Mary Abbott

The Research to Practice Gap in Special Education

In the last 100 years, research discoveries and new knowledge have transformed the lives of many around the world. Special education research has provided equally startling advances leading to improved practices that have dramatically improved the lives, learning, and competencies of persons with and without disabilities. Common to research in all disciplines is the gap between initial discoveries and their becoming a part of routine practices. However, unique to special and general education research are the separateness of the research and practice communities, the limited relevance of educational research, the failure to articulate manageable research-validated interventions, and the weak opportunities for professional development. These are among the primary reasons that explain the current gap between research and practice in special education. Implications and solutions are discussed.

Research to Practice: A Blueprint" for Closing the Gap in Local Schools

The long-standing gap between research and practice in general and special education has become a matter of national concern. Described in this article is a “blueprint” designed to bridge the gap based on lessons learned at the Juniper Gardens Childrens Project (JGCP). The goal of the blueprint is to initiate and sustain ongoing interactions between classroom teachers and researchers interested in using research-validated practices in local classroom settings. Its components are partnership, collaboration, consultation, and professional development. Discussed are the blueprint and some initial findings of its use. Considered are the implications of the blueprint and of successfully moving research into classroom practice.

Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention

This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of intervention. In addition to primary-tier reading instruction, the second-tier, small-group experimental interventions included use of (a) evidence-based direct instruction reading curricula that explicitly targeted skills such as phonological/phonemic awareness, letter-sound recognition, alphabetic decoding, fluency building and comprehension skills; and (b) small groups of 3 to 6 students. Students at comparison schools were not exposed to a three-tier reading program but received (a) an ESL intervention using balanced literacy instruction with a focus on word study, group and individual story reading, and writing activities; and (b) small groups of 6 to 15 students. The ESL/balanced literacy intervention was generally in addition to primary reading instruction. Results indicated generally higher gains for ELL students enrolled in direct instruction interventions. Implications for research and practice are discussed.

Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten Two-Year Results for Secondary- and Tertiary-Level Interventions

This article describes the implementation of small-group reading instruction as secondary- and tertiary-level components of a three-tier model of prevention and intervention. The study consisted of 83 students who were targeted in the winter of kindergarten as being at high risk for reading failure. Intervention consisted of evidence-based curriculum delivered in groups of one to six students during 30- to 40-min sessions a minimum of three times per week over a 2-year period. Outcome data were collected for early literacy skills, using the Dynamic Indicators of Basic Early Literacy Skills and Woodcock Reading Mastery Test, with comparisons across the different curricula. Results indicated that students in the more directed, explicit intervention groups generally out-performed students in the comparison group. Implications for future research and practice implementing schoolwide three-tier prevention models are discussed.

Phonemic Awareness in Kindergarten and First Grade.

about a “research-based” practice. A consultant works with the teachers for awhile to set up the program and maybe even conduct an evaluation and followup instruction. The consultant leaves; the teachers are on their own. A couple of years later, nobody can find evidence the program ever existed. Does this sound familiar? Why does this occur? What happens to make teachers drop programs that may even be excellent? (see box, “Why the Gap Between Research and Practice?”). The secret may lie in what does not happen. We set out to discover the secret to successful research-based practices as teachers use them in real life. The example we chose was a phonemic-awareness program; this article describes how phonemic-awareness research and intervention knowledge was successfully translated for teacher implementation— over 3 years. Steps for Strategy Implementation

Improving the Upside-Down Response-to-Intervention Triangle With a Systematic, Effective Elementary School Reading Team

In todays educational environment, schools struggle to meet the academic needs of every student. Many schools are challenged by the use of a response-to-intervention framework in which too many students need strong interventions. This article details a data-driven, decision-making response-to-intervention reading team model in which teachers, staff, and administrators from a school actively take responsibility for and monitor the schools academic results to improve classroom and intervention instruction.

The Combined Effects of Grade Retention and Targeted Small-Group Intervention on Students' Literacy Outcomes

This study matched 15 kindergarten and 1st-grade retained students in 7 schools with their promoted peers on grade-level literacy performance. Researchers collected literacy assessments, demographic information, and instruction dosage data. Retained kindergarten students received less intervention and did not benefit academically from retention. Promoted 1st-grade students who received additional small-group interventions showed a nearly significant interaction effect. Results suggest that approximately 2.5 hr per school day of general education and small-group intervention literacy instruction is needed to bring students within average range. The article discusses instructional and policy implications.

The Relationship of Error Rate and Comprehension in Second and Third Grade Oral Reading Fluency

This study explored the relationships of oral reading speed and error rate on comprehension with second and third grade students with identified reading risk. The study included 920 second and 974 third graders. Results found a significant relationship between error rate, oral reading fluency, and reading comprehension performance, and grade-specific guidelines for appropriate error rate levels. Low reading fluency and high error rates predicted the level of passage comprehension performance. For both second and third grade students, fall assessment error rate predicted comprehension performance. The acceptable third grade error rate cut point was 14%. Instructional implication are discussed.

A Research-to-Practice View of an Early Literacy PD Model

The purpose of this research-to-practice article is to describe the literacy and oral language professional development (PD) model that took place in a 3-year Early Reading First project in 9 Head Start and community-based school classrooms. Through our data-driven PD model, we provided 55 hr of training workshops for all classroom teaching staff based on the evidence-based literacy/language skills and learning strategies. Then, classroom coaches spent approximately 4 hr a week in each classroom working with teachers to plan for the next weeks instruction and supporting that instruction while it was occurring. Children were regularly assessed in areas of literacy/oral language, and teachers were assessed on the quality of the classroom environment and teacher fidelity of implementation of strategies learned during coaching and workshop training. Teachers also provided feedback on the quality of workshop training and participated in self-reflection discussions about implementation. Each of these data sour...

A Data-Driven Preschool PD Model for Literacy and Oral Language Instruction

The purpose of this article is to describe the professional development (PD) model for preschool literacy and language instruction that took place in a 3-year, 2-tiered Early Reading First project in 9 Head Start and community-based school classrooms. In our tiered model, the Tier 1 level was classroom instruction and Tier 2 was intervention instruction. Through our data-driven PD model, we sought to systematically provide workshops for all classroom teaching staff based on the evidence-based literacy/language skills and learning strategies. Teachers received approximately 55 hr a year in training. Classroom coaches each worked in 3 classrooms and spent approximately 4 hr a week per classroom working to plan with teachers and supporting instruction. Children were regularly assessed in areas of literacy/oral language and teachers were assessed on the quality of the classroom environment and teacher fidelity of implementation of strategies learned during coaching and workshop training. Teachers also provide...