Joseph Dimino

The Realities of Translating Research into Classroom Practice

This paper synthesizes key findings to facilitate the translation of research into classroom practice and provides guidelines for how effective instructional practices might be implemented, supported, and sustained in schools. Excerpts from a case study are presented to show how research-based instructional approach translates into classroom practices in a local school district that tailors the approach to the realities of the local situation. In this paper, we review what the research suggests are the functions that allow a person in a leadership role to facilitate the translation of research into classroom practice. We describe how these functions were used to translate research into classroom practice in 2 school districts that are part of the Elementary and Middle School Technical Assistance Center (EMSTAC) project, a national research-to-practice effort. Examples of how these principles were put into practice and why different technical assistance approaches were used to implement research-based practices in a primary and middle school setting are discussed. We conclude with reflections on the intricate nature of effecting change at the local level, and the progress that can be made within those intricacies.

Teacher Study Group: Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade Classrooms

Randomized field trials were used to examine the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers’ reading comprehension and vocabulary instruction, their knowledge of these areas, and the comprehension and vocabulary achievement of their students. The multisite study was conducted in three large urban school districts from three states. A total of 81 first grade teachers and their 468 students from 19 Reading First schools formed the analytic sample in the study. Classroom observations of teaching practice showed significant improvements in TSG schools. TSG teachers also significantly outperformed control teachers on the teacher knowledge measure of vocabulary instruction. Confirmatory analysis of student outcomes indicated marginally significant effects in oral vocabulary.

Eyes on the Prize: Teaching Complex Historical Content to Middle School Students with Learning Disabilities:

This study compared two approaches for teaching a history unit on the Civil Rights Movement (1954–1965) to middle school students with learning disabilities (LD) in general education settings. The curriculum was designed to make the content challenging, but accessible. The major text was the documentary, Eyes on the Prize (DeVinney, 1991). Readings were brief and included primary sources from the time period. Curriculum content was constant in both instruction conditions, but in the experimental condition teachers isolated the video selections into brief 2- to 3-min segments to facilitate learning and used peer dyad activities to foster active processing of content. Students with and without disabilities in the experimental condition scored significantly higher on 2 of 3 content measures.

Synthesis of the Research on Story Grammar as a Means to Increase Comprehension.

We review the research on the effectiveness of one strategy, story grammar, in promoting the comprehension of narrative text in students with learning disabilities and at‐risk students. Instructional recommendations for successful implementation of this strategy are offered.

Visions and Revisions: A Special Education Perspective on the Whole Language Controversy:

This article discusses the conflict between emerging conceptions of literature-based or whole language approaches to reading/literacy instruction and the direct instruction approach that was widely advocated in the 1980s. The conceptualizations underlying each approach are delineated, as are the limitations. The essay concludes with a depiction of each approach as an idealized vision of the teaching-learning process and the assertion that, in practice, these approaches often overlap. It concludes with a call for research that examines issues in literacy instruction, in a nonpolemic fashion, through careful observation of actual teaching.

Intervention for First Graders With Limited Number Knowledge: Large-Scale Replication of a Randomized Controlled Trial

Replication studies are extremely rare in education. This randomized controlled trial (RCT) is a scale-up replication of Fuchs et al., which in a sample of 139 found a statistically significant positive impact for Number Rockets, a small-group intervention for at-risk first graders that focused on building understanding of number operations. The study was relatively small scale (one site) and highly controlled. This replication was implemented at a much larger scale—in 76 schools in four urban districts; 994 at-risk students participated. Intervention students participated in approximately 30 hours of small-group work in addition to classroom instruction; control students received typical instruction and whatever assistance the teacher would normally provide. Intervention students showed significantly superior performance on a broad measure of mathematics proficiency.

Effectiveness of Four Supplemental Reading Comprehension Interventions

Abstract This article presents evidence from a large-scale randomized controlled trial of the effects of four supplemental reading comprehension curricula (Project CRISS, ReadAbout, Read for Real, and Reading for Knowledge) on students’ understanding of informational text. Across 2 school years, the study included 10 school districts, more than 200 schools, and more than 10,000 fifth-grade students. Schools interested in implementing 1 of the 4 supplemental curricula were randomly assigned to 1 of 4 treatment groups or to a control group. The impact analyses in the studys first year revealed a statistically significant negative impact of Reading for Knowledge on students’ reading comprehension scores and no other significant impacts. The impact of ReadAbout was positive and significant in the studys second year among teachers with 1 year of experience using the intervention.

Bridging the Gap Between Research and Practice

I t is clear from the research reported in this issue that educators face many challenges when teaching students with disabilities, at all grade levels, how to make sense out of content area textbooks. Special educators do not face these challenges alone, as this is a difficult task for general educators as well. In this commentary, my goal is to identify and discuss three of these issues and to suggest practical, research-based ideas that should be considered when designing lessons in the content areas.

Too Much, Too Soon? Unanswered Questions From National Response to Intervention Evaluation:

The report of the national response to intervention (RTI) evaluation study, conducted during 2011–2012, was released in November 2015. Anyone who has read the lengthy report can attest to its complexity and the design used in the study. Both these factors can influence the interpretation of the results from this evaluation. In this commentary, we (a) explain what the national RTI evaluation examined and highlight the strengths and weaknesses of the design, (b) clarify the results of the evaluation and highlight some key implementation issues, (c) describe how rigorous efficacy trials on reading interventions can supplement several issues left unanswered by the national evaluation, and (d) discuss implications for future research and practice based on the findings of the national evaluation and reading intervention research.

The Strategic Use of Scaffolded Instruction in Social Studies Interventions for Students with Learning Disabilities

Several components of specialized instruction have historically influenced text-based interventions for students with learning disabilities (LD). This article addresses the unique role of scaffolded instruction, focusing on supporting students with LD to help them to develop strategies that promote reading for understanding and writing in social studies. The article begins with a discussion of the historical and theoretical foundations of scaffolded instruction to promote reading comprehension. The authors then describe three effective interventions for which scaffolding cognitive strategies during social studies instruction have played a central role. Suggestions for using scaffolded instruction as a mechanism for improving social studies outcomes are included. Considerations for new research as well as professional development to promote scaffolded social studies instruction for students with LD are also described.