Instruction

How To Increase Reading Comprehension: Repeated Reading and Oral/Written Retell

Learning Spark Blog: Jim Wright

References

  • Schisler, R., Joseph, L. M., Konrad, M., & Alber-Morgan, S. (2010). Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text. Psychology in the Schools, 47(2) 135-152.

How to Use Flashcards with Constant Time Delay: Letters, Numbers, Sight Words, Math Facts, Vocabulary

Learning Spark Blog: Jim Wright

Attachments

References

  • Hua, Y., Woods-Groves, S., Kaldenberg, E. R., & Scheidecker, B. J. (2013). Effects of vocabulary instruction using constant time delay on expository reading of young adults with intellectual disability. Focus on Autism and Other Disabilities, 28(2), 89-100.
  • Schuster, J. W., Stevens, K. B., & Doak, P. K. (1990). Using constant time delay to teach word definitions. Journal of Special Education, 24, 306-318.
  • Stevens, K. B., & Schuster, J. W. (1988). Time delay: Systematic instruction for academic tasks. Remedial and Special Education, 9(5), 16-21.

How To: Build Sight-Word Vocabulary With the Reading Racetrack

Learning Spark Blog: Jim Wright

Attachments

References

  • Rinaldi, L., Sells, D., & McLaughlin, T. F. (1997). The effect of reading racetracks on the sight word acquisition and fluency of elementary students. Journal of Behavioral Education, 7, 219-233.

How To: Build Sight-Word Vocabulary: 4 Methods

Learning Spark Blog: Jim Wright

Attachments

References

  • Baranek, A., Fienup, D. M., & Pace, G. (2011). Brief experimental analysis of sight word interventions: A comparison of acquisition and maintenance of directed interventions. Behavior Modification, 35(1), 78-94.
  • Burns, M. K., & Gibbons, K. A. (2008). Implementing response-to-intervention in elementary and secondary schools. Routledge: New York.
  • Ferkis, M. A., Belfiore, P. J., & Skinner, C. H. (1997). The effects of response repetitions on sight word acquisition for students with mild disabilities. Journal of Behavioral Education, 7, 307-324.
  • Hudson, R. F., Torgesen, J. K., Lane, H. B., & Turner, S. J. (2012). Relations among reading skills and sub-skills and text-level reading proficiency in developing readers. Reading and Writing, 25, 483-507.
  • NICHHD: National Institute of Child Health and Human Development. (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 (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
  • Ruwe, K., McLaughlin, T. F., Derby, K. M., & Johnson, J. (2011). The multiple effects of direct instruction flashcards on sight word acquisition, passage reading, and errors for three middle school students with intellectual disabilities. Journal of Developmental and Physical Disabilities, 23, 241-255.

How To: Promote Phonics Skills: Word Boxes & Word Sort

Learning Spark Blog: Jim Wright

Attachments

References

  • Joseph, L. M. (2002). Facilitating word recognition and spelling using word boxes and word sort phonic procedures. School Psychology Review, 31, 122-129.
  • NICHHD: National Institute of Child Health and Human Development. (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 (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

How To: Increase Reading Fluency With a Group Repeated-Reading Intervention

Learning Spark Blog: Jim Wright

Attachments

References

  • Homan, S. P., Klesius, J. P, & Hite, C. (1993). Effects of repeated readings and nonrepetive strategies on students' fluency and comprehension. Journal of Educational Research, 87(2), 94-99.
  • Klubnik, C., & Ardoin, S. P. (2010). Examining immediate and maintenance effects of a reading intervention package on generalization materials: Individual versus group implementation. Journal of Behavioral Education, 19, 7-29.
  • Lo, Y., Cooke, N. L. & Starling, A. L. P.(2011). Using a repeated reading program to improve generalization of oral reading fluency. Education and Treatment of Children, 34(1), 115-140.
  • Vaughn, S., Linan-Thompson, S., Kouzekanani, K., Bryant, D. P., Dickson, S., & Blozis, S. A. (2003). Reading instruction grouping for students with reading difficulties. Remedial and Special Education, 24, 301-315.

How To: Match the Student to the Right Academic Intervention with the Instructional Hierarchy

Learning Spark Blog: Jim Wright

Attachments

References

  • Ardoin, S. P., & Daly III, E. J. (2007). Close encounters of the instructional kind-how the instructional hierarchy is shaping instructional research 30 years later. Journal of Behavioral Education, 16, 1-6.
  • Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R: Research in the classroom. Columbus, OH: Merrill.
  • Hasbrouck, J., & Tindal, G. (2005). Oral reading fluency: 90 years of measurement. Eugene, OR: Behavioral Research & Teaching/University of Oregon. Retrieved from http://brt.uoregon.edu
  • Lo, Y., Cooke, N. L. & Starling, A. L. P. (2011). Using a repeated reading program to improve generalization of oral reading fluency. Education and Treatment of Children, 34(1), 115-140.
  • Martens, B. K., & Witt, J. C. (2004). Competence, persistence, and success: The positive psychology of behavioral skill instruction. Psychology in the Schools, 41(1), 19-30.National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for mathematics. Washington, DC: Authors.
  • Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., and Metcalfe, J. (2007).  Organizing instruction and study to improve student learning (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ncer.ed.gov.
  • Rhymer, K. N., Skinner, C. H., Jackson, S., McNeill, S., Smith, T., & Jackson, B. (2002). The 1-minute explicit timing intervention: The influence of mathematics problem difficulty. Journal of Instructional Psychology, 29(4), 305-311.
  • Skinner, C. H., McLaughlin, T. F., & Logan, P. (1997). Cover, copy, and compare: A self-managed academic intervention effective across skills, students, and settings. Journal of Behavioral Education, 7, 295-306.
  • Uberti, H. Z., Mastropieri, M. A., & Scruggs, T. E. (2004). Check it off: Individualizing a math algorithm for students with disabilities via self-monitoring checklists. Intervention in School and Clinic, 39(5), 269-275.
  • Waller, R. D., & Higbee, T. S. (2010). The effects of fixed-time escape on inappropriate and appropriate classroom behavior. Journal of Applied Behavior Analysis, 43, 149-153.

How To: Document Classroom Academic & Behavioral Interventions

Learning Spark Blog: Jim Wright

Attachments

References

  • Bergan, J. R. (1995). Evolution of a problem-solving model of consultation. Journal of Educational and Psychological Consultation, 6(2), 111-123.
  • Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematic process for finding and eliminating problems. School Psychology Review, 33, 363-383.

How To: Deliver Direct Instruction in General-Education Classrooms

Learning Spark Blog: Jim Wright

Attachments

References

  • Baker, S., Gersten, R., & Lee, D. (2002).A synthesis of empirical research on teaching mathematics to low-achieving students. The Elementary School Journal, 103(1), 51-73.
  • Burns, M. K., VanDerHeyden, A. M., & Boice, C. H. (2008). Best practices in intensive academic interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.1151-1162). Bethesda, MD: National Association of School Psychologists.
  • Carnine, D.W. (1976). Effects of two teacher presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199-206.
  • Gettinger, M., & Seibert, J.K. (2002). Best practices in increasing academic learning time. In A. Thomas (Ed.), Best practices in school psychology IV: Volume I (4th ed., pp. 773-787). Bethesda, MD: National Association of School Psychologists.
  • Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., and Metcalfe, J. (2007) Organizing instruction and study to improve student learning (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ncer.ed.gov.
  • Rosenshine, B. (2008). Five meanings of direct instruction. Center on Innovation & Improvement. Retrieved from http://www.centerii.org
  • Rosenshine, B., & Stevens, R. (1995). Functions for teaching well-structured tasks. Journal of Educational Research, 88, 262–268.
  • Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the  Schools, 42, 389-403.

How To: Teach Student Writing Skills: Elements of Effective Writing Instruction

Learning Spark Blog: Jim Wright

Attachments

References

  • Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1(3), 98-101.
  • Graham, S., & Hebert, M. (2010). Writing to Read: Evidence for how writing can improve reading. Alliance for Excellence in Education. Washington, D.C.
  • Graham, S., McKeown, D., Kiuhare, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879-896.
  • Graham, S., & Perrin, D. (2007). Writing Next: Effective strategies to improve writing of adolescents in middle and high school. Alliance for Excellence in Education. Washington, D.C.
  • Robinson, L. K., & Howell, K. W. (2008). Best practices in curriculum-based evaluation and written expression. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 439-452). Bethesda, MD: National Association of School Psychologists.
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