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How Grades 4 to 8 Teachers Can Deliver Intensive Vocabulary and Reading Comprehension Interventions to Students with High-Functioning Autism Spectrum Disorder
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Cravalho, Danielle A.; Jimenez, Zaira; Shhub, Aya; Solis, Michael – Beyond Behavior, 2020
This article discusses use of a multicomponent intervention to develop the reading skill and performance of grades 4 to 8 students identified with high-functioning autism spectrum disorder. Reading intervention targets for this population are vocabulary, fluency, and comprehension. Reading intervention elements involve explicit vocabulary…
Descriptors: Grade 4, Grade 5, Grade 6, Grade 7
What Makes a Difference in Writing Instruction When Working with Priority Learners: An Inquiry into Effective Teacher Practice
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Gadd, Murray; Parr, Judy M. – set: Research Information for Teachers, 2022
This article, based on a 2-year study of working strategically with Years 5 to 8 priority learners, concludes that what is effective writing instruction for all students is particularly effective for priority learners. It also suggests, however, that knowing your students well and making adaptations to some dimensions of effective writing…
Descriptors: Writing Instruction, Instructional Effectiveness, Teaching Methods, Writing Achievement
Generating Positive Outcomes by Years 5 to 8 Priority Learners in Writing: An Inquiry into Effective Teacher Practice
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Parr, Judy M.; Gadd, Murray – Teaching and Learning Research Initiative, 2018
Writing is a demanding, multidimensional process that is, cognitively and socially, highly complex. Success in writing is vital to success in education and in the workforce. Writing is increasingly used to demonstrate learning through schooling and has the potential to contribute toward understanding and learning in the content areas. The project…
Descriptors: Foreign Countries, Grade 5, Grade 6, Grade 7
Inquiry-Based Instruction and Teaching about Nature of Science: Are They Happening?
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Capps, Daniel K.; Crawford, Barbara A. – Journal of Science Teacher Education, 2013
Anecdotal accounts from science educators suggest that few teachers are teaching science as inquiry. However, there is little empirical evidence to support this claim. This study aimed to provide evidence-based documentation of the state-of-use of inquiry-based instruction and explicit instruction about nature of science (NOS). We examined the…
Descriptors: Inquiry, Active Learning, Direct Instruction, Science Instruction
Vocabulary Strategies that Work: Do This-Not that!
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Wilfong, Lori – Eye on Education, 2013
Update your vocabulary practices to meet the Common Core and improve students' word knowledge! This new, clearly-structured guide shows you how. It's packed with engaging, research-based, classroom-ready strategies for teaching vocabulary. Topics include: (1) Selecting meaningful words for direct instruction; (2) Strategies for engaging students…
Descriptors: Academic Discourse, Second Language Learning, Direct Instruction, Vocabulary Development
Teaching Students Who Struggle with Learning to Think before, while, and after Reading: Effects of Self-Regulated Strategy Development Instruction
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Mason, Linda H. – Reading & Writing Quarterly, 2013
Explicit strategy instruction combined with student-directed self-regulation in conjunction with cognitive strategies has proven effective in supporting low-achieving students' reading comprehension. Experts have extended 1 such approach, self-regulated strategy development (SRSD) for the expository reading comprehension Think before reading,…
Descriptors: Direct Instruction, Reading Comprehension, Cognitive Processes, Reading Strategies