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Papers on R&D for Instruction of Students with Disabilities
and of Culturally/Linguistically Diverse Students
The following may or may not meet all of the federal criteria for scientifically
based practice, but they reflect credible models or practices generated or being
generated by R&D, validation studies, rigorous evaluations beyond field testing,
and other methods.
Reading
A COMPENDIUM OF READING PRACTICES FOR GRADES K-3, LISTED BY GRADE LEVEL. (2000). Center to Accelerate
Student Learning, Vanderbilt University (Lynn Fuchs & Kim Paulsen). Reviews 15 major reading models,
including level of evidence of effectiveness, references, contacts, and web links. The models covered
in this paper are not shown elsewhere at the Monarch web site. Full text.
http://monarchcenter.org/pdfs/readingfuchs.pdf
Reading
READING NEXT: A VISION FOR ACTION AND RESEARCH IN MIDDLE AND HIGH SCHOOL LITERACY, a report to
the Carnegie Corporation of New York (October 2004).
--Reading Next is a cutting-edge report that combines the best research currently available with
well-crafted strategies for turning that research into practice. Written by five of the nation's
leading researchers, Reading Next charts an immediate route to improving adolescent literacy.
The authors outline 15 key elements of an effective literacy intervention, and call on public and
private stakeholders to invest in the literacy of middle and high school students today while
simultaneously building the knowledge base around adolescent literacy.
http://www.all4ed.org/publications/ReadingNext/index.html
Reading
ADOLESCENTS AND LITERACY: READING FOR THE 21ST CENTURY. (November 2003). Alliance for Excellent Education
(Michael l. Karnil, Stanford University) - Reviews research showing that "students who receive intensive,
focused literacy instruction and tutoring will graduate from high school and attend college in significantly greater numbers than those not receiving such attention, . . . (but) few middle or high schools have a comprehensive approach to teaching literacy across the curriculum." Examines research on improving literacy in grades 4-12 and demonstrates that effective methods for improving reading comprehension are already available for students of all ages. Strategy instruction for English language learners is included. Full text.
http://www.all4ed.org/publications/reports.html
Behavior,
APPLYING POSITIVE BEHAVIORAL SUPPORT AND FUNCTIONAL BEHAVIORAL ASSESSMENT IN SCHOOLS. (1999).
Center on Positive Behavioral Interventions and Supports, Technical Assistance Guide (George Sugai
& Robert Horner, University of Oregon; Glen Dunlap & Meme Hieneman, University of South Florida;
Timothy J. Lewis (University of Missouri); C. Michael Nelson, Terrance Scott, & Carl Liaupsin,
University of Kentucky; Wayne Sailor, Ann P. Turnbull, H. Rutherford Turnbull III, Donna Wickham,
Michael Ruef, & Brennan Wilcox, University of Kansas) -- Covers (a) contextual information on discipline
in public schools; (b) definition and features of positive behavior support in schools; (c) definition and
verview of functional-assessment-based behavior support planning; and (d) detailed steps in the functional
behavioral assessment and behavior support planning process.
Full text (look for TAG 1).
http://www.PBIS.org/english/Center_Products.htm
At-Risk, Mathematics
CATAMA (COMPUTER AND TEAM-ASSISTED MATH ACCELERATION), AN ELECTIVE REPLACEMENT APPROACH TO PROVIDING
EXTRA HELP IN MATH.
(1998). Center for Research on the Education of Students Placed at Risk, Johns Hopkins University
(Douglas J. MacIver, Robert Balfanz, & Stephen B. Plank)
-- CATAMA is a combination of computer-assisted instruction and structured cooperative learning that
students receive in addition to their regular math course for about ten weeks of the school year.
This report presents two studies of CATAMA. The first compares growth in math achievement for 96 seventh
graders, 48 of whom participated in CATAMA for ten weeks and 48 of whom were students of similar prior
achievement who attended a comparison school where CATAMA is not offered. The second study reports data
from interviews with CATAMA participants and observations of the program in action. Growth in mathematics
procedures achievement was about one-half a standard deviation higher for CATAMA participants than for
students in the comparison sample. Executive summary and full text.
http://www.csos.jhu.edu/crespar/techReports/Report21.pdf
ESL, Mathematics, Science
CRITICAL ISSUE: MASTERING THE MOSAIC - FRAMING IMPACT FACTORS TO AID LIMITED ENGLISH PROFICIENT STUDENTS
IN MATHEMATICS AND SCIENCE. (2002). North Central Regional Educational Laboratory (Gilbert Valdez, Deputy
Director; Asta Svedkauskaite, Northern Illinois University; & Mary McNabb, University of Denver)
-Promotes the need to examine the mosaic of factors that influence the success of English
language learners, and states that any effort to educate all students in exactly the same way is unfair.
Reviews instructional models, then focuses on the lens of math and science language, blends diverse factors that influence the mosaic's design, and suggests an emerging pattern of influences to help English language learners become successful learners of math and science. Full text.
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma700.htm
Various
EDUCATING HISPANIC STUDENTS: EFFECTIVE INSTRUCTIONAL PRACTICES. (2002).
Center for Research on Education, Diversity, and Excellence, Practitioner Brief No. 5
(Yolanda N. Padrón, Hersh C. Waxman, & Héctor H. Rivera, University of Houston)
-- A synthesis of the research on strategies that have been significant in advancing the achievement of Hispanic/Latino students. The identified teaching practices can be applied in any classroom and are beneficial for all students. Full text.
http://www.crede.ucsc.edu/products/print/pract_briefs/pb5.shtml
Reading
EFFECTS OF AN INTENSIVE READING INTERVENTION ON THE DECODING SKILLS OF HIGH SCHOOL STUDENTS WITH
READING DEFICITS. (2002). Institute for Academic Access, University of Kansas (Susan Woodruff,
Jean B. Schumaker, & Donald D. Deshler) -- Report of a study in which 9th graders with learning
disabilities and reading deficits in the experimental school were removed from their English classes
in small groups for 4 to 8 weeks for instruction in the Word Identification Strategy, a learning strategy
for decoding multisyllabic words. Matched students in the comparison school received traditional reading
instruction in their English classes. The whole group of experimental students (N = 62) made an average
gain of 3.4 grade levels in reading decoding skills. Matched students in the comparison school made an
average gain of 0.2 of a grade level. Results indicate that intense strategy instruction can boost
students' decoding skills by several grade levels within a relatively short period of time. Full text.
http://www.academicaccess.org/htmlfiles/research/reports.html
ESL
EFFECTS OF SHELTERED INSTRUCTION ON THE ACHIEVEMENT OF LIMITED ENGLISH PROFICIENT STUDENTS. (2003).
Center for Research on Education, Diversity, and Excellence/CREDE -- In sheltered instruction,
teachers use specific strategies to teach a specific content area (e.g., social studies or math)
in ways comprehensible to the students, while promoting their English language development. In
this study, researchers worked with middle school teachers to identify key practices of sheltered
instruction and to prepare a professional development model that enables more teachers to use sheltered
instruction effectively. Selected findings.
http://www.cal.org/crede/si.htm
ESL
FOSTERING ACADEMIC SUCCESS FOR ENGLISH LANGUAGE LEARNERS: WHAT DO WE KNOW? (1999).
WestEd Regional Educational Laboratory (Robert Linquanti) - Examines (a) terms used to describe
various language-minority students, instructional methods and program models; (b) instructional
practices and programs that work best for which students and the advantages and risks of different
approaches; (c) what the most rigorous research reviews tell us about English language acquisition
and about the role of students' native language in teaching reading, learning academic English, and
academic success; and (d) misconceptions that cloud the discussion. Includes a chart summarizing the
features of five bilingual and five immersion programs. Full text.
http://www.wested.org/policy/pubs/fostering
ESL, Early Reading
IMPLEMENTING READING FIRST WITH ENGLISH LANGUAGE LEARNERS (Spring 2002).
Directions in Language and Education, No. 15. National Clearinghouse for English Language Acquisition
and Language Instruction Education Programs (Beth Antunez) - Synthesizes broad research-based
recommendations for effective instruction of English language learners; explains the five
Reading First components and instructional practices in each, with research-based examples and
recommendations on effective instruction; and presents additional considerations for instructional
planning and implementation of reading programs with English language learners. Full text.
http://www.ncela.gwu.edu/ncbepubs/directions/15.pdf
Speech-Language; Reading, Writing
KNOWLEDGE AND SKILLS NEEDED BY SPEECH-LANGUAGE PATHOLOGISTS WITH RESPECT TO READING AND WRITING
IN CHILDREN AND ADOLESCENTS. (2002). ASHA Ad Hoc Committee on Reading and Writing - This knowledge
and skills document is an official statement of the American Speech-Language-Hearing Association.
It is among the ASHA Preferred Practice Patterns that define universally applicable characteristics
of practice. Full text.
http://www.asha.org/NR/rdonlyres/7EA339AB-A7EB-453D-9B09-ECCBB50C6ADB/0/19443_2.pdf
ESL
NATIONAL STUDY OF SCHOOL EFFECTIVENESS FOR LANGUAGE MINORITY STUDENTS' LONG-TERM ACADEMIC ACHIEVEMENT:
FINAL REPORT. (2002). Center for Research on Education, Diversity, and Excellence/CREDE
(Wayne P. Thomas & Virginia P. Collier) - Reports findings and recommendations from a five-year study
of the types of U.S. school programs provided for linguistically and culturally diverse students,
especially focusing on English language learners' academic achievements in grades K-12.
Includes qualitative and quantitative research findings from five urban and rural sites across the country. Full text.
http://www.crede.ucsc.edu/research/llaa/1.1_final.html
ESL, Reading
PREVENTING READING FAILURE FOR ENGLISH LANGUAGE LEARNERS: INTERVENTIONS FOR STRUGGLING FIRST-GRADE
L2 STUDENTS. (Winter 2003). NABE Journal of Research and Practice (Iliana Alanis, University of Texas
at Brownsville, and Judith Munter & Josefina Villamil Tinajero, University of Texas at El Paso
-- Describes student outcomes following the first year of implementation of an early reading
intervention designed to improve L1 literacy in first-grade language English language learners.
Full text.
http://www.uc.edu/njrp/pdfs/alanis.pdf
Reading, Language-Based Disabilities
PROCEEDINGS OF THE LEARNING DISABILITIES SUMMIT: BUILDING A FOUNDATION FOR THE FUTURE. (August 2001).
Sponsored by the Office of Special Education Programs, U.S. Department of Education --
Four of the nine papers include a focus reading or language-based disabilities.
Full texts.
http://www.air.org/ldsummit/letter.htm
Mathematics, Science
TEACHING CULTURALLY DIVERSE STUDENTS MATH AND SCIENCE. (2001).
CREDE AND NCISLA Special Joint Newsletter (the Cheche Konnen Group at TERC) -
A well annotated list of publications on teaching/learning practices in math and science
that have been effective with diverse students.
http://www.wcer.wisc.edu/ncisla/publications/newsletters/jointfinalinsert.pdf
Academic Literacies, Science
TEACHING SCIENCE TO AT-RISK STUDENTS: TEACHER RESEARCH COMMUNITIES AS A CONTEXT FOR PROFESSIONAL
DEVELOPMENT AND SCHOOL REFORM. (2001). Center for Research on Education, Diversity, and Excellence
(Beth Warren & Ann A. Rosebery. Cheche Konnen Center, TERC) -- In bilingual classrooms in grades 1-7,
researchers and teachers collaborated to examine interactions of culturally and linguistically diverse
students to find ways to improve children's encounters with academic literacies in school, particularly
science. The heart of science education reform is inquiry-based instruction that emphasizes meaning
and guided immersion in a community of practice, building on children's ideas and prior knowledge,
and helping them to develop mature concepts and practices representative of the science community.
The report describes classroom practices that engage children in exploring the potential meanings
and functions of their own ideas and ways
of expressing them. Executive summary and full text.
http://www.crede.ucsc.edu/research/sd/4.1_final.html#conclusions
Mathematics, Science
UPPING THE NUMBERS: USING RESEARCH-BASED DECISIONS TO INCREASE
DIVERSITY IN THE QUANTITATIVE DISCIPLINES. (2002). Campbell-Kibler
Associates with funding from the GE Fund (Patricia B. Campbell, Eric Jolley, Leslie
Hoey, & Lesley K. Perlman) - Report of one of the first studies to gather data on what
really works to increase under-represented students' interest and success in math,
science, engineering, and related disciplines. Discusses research-based implications for
change at 4th, 8th, and 12th grades, in college and in graduate school. Full text.
http://www.campbell-kibler.com/upping_the_numbers.pdf
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