Scientifically Based Research Best Practices

The reauthorization of the Elementary and Secondary Schools Act of 2001, known as the No Child Left Behind Act of 2001 (NCLB) requires that programs and practices be based on research. See:

http://nclb2.ecs.org/projects_centers/index.aspx?IssueID=114&IssueName=Scientifically%20Based%20Research 

The Office of Elementary and Secondary Education at the U. S. Department of Education provides guidance to schools on what scientifically based research is and how to assess the quality, relevance and usefulness of the research. See

http://www.ed.gov/programs/compreform/guidance/appendc.doc 

In 2000 the Coalition for Evidence-Based Policy, a project sponsored by the Council for Excellence in Government at the Institute of Educational Sciences published Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide. The guide is intended to provide K-12 educators a means to evaluate whether an educational intervention is backed by research.

Another source provided by the U.S. Department of Education is the What Works Clearinghouse. This web site presents information regarding the scientifically based programs and practices. See: http://www.whatworks.ed.gov/ .

Best Evidence Encyclopedia distills evidence from several different research groups on promising practices and interventions in education. It’s produced by the federally funded Center for Data-Driven Reform in Education, at Johns Hopkins University in Baltimore.
www.bestevidence.org

The Multimedia Educational Resources for Learning and Online Learning provides peer reviewed online teaching and learning materials. See: http://www.merlot.org/merlot/index.htm

The intention of this document is to provide information regarding scientifically based research best practices in the area of English/language arts and Mathematics. It is not intended to be comprehensive. Information and research in the field is changing rapidly. This document will provide guidance on what practices in the areas of English/language arts and mathematics are based on research. This document is not intended to endorse nor indict any educational practice.

ENGLISH/LANGUAGE ARTS

The Office of Educational Research and Improvement at the U.S. Department of Education has provided a document that presents a synthesis of research for classroom practice. See Chapter 1 at:

http://www.mcrel.org/PDF/Synthesis/5012RR_RSStandardsClassroomPractice.pdf 

Also see:

http://www.readingrockets.org/research/ 

Miscellaneous resources for English/language arts:

What Is Scientifically-Based Research on Progress Monitoring?
Lynn S. Fuchs and Douglas Fuchs

http://www.studentprogress.org/library/What_is_Scientificall_%20Based_Research.pdf
Approximately 80 percent of students with learning disabilities have been described as reading disabled. Resources within this section provide information and advice on what parents and educators can do to help students with LD gain reading skills.
http://www.ldonline.org/indepth/reading 

Sites to help parents help their children. Multiple resources to help instruct your child on the ins and outs of reading.
http://www.internet4classrooms.com/parents.htm 

Fun activities parents can use to build children’s language skills. Includes reading checklists, typical language accomplishments for different age groups, book suggestions, and resources for children with reading problems or learning disabilities.
www.ed.gov/parents/academic/help/reader/reader.pdf 

Suggestions for improving early childhood education in preschool, day care and other settings.
www.nap.edu/books/0309068363/html/ 

How to choose a good early reading program
www.ed.gov/parents/read/resources/goodprogram.html

Addresses five areas: phonemic awareness, phonics, fluency, vocabulary and text comprehension.
www.nifl.gov/partnershipforreading/publications/PFRbooklet.pdf

The literacy center serves more than a million free literacy lessons a month to children in 141 countries. It provides safe learning activities for parents and teachers to share with young children. All online lessons are free of advertising and free of charge.
www.literacycenter.net

The rate of growth and learning during your child’s early years is tremendous! Help her gain the skills she’ll need to read and be successful in school with these tips and resources.
http://school.familyeducation.com/reading/early-learning/38326.html 

Consortium on reading excellence (CORE)
Elementary Walk through form-checklist for a quick elementary classroom observation to monitor effective reading instruction.
http://www.corelearn.com/PDFS/coaching/observation%20WalkThrough%20Elementary.pdf 

Middle school Walkthrough Form-checklist for a quick middle school reading/English classroom observation to monitor effective reading instruction.
http://www.corelearn.com/PDFS/Coaching/Observation%20WalkThrough%20Middle.pdf 

Briefing papers: What are the essential elements of a successful implementation of reading instruction? Learn what CORE has discovered has worked for K-8, secondary (6-12) and diverse learners.

CORE briefing paper k-8 reading
http://www.corelearn.com/PDFS/briefing%20Papers/CORE%20Briefing%20Paper%20K-8%20Reading.pdf  

CORE briefing paper secondary reading
http://www.corelearn.com/PDFS/Briefing%20Papers/CORE%20Briefing%20Paper%20Secondary%20Reading.pdf 

CORE pathways to literacy:
http://www.corelearn.com/Pathway_Main.htm 

Reading strategies from the Learning Together Company.
Reading Together Grade 2
http://learningtogether.com/inschool/r2.html

Reading together grade 3
http://learningtogether.com/inschool/r3.html 

Reading Together grades 4-6
http://learningtogether.com/inschool/rmiddle.html 

The Vaughn Gross Center for Reading and Language Arts at the University of Texas.
http://ww.texasreading.org/utcrla/

The research building blocks for teaching children to read
http://www.nifl.gov/partnershipforreading/publications/PFRbooklet.pdf 

Research based ideas for parents
http://www.nifl.gov/partnershipforreading/publications/readingk-3.pdf 

http://www.nifl.gov/nifl/publications.html - Scroll to Publications for Parents

English/Language Arts

The Center for Data Driven Reform at John Hopkins’s University has produced the Best Evidence Encyclopedia. The web site reviews programs English language learners. See: http://www.bestevidence.org/ELL/ell_summary_9_06.htm 

Also see: http://www.bestevidence.org/tech/tech_summary_10_06.htm 

Practices for effective reading instruction http://www.gisd.k12.nm.us/reading/bestprac.html
Learning Point Associates Literacy Research http://www.learningpt.org/page.php?pageID=15

The National Institute of Leadership, Disability, and Students Placed at Risk is a collaboration of faculty from ten universities nation wide. The web site contains training modules on several topics of interest to school leaders. One module in particular addresses school wide assessment in reading. To this and other training modules, see: http://www.uvm.edu/~nildspar/index.php . Once on the website, click on the modules tab. You will be asked to create a username and password. This is a free site.

Literacy has been delineated into six categories. Those include Phonemic Awareness, Phonics, Fluency, Comprehension, Vocabulary and Writing and Spelling. http://www.ed.gov/admins/lead/read/rb/edlite-slide002.html . The following links are provided as resources for each area.

Professor Garfield web site developed by Paws, Inc in conjunction with Ball State University. The site provides student activities in many areas of literacy. Be sure to visit the Teachers’ Lounge for additional resources.
http://www.professorgarfield.org/pgf_home.html 

PHONEMIC AWARENESS is defined as the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds (Yopp, 1992).
Phonemic awareness is the ability to notice, think about, and work with the individual sounds in words. We know that a student's skill in phonemic awareness is a good predictor of later reading success or difficulty. This section contains information about how to develop students' phonemic awareness http://www.readingrockets.org/articles/c52 
This website includes several phonemic awareness activities and gives examples of them. It also includes the materials needed for all of the activities. The website has a main menu that also provides access to many early literacy tools and documents http://www.sasked.gov.sk.ca/docs/ela/e_literacy/awareness.html 

PHONEMIC AWARENESS:

Phonemic awareness is the ability to hear and manipulate the sounds in words. Research has shown there is a very strong relationship between early phonemic awareness and later success in reading. It is an auditory/spoken process and does not involve letters or words in print. What it does involve is playing with the sounds of language to see how these sounds can be combined and pulled apart.

http://www.ed.gov/admins/lead/read/rb/edlite-slide003.html 
 

Phonological Awareness Concept Continuum: http://www.ed.gov/admins/lead/read/rb/edlite-slide004.html

Important Points about Phonemic Awareness:

• http://www.ed.gov/admins/lead/read/rb/edlite-slide005.html 
• http://www.ed.gov/admins/lead/read/rb/edlite-slide006.html 

Two Important Phonemic Awareness Activities: http://www.ed.gov/admins/lead/read/rb/edlite-slide007.html 

Some Cautions about Phonemic Awareness Instruction: http://www.ed.gov/admins/lead/read/rb/edlite-slide008.html 

PHONICS is the study of the way in which spellings represent the sounds that make up words (http://en.wikipedia.org/wiki/Phonics).

Article on Phonics Instruction (This site also has sightword phonics activities) : http://findarticles.com/p/articles/mi_m0STR/is_n2_v108/ai_21148006 

Research Regarding Phonics: http://www.projectpro.com/ICR/Research/Phonics/Summary.htm 

Phonics: http://www.ed.gov/admins/lead/read/rb/edlite-slide009.html 

Important Points about Phonics Instruction:

• http://www.ed.gov/admins/lead/read/rb/edlite-slide010.html 
• http://www.ed.gov/admins/lead/read/rb/edlite-slide011.html 

What is Systematic and Explicit Phonics Instruction?: http://www.ed.gov/admins/lead/read/rb/edlite-slide012.html

Some Approaches to Phonics Instruction:

• http://www.ed.gov/admins/lead/read/rb/edlite-slide013.html 
• http://www.ed.gov/admins/lead/read/rb/edlite-slide014.html 

Some Cautions about Phonics Instruction: http://www.ed.gov/admins/lead/read/rb/edlite-slide015.html 

FLUENCY

Meyer and Felton (1999) define fluency as the ability to read text “rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading, such as decoding” (p. 284).

Fluency: http://www.ed.gov/admins/lead/read/rb/edlite-slide016.html 

Important Points about Fluency: http://www.ed.gov/admins/lead/read/rb/edlite-slide017.html 

Why Fluency is Important: http://www.ed.gov/admins/lead/read/rb/edlite-slide018.html 

Improving Fluency: http://www.ed.gov/admins/lead/read/rb/edlite-slide019.html 

COMPREHENSION is defined at the ability to read with understanding a variety of texts for a variety of purposes which is a core literacy standard (Apthorp, H.S., et al 2001).

Partnership for reading: http://www.nifl.gov/partnershipforreading/adult_reading/adult_reading.html 

Focus on Reading Comprehension: IRA Programs and Resources: http://www.reading.org/resources/issues/focus_comprehension.html

Text Comprehension: http://www.ed.gov/admins/lead/read/rb/edlite-slide024.html 

What Should Be Taught – Key Comprehension Strategies: http://www.ed.gov/admins/lead/read/rb/edlite-slide025.html

How To Teach Comprehension Strategies: http://www.ed.gov/admins/lead/read/rb/edlite-slide026.html
 

VOCABULARY is semantic knowledge about words and relationships used to understand, create meaning, and communicate (Apthorp, H.S., et al 2001).

Vocabulary: http://www.ed.gov/admins/lead/read/rb/edlite-slide020.html

How Vocabulary is Learned: http://www.ed.gov/admins/lead/read/rb/edlite-slide021.html 

Teaching Individual Words: http://www.ed.gov/admins/lead/read/rb/edlite-slide022.html 

Teaching Word Learning Strategies: http://www.ed.gov/admins/lead/read/rb/edlite-slide023.html 

WRITING AND SPELLING Writing is defined as the act of recording information on a medium so that it may be read by others or at a later time. Spelling is the writing of a word or words with all necessary letters and diacritics present in an accepted, conventional order .

Research based writing:
http://www.epsbooks.com/downloads/research_papers/JustWrite_research.pdf#search=%22%22research%20based%22%20%2B%20writing%22 

Building a Powerful, Research-based Writing Component in a Balanced Literacy Program
With Sylvia Ford, Peggy Hoffman-Schmidt, and Cheryl Sigmon
http://www.cherylsigmon.com/pdf/IRA-handouts.pdf#search=%22%22research%20based%22%20%2B%20writing%22 

Research behind writing the “Four Blocks” way:
http://www.wfu.edu/education/fourblocks/Leadership_2004/ResearchBehindWritingThe4BlocksWay.ppt 

Spelling:

• http://www.spelldoctor.com/public/strategies.htm 
• http://www.learningbydesign.com/resources/suggestions.pdf#search=%22%22research%20based%22%20%2B%20spelling%22 
  
  

MATHEMATICS

The Office of Educational Research and Improvement at he U.S. Department of Education has provided a document that presents a synthesis of research for classroom practice. See Chapter 2 at:

http://www.mcrel.org/PDF/Synthesis/5012RR_RSStandardsClassroomPractice.pdf 

Also see:
http://standards.nctm.org/document/appendix/numb.htm 

Professor Garfield web site developed by Paws, Inc in conjunction with Ball State University. The site provides student activities in many areas of language arts, math, science and social studies. Be sure to visit the Teachers’ Lounge for additional resources.
http://www.professorgarfield.org/pgf_kbkids.html 

The Center for Data Driven Reform at John Hopkins’s University has produced the Best Evidence Encyclopedia. The web site reviews programs in Elementary Mathematics. See: http://www.bestevidence.org/math/math_summary.htm 

Also see: http://www.bestevidence.org/tech/tech_summary_10_06.htm 

Ratings of research based math materials:
http://www.sde.state.id.us/instruct/Curriculum/docs/currguides/researchbasedmath.pdf#search=%22%22research%20based%22%20%2B%20algebra%22 

A review of some mathematics programs:
http://www.whatworks.ed.gov/Products/BrowseByLatestReportsResults.asp?EvidenceRptID=03&ReportType=All#S 

Jeffco Public Schools, Golden Colorado mathematics professional development:
http://jeffcoweb.jeffco.k12.co.us/isu/math/mathsd/index.html 

Often referred to as dyscalculia, math-related learning disabilities are complex and require intervention by skillful teachers to help students achieve success. This web site gathered informative resources for both parents and educators regarding learning disabilities in the area of mathematics.
http://www.ldonline.org/indepth/math 

Sites to help parents help their children. Multiple sites to help instruct children on the ins and outs of mathematics.
http://www.internet4classrooms.com/parents.htm

Miscellaneous web sites for mathematics instruction:
10 components of effective schools for math development
http://www.tea.state.tx.us/math/TenComEffSch.htm 

Mathematics TEKS tool kit, materials to use in the classroom
http://www.utdanacenter.org/mathtoolkit/ 

Instructional practices, student preferences and the gaps between
http://psych.boisestate.edu/mbelcheir/papers/instructional%20practices.htm 

Ohio’s resource center for math, science and reading
http://www.ohiorc.org/browse/mathematics.aspx?type=topic 

Math lesson plans and resources
http://www.sitesforteachers.com/resources_sharp/math/math.html 

Mid-continent research for education and learning
http://www.mcrel.org/topics/topics.asp?topicsid=9 

Mathematics proficiency is defined in two categories. The first category is Content Standards. Content Standards include the areas of numbers and operations, algebra, geometry measurement and data analysis and probability. The second category for mathematics proficiency is Process Standards. Process standards include problem solving, reasoning and proof, communications, connections, and representations (Apthorp, H.S., et al 2001). The following links are provided as resources for each area.

MATHEMATICS - CONTENT STANDARDS

NUMBERS AND OPERATIONS

Southwest Education Development Laboratory: Working Systematically to Improve Student Learning: http://www.sedl.org/ws/number.html 

http://www.sedl.org/ws/pdfs/PTLC-NumberOperations.pdf#search=%22%22research%20based%22%20%2B%20numbers%20and%20operations%22 

National Council of Mathematics Teachers: http://standards.nctm.org/document/chapter3/numb.htm 

ALEGBRA

Southwest Education Development Laboratory: Working Systematically to Improve Student Learning: http://www.sedl.org/ws/algebra.html 

National Council of Mathematics Teachers: http://standards.nctm.org/document/chapter3/alg.htm 

GEOMETRY

Southwest Education Development Laboratory: Working Systematically to Improve Student Learning: http://www.sedl.org/ws/geometry.html 

National Council of Mathematics Teachers: http://standards.nctm.org/document/chapter3/geom.htm 

MEASUREMENT

Southwest Education Development Laboratory: Working Systematically to Improve Student Learning: http://www.sedl.org/ws/measurement.html 

National Council of Mathematics Teachers: http://standards.nctm.org/document/chapter3/meas.htm 

DATA ANALYSIS AND PROBABILITY

Southwest Education Development Laboratory: Working Systematically to Improve Student Learning: http://www.sedl.org/ws/data.html 

National Council of Mathematics Teachers: http://standards.nctm.org/document/chapter3/data.htm 

MATHEMATICS – PROCESS STANDARDS

PROBLEM SOLVING

National Council of Mathematics Teachers: http://standards.nctm.org/document/chapter3/prob.htm 

Jeffco Public Schools, Golden Colorado: http://jeffcoweb.jeffco.k12.co.us/isu/math/mathsd/problem/probapproch.html 

.Featuring original mathematics problem solving worksheets for teachers and parents to copy for their kids. Use them for teaching, reinforcement, and review. They are most appropriate for grades four and five, but many are designed to be challenging and informative to older and more advanced students as well.
http://www.rhlschool.com/math.htm

REASONING AND PROOF

National Council of Mathematics Teachers: http://standards.nctm.org/document/chapter3/reas.htm 

Jeffco Public Schools, Golden Colorado: http://jeffcoweb.jeffco.k12.co.us/isu/math/mathsd/problem/reason.htm 

COMMUNICATION

National Council of Mathematics Teachers: http://standards.nctm.org/document/chapter3/comm.htm

Jeffco Public Schools, Golden Colorado: http://jeffcoweb.jeffco.k12.co.us/isu/math/mathsd/problem/comm.htm 

CONNECTIONS

National Council of Mathematics Teachers: http://standards.nctm.org/document/chapter3/conn.htm 

REPRENSENTATIONS

National Council of Mathematics Teachers: http://standards.nctm.org/document/chapter3/rep.htm 

Jeffco Public Schools, Golden Colorado: http://jeffcoweb.jeffco.k12.co.us/isu/math/mathsd/problem/representation.htm 

References

Allington, R. & Baker, K. (1999). Best practices in literacy instruction for students with special needs. In L. M. L. Gambrell, S. Neuman & M. Pressley (Ed.), Best practices in literacy instruction (pp. 292-310). New York: Guilford. 

Apthorp, H.S., Dean,C.B., Florian, J.E., auer, P.A., Reichardt, R., Sanders, N.M., et al 2001. Standards in classroom practice research synthesis (Attachment 4 to the Updated Annual Plan).  Office of Education Research and Improvement.  Washington, D.C.:U.S. Department of Education.

Institute of Educational Sciences, 2000.  Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide.  Washington, DC: Council for Excellence in Government.  Coalition of Evidence-Based Policy.

Kame’enui, E. J., Simmons, D.C., & Coyne, M.D. (2000). Schools as host environments: Toward a schoolwide reading improvement model. Annals of Dyslexia, 50, 33-51

Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Arial">Old approaches and new directions. Annals of Dyslexia, 49, 283-306

Yopp, H. K. (1992). Developing Phonemic Awareness in Young Children. Reading Teacher, 45, 9, 696-703.

Additional Resources

A book that is a resource for a teacher who desires to include phonemic awareness instruction into a reading program.

• McCormick, C.E., Throneburg, R.N., & Smitely, J.M. (2002). A sound start: Phonemic awareness lessons for reading success. Solving problems in the teaching of literacy. New York, NY: Guilford Publications.

The current researchers conclude that the adoption of a non-categorical approach to reading disability is the most helpful for remediation practices<

• Pogorzelski, S., & Wheldall, K. (2005). The importance of phonological processing skills for older low-progress readers. Arial">Educational Psychology in Practice, 21 (1), 1-22.

Non-engaged readers benefit from discussion post silent reading

• Bryan, G., Fawson, P.C., & Ruetzel, D. R. (2003). Sustained silent reading: Exploring the value of literature discussion with three non-engaged readers. Reading Research and Instruction, 43 (1), 47-73.

A book that discusses many practical instruction strategies of reading for elementary children and the research.

• Bender, W.N, Larkin, M.J. (2003).  Reading strategies for elementary students with learning difficulties. Thousand Oaks, CA: Corwin Press Inc.

A study examining the efficacy of a computer program designed to create a generative learning curriculum for students termed the Expert Mathematician

• Baker, J. J. (1997). Effects of a generative instructional design strategy on learning mathematics and on attitudes towards achievement. Unpublished doctoral dissertation, University of Minnesota.