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Download full textSharon Vaughn; Michael J. Kieffer; Margaret McKeown; Deborah K. Reed; Michele Sanchez; Kimberly St. Martin; Jade Wexler; Madhavi Jayanthi; Russell Gersten; Joseph Dimino; Mary Jo Taylor; Rebecca Newman-Gonchar; Sarah Krowka; Kelly Haymond; Samantha Wavell; Julia Lyskawa; Seth Morgan; Betsy Keating; Armando Yañez – What Works Clearinghouse, 2022
Virtually every teacher works with at least some and sometimes many, students who struggle to read on grade level. Recent research has demonstrated success in improving the reading level of students in grades 4-9 with reading difficulties. This practice guide, developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel,…
Descriptors: Reading Programs, Intervention, Reading Improvement, Reading Difficulties
Fuchs, Lynn S.; Bucka, Nicole; Clarke, Ben; Dougherty, Barbara; Jordan, Nancy C.; Karp, Karen S.; Woodward, John – What Works Clearinghouse, 2021
Recent research has identified interventions that improved achievement for students with low test scores in mathematics. The Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades practice guide, developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, distills this recent research into…
Descriptors: Elementary School Students, Kindergarten, Young Children, Mathematics Instruction
What Works Clearinghouse, 2022
Based on recent research and in collaboration with expert panelists, the What Works Clearinghouse™ (WWC) has provided practical recommendations for preschool educators to use to help prepare young children benefit from learning opportunities they will encounter in school. The "Preparing Young Children for School Practice Guide" details…
Descriptors: Preschool Teachers, Preschool Education, School Readiness, Evidence Based Practice
Burchinal, Margaret R.; Krowka, Sarah; Newman-Gonchar, Rebecca; Jayanthi, Madhavi; Gersten, Russell; Wavell, Samantha; Lyskawa, Julia; Haymond, Kelly; Bierman, Karen; Gonzalez, Jorge E.; McClelland, Megan M.; Nelson, Kimberly; Pentimonti, Jill; Purpura, David J.; Sachs, Jason; Sarama, Julie; Schlesinger-Devlin, Elizabeth; Washington, Julie; Rosen, Emily – What Works Clearinghouse, 2022
By learning social-emotional, executive function, mathematics, and literacy skills in preschool, children are likely to be better prepared for the higher expectations and more formal curriculum in elementary school. Ensuring that all children are well prepared for elementary school is a priority for parents, caregivers, guardians, and policy…
Descriptors: Preschool Teachers, Preschool Education, School Readiness, Evidence Based Practice
Bilton, Caroline; Duff, Aoife – Education Endowment Foundation, 2021
This report offers seven practical, evidence-based recommendations that are relevant to all pupils, and particularly to those struggling with their literacy. To develop the recommendations, we reviewed the best available international research and consulted experts to arrive at key principles for effective literacy teaching. This second edition of…
Descriptors: Literacy Education, Reading Instruction, Teaching Methods, Evidence Based Practice
Hedges, S. – National Professional Development Center on Autism Spectrum Disorders, 2018
Technology-aided instruction and intervention (TAII) refers to instruction or intervention in which technology is the central feature supporting the acquisition of a goal for the learner. Technology is defined as "any electronic item, equipment, application, or virtual network that is used intentionally to increase/maintain, and/or improve…
Descriptors: Educational Technology, Technology Uses in Education, Autism, Pervasive Developmental Disorders
Bilton, Caroline; Tillotson, Sarah – Education Endowment Foundation, 2020
This report is part of a series of four guidance reports that the EEF has produced on the theme of language and literacy. It focuses on pupils between the ages of 5 and 7 in Key Stage 1. However, it may also be applicable to older pupils who have fallen behind their peers, or younger pupils who are making rapid progress. Separate reports cover…
Descriptors: Foreign Countries, Literacy Education, Reading Skills, Reading Instruction
National Center on Intensive Intervention, 2020
In this guide, the authors provide 5 key practices for teachers and families to support all students, including students with disabilities, at school and home. The authors identified a small number of practices that have a big impact on student learning and social-emotional-behavioral growth. These five key practices include: (1) Develop, teach,…
Descriptors: Students with Disabilities, Student Needs, Expectation, Teacher Expectations of Students
Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
Prompting (PP) includes any help given to a learner that assists the learner in using a specific skill or behavior. Sometimes referred to as an "errorless learning method," prompting reduces incorrect responding as learners acquire new skills. Prompting is a foundational practice that is used with other evidence-based practices (such as,…
Descriptors: Prompting, Autism, Pervasive Developmental Disorders, Evidence Based Practice
Office of Elementary and Secondary Education, US Department of Education, 2019
Tragic events in recent years underscore the need for school to be a safe and positive learning environment for every student. In the absence of a safe and positive learning environment, a student may feel disconnected, disregard consequences, and engage in bullying or other destructive behaviors. These conditions can foreshadow acts of violence…
Descriptors: Educational Environment, School Safety, School Policy, Discipline Policy
Griffin, W. – National Professional Development Center on Autism Spectrum Disorders, 2016
Exercise usually refers to the physical activity in which one engages in order to achieve a healthier level of physical fitness. The integration of daily opportunities for physical activity for learners with Autism Spectrum Disorder (ASD) is important for improving their basic physical fitness. In addition to physical fitness, exercise also can be…
Descriptors: Exercise, Autism, Pervasive Developmental Disorders, Physical Activities
Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
Based on the principles of applied behavior analysis (ABA), discrete trial training (DTT) is used to develop a new response to a stimulus. DTT is based upon the principle of breaking down behavior into discrete steps called a "single teaching unit" or learning trials. Trials are repeated several times with the learner receiving…
Descriptors: Autism, Pervasive Developmental Disorders, Behavior Modification, Training
Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
Learners with Autism Spectrum Disorder (ASD) often struggle with learning new skills or behaviors, especially when these behaviors are complex or have multiple components. Task analysis (TA) can be used to help break down and teach these chained behaviors. Chained behaviors are behaviors or skills which consist of multiple steps such as tying…
Descriptors: Autism, Pervasive Developmental Disorders, Evidence Based Practice, Task Analysis
Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
Reinforcement (R+) is used to teach target skills and increase desired behaviors. Other evidence-based practices (for example, prompting, pivotal responses training) draw upon components of reinforcement. Reinforcement describes the relationship between learner behavior and a consequence that follows the behavior. The relationship between the…
Descriptors: Reinforcement, Autism, Pervasive Developmental Disorders, Evidence Based Practice
Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
Visual supports are concrete cues that are paired with, or used in place of, a verbal cue to provide the learner with information about a routine, activity, behavioral expectation, or skill demonstration. Visual supports might include: "pictures," "written words," "objects," "arrangement of the environment,"…
Descriptors: Autism, Pervasive Developmental Disorders, Visual Aids, Cues
