Nancy J. Nelson

An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties

This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students’ reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of Stanford Achievement Test–10th Edition scores (31st percentile and above = Tier 1; from the 10th to the 30th percentile = Tier 2). In both conditions, students identified as at risk (i.e., Tier 2; n = 267) received 90 min of whole group instruction (Tier 1) and an additional 30 min of daily small group intervention (Tier 2). In the treatment condition, teachers were trained to enhance core reading instruction by making instruction more explicit and increasing practice opportunities for students in Tier 1. In addition, at-risk readers were provided an additional 30-min daily small group intervention with content that was highly aligned with the Tier 1 core reading program. Results indicate significant, positive effects of the intervention on students’ decoding and first semester fluent reading and potentially positive effects on reading comprehension and total reading achievement.

Examining Teachers’ Use of Evidence-Based Practices During Core Mathematics Instruction

The extent to which teachers implement evidence-based practices, such as explicit instruction, is critical for improving students’ mathematics achievement. The purpose of this study was to examine the effect of the kindergarten Early Learning in Mathematics (ELM) curriculum on teachers’ use of explicit mathematics instruction in core educational settings. Observation data for the study were collected during a randomized controlled trial designed to investigate the efficacy of the ELM curriculum. A multifaceted observation system was used to examine teachers’ provision of high-quality and intensive instructional interactions during core mathematics instruction. A total of 379 observations were conducted in 129 classrooms (68 treatment and 61 comparison), involving approximately 2,700 students from 46 schools in Oregon and Texas. Results indicate that ELM classroom teachers delivered significantly higher rates of practice opportunities for individuals and groups of students compared with comparison classroom teachers who implemented standard district mathematics instruction. Implications for instruction are discussed.

Considerations for Realizing the Promise of Educational Gaming Technology

T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 48 , N o. 6 , pp . 29 3 – 30 0. C op yr ig ht 2 01 6 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 66 50 63 9 Hope Elementary School recently purchased tablets for all of its students to facilitate the use of technology in the classroom. The principal at Hope Elementary understands that technology can be an efficient and effective way for teachers to access materials and differentiate instruction to support the achievement of all learners. However, some teachers are struggling to determine how to best use the tablets in the classroom. Ms. Williams is a special education teacher at Hope Elementary School. She is excited about the tablet initiative and has a number of ideas about ways she can effectively and meaningfully integrate technology into instruction. The principal at Hope Elementary has asked Ms. Williams to serve as an example for other teachers at the school to help alleviate their concerns about using technology in the classroom. The principal is confident if other teachers see the way Ms. Williams is taking advantage of the schoolpurchased tablets to differentiate and individualize instruction, they will be better able to differentiate their own instruction to prevent academic difficulty and improve student outcomes in math, literacy, and other content areas.

Effective Instructional Strategies for Kindergarten and First-Grade Students at Risk in Mathematics.

This article provides an overview of effective instructional strategies and interventions for kindergarten and first-grade students at risk in mathematics. The article reviews instructional strategies and interventions within a multitier instructional model in order to provide a framework for teachers and schools looking to increase the effectiveness of their instructional support in the area of mathematics.

Adapting Evidence-Based Practices to Meet the Needs of English Learners With Mathematics Difficulties:

T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 48 , N o. 6 , pp . 30 1 – 31 0. C op yr ig ht 2 01 6 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 66 50 63 8 Convincing evidence suggests that a considerable number of U.S. students struggle to develop mathematics proficiency. One subgroup of students who have a high probability of mathematical failure is English learners (ELs), who now represent 10% of the U.S. student population; 70% of these students speak Spanish at home (Fry & Passel, 2009). ELs have been the fastest-growing subgroup in U.S. schools over the past 20 years (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006). In light of this significant influx of ELs and the push for multitiered approaches to mathematics instruction, special educators, now more than ever, are working with ELs who are at risk for academic failure but have yet to be identified as needing special education services (Simonsen et al., 2010).

Mind wandering: A potentially generative idea for understanding the socioeconomic status academic achievement gap.

This review proposes that socioeconomic status (SES) may predispose individuals to certain patterns of thought, such as mind wandering, that ultimately contribute to the SES academic achievement gap. We base this hypothesis on the importance of working memory and the locus coeruleus-norepinephrine system to mind wandering; as well as on evidence that differences in educational environments contribute to socioeconomic disparities in achievement. This review also argues that mind wandering research has potential for translational and interdisciplinary scholarship. In contrast to fatalistic accounts of academic achievement, which tend to focus on unmalleable student deficits, mind wandering research is already generating evidence of instructional strategies that can help students in authentic educational settings. Moreover, mind wandering research frequently utilizes biographical methods of data collection, such as thought-probes and diary-keeping. In so doing, it can make new contributions to research programs aimed at promoting student-centered perspectives on academic achievement.

Investigating the Longitudinal Effects of a Core Mathematics Program on Evidence-Based Teaching Practices in Mathematics

Accumulating research has established explicit mathematics instruction as an evidence-based teaching practice. This study utilized observation data from a multi-year efficacy trial to examine the longitudinal effects of a core kindergarten mathematics program on the use of explicit mathematics instruction among two distinct groups of teachers: one group that used standard practices in Year 1 of the efficacy trial and the core program in Year 2, and a second group that used the core program in both years. Targeted teaching practices consisted of teacher models, student practice opportunities, and teacher-provided academic feedback. Implementation of the program in Year 2 was found to increase the mean rates of teaching practices of teachers who used standard teaching practices in Year 1. Effect sizes are also suggestive of a positive impact of a second year of implementation with the core program. Implications for designing explicit mathematics programs and investigating evidence-based practices in future research are discussed.

Intervening with Struggling Readers in Seventh Grade: Impact Evidence from Six School Districts

Abstract This study uses a regression discontinuity design to evaluate the impact of seventh-grade interventions delivered by 25 schools on the reading and school engagement outcomes of struggling readers. Students in participating schools were assigned to intervention (n = 1,495) or comparison (n = 4,397) conditions, based on their state reading performance and reading fluency scores in sixth grade. On the state reading test, intervention impact favoring the treatment group approached, but did not reach, statistical significance (p = .056, g = .15). On a measure of reading fluency, there was a significant interaction between the cut points schools chose for condition assignment and intervention impact (p = .015). In schools that chose a lower cut point, intervention students outperformed comparison students, while in schools that chose a higher cut point, comparison students outperformed intervention students. On a student self-report measure of school engagement, no significant differences between the intervention and comparison groups were observed (p = .83, g = .02). Implications for rigorous evaluation of interventions implemented by districts and schools under naturalistic conditions are discussed.

A Guide for Evaluating the Mathematics Programs Used by Special Education Teachers

A primary aim of mathematics programs is to accelerate the achievement of all students, including students with or at risk for learning disabilities (LD) in mathematics. Yet research suggests that many programs fail to incorporate the instructional design and delivery principles that have been validated to meet the learning needs of students with or at risk for LD in mathematics. This article provides special education teachers with a practical guide for assessing and evaluating the extent to which mathematics programs contain validated principles of explicit mathematics instruction. An example illustrates how teachers can apply the evaluation guide and use the results to address potential instructional shortfalls of mathematics programs.

A Multiple Streams Analysis of Recent Changes to State-Level Dyslexia Education Law

This article provides an overview of recent changes to state-level dyslexia legislation. It begins by applying a variant of Kingdon’s multiple streams approach to explain how the dyslexia education “policy window” came to be opened. The article then describes the most likely effects and side effects of the new laws. Likely short-term effects include (a) a greater focus in schools on dyslexia screening and intervention, (b) greater use of multitiered systems of support and explicit instruction, and (c) changes in teacher preparation and training. Possible long-term effects include a reconceptualization of what constitutes “normal” school practice.