondence, and the Alphabet Principle Strategies for Teaching Word Identification Strategies for Helping All Students Develop Fluency Strategies for Helping All Students Improve Reading Comprehension 13 Teaching All Students to Succeed in Writing Current Trends in Writing Curriculum and Instruction Teaching Writing as a Process Strategies for Establishing an Environment That Promotes Writing Strategies for Conducting a Writing Workshop Strategies for Teaching Narrative Writing Strategies for Teaching Expository Writing Strategies for Helping All Students Acquire Spelling Skills Strategies for Helping All Students Develop Handwriting Skills 14 Teaching All Students to Succeed in Mathematics Current Trends in Mathematics Curriculum and Instruction Difficulties in Learning Mathematics Effective Math Instruction for All Learners Strategies for Helping All Students Acquire Basic Math Skills Strategies for Helping All Learners Acquire and Use Computation Skills Strategies for Helping All Students Develop Problem Solving Skills 15 Teaching All Students to Succeed in the Content Areas Critical Issues in Content Area Instruction Learning Difficulties in the Content Areas Effective Content Area Instruction for All Learners Effective Content Area Reading Instruction for All Learners Effective Content Area Assignments, Homework, and Tests for All Learners Planning Interdisciplinary Thematic Units Glossary Index

Teaching exceptional, diverse, and at-risk students in the general education classroom

Drawing upon theory-driven vocabulary instruction and the vocabulary-reading comprehension connection, this study compared the effectiveness of three interactive vocabulary strategies derived from the knowledge hypothesis with definition instruction derived from the access and instrumental hypotheses. Subjects were 61 learning disabled junior-high students. Using content-area texts, students participated in one of three interactive strategies — semantic mapping (SM), semantic feature analysis (SFA), and semantic / syntactic feature analysis (SSFA) — or in definition instruction (DI). Learning was measured both at short and long term by vocabulary and comprehension multiple-choice items and written recalls. Results from the multiple-choice items suggested that students participating in the interactive strategies demonstrated greater comprehension and vocabulary learning than students receiving definition instruction. Results of the written recalls indicated qualitatively and quantitatively greater recalls ...

Effects of interactive vocabulary instruction on the vocabulary learning and reading comprehension of junior-high learning disabled students.

This study investigated the effect of an eight-step cognitive strategy on verbal math problem solving performance of six learning disabled adolescents. The cognitive strategy was designed to enable students to read, understand, carry out, and check verbal math problems that are encountered in the general math curriculum at the secondary level. Conditions of the multiple baseline desing included baseline, treatment, generalization, maintenance, and retraining. During treatment, students received strategy acquisition training, strategy application practice, and testing. Visual analysis of the data indicated this eight-step cognitive strategy to be an effective intervention for this sample of students who had deficits in verbal math problem solving. Overall, the students demonstrated impoved performance on twostep verbal math problems. Maintenance and generalization of the strategy were evident. This study has implications for an alternative teaching methodology that focuses on cognitive strategy training to...

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Candace S. Bos

Papers

Strategies for Teaching Students with Learning and Behavior Problems. Fifth Edition.

Strategies for Teaching Students with Learning and Behavior Problems

Teaching exceptional, diverse, and at-risk students in the general education classroom

Effects of interactive vocabulary instruction on the vocabulary learning and reading comprehension of junior-high learning disabled students.

The Effect of Cognitive Strategy Training on Verbal Math Problem Solving Performance of Learning Disabled Adolescents