This article highlights major points of each of the articles in this special issue on the research to practice gap in special education. It then considers some broader implications, especially the need to foster and establish collegial networks to counter the isolation in which many teachers currently work. (Contains references.) (DB)

This report presents results of a comprehensive review of the research on the improvement of reading comprehension for students with disabilities and is organized into two major sections, the first on learning disabilities and the second on low incidence disabilities. Section 1 is organized into seven chapters which cover: (1) an explanation of…

This article summarizes the critical findings of recent research syntheses concerning intervention with students who have learning disabilities. The syntheses examined research on higher-order processing and problem- solving, reading comprehension, written expression, and grouping practices associated with improved outcomes in reading. Principles…

Procedures and strategies that consistently lead to teachers' sustained use of innovative research-based practices are characterized by the provision of both behavioral and technical support and opportunities for teachers to explore the conceptual aspects underlying the research. A case study illustrating these components suggests reasons for…

The use of coaching to bring research-based teaching practices into general education classrooms to improve reading instruction for students with learning disabilities is explored. Twelve elementary teachers were trained and mentored by consultants and two special education coaches. Special and general educators conceptualized teaching differently…