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Explicit Instruction in Mathematics

In this Current Practice Alert, we examine the effectiveness of explicit instruction for improving mathematics outcomes for students with...
In this Current Practice Alert, we examine the effectiveness of explicit instruction for improving mathematics outcomes for students with learning disabilities (LD). Explicit instruction is “a structured, systematic, and effective methodology for teaching academic skills. It is called explicit...
In this Current Practice Alert, we examine the effectiveness of explicit instruction for improving mathematics outcomes for students with learning disabilities (LD). Explicit instruction is “a structured, systematic, and effective methodology for teaching academic skills. It is called explicit instruction because it is an unambiguous and direct approach to teaching that includes both instructional design and delivery procedures” (Archer & Hughes, 2011, p. 1). We use explicit instruction synonymously with direct instruction to refer to instruction that incorporates the following teaching behaviors: logical sequencing (i.e., lessons build on one another), review of previous content, teacher-directed presentation and modeling, guided and repeated practice with specific feedback, independent practice by learners, curriculum-based assessments, and periodic review (Archer & Hughes, 2011; Gersten et al., 2009; Rosenshine & Stevens, 1986). Although Direct Instruction (DI; Carnine,1997; Tarver, 1999), the scripted and sequenced program of instruction, represents one model of explicit instruction, most forms of explicit instruction omit some specific elements of DI (e.g., scripted teaching).
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Closing the gap between research and practice: Foundations for the acquisition of literacy

Over the years two main approaches have emerged in the teaching and learning of reading and writing. One is...
Over the years two main approaches have emerged in the teaching and learning of reading and writing. One is the 'whole language' approach; the other concentrates more on instruction in phonics. This paper focuses on the theoretical assumptions underlying...
Over the years two main approaches have emerged in the teaching and learning of reading and writing. One is the 'whole language' approach; the other concentrates more on instruction in phonics. This paper focuses on the theoretical assumptions underlying these two approaches to the teaching of literacy, and the studies which have been undertaken, in the international arena, to find out how children progress, from their earliest educational years, in attaining both initial reading skills and lifelong literacy.
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Neuromyths in education: Prevalence and predictors of misconceptions among teachers

The OECD’s Brain and Learning project (2002) emphasized that many misconceptions about the brain exist among professionals in the...
The OECD’s Brain and Learning project (2002) emphasized that many misconceptions about the brain exist among professionals in the field of education. Though these so-called “neuromyths” are loosely based on scientific facts, they may have adverse effects on educational...
The OECD’s Brain and Learning project (2002) emphasized that many misconceptions about the brain exist among professionals in the field of education. Though these so-called “neuromyths” are loosely based on scientific facts, they may have adverse effects on educational practice. The present study investigated the prevalence and predictors of neuromyths among teachers in selected regions in the United Kingdom and the Netherlands.
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No magic bullet: A review of some popular interventions to improve reading fluency

In this article Tom Nicholson outlines the building blocks of fluency, exploring what is meant by prosody. He reviews...
In this article Tom Nicholson outlines the building blocks of fluency, exploring what is meant by prosody. He reviews the efficacy of the practice of repeated reading as an intervention to improve fluency, and he challenges us to see...
In this article Tom Nicholson outlines the building blocks of fluency, exploring what is meant by prosody. He reviews the efficacy of the practice of repeated reading as an intervention to improve fluency, and he challenges us to see how fluently we can read Dickens aloud.
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Understanding reading fluency

In this keynote article Dr Jan Hasbrouck teases out the components of reading fluency, explains the Oral Reading Fluency...
In this keynote article Dr Jan Hasbrouck teases out the components of reading fluency, explains the Oral Reading Fluency measure, and clarifies some of the common confusions surrounding the topic.
In this keynote article Dr Jan Hasbrouck teases out the components of reading fluency, explains the Oral Reading Fluency measure, and clarifies some of the common confusions surrounding the topic.
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At a loss for words: How a flawed idea is teaching millions of kids to be poor readers

For decades, schools have taught children the strategies of struggling readers, using a theory about reading that cognitive scientists...
For decades, schools have taught children the strategies of struggling readers, using a theory about reading that cognitive scientists have repeatedly debunked. And many teachers and parents don't know there's anything wrong with it.
For decades, schools have taught children the strategies of struggling readers, using a theory about reading that cognitive scientists have repeatedly debunked. And many teachers and parents don't know there's anything wrong with it.
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Ending the Reading Wars: Reading Acquisition From Novice to Expert

This paper provides a review of the science of learning to read, spanning from children’s earliest alphabetic skills through...
This paper provides a review of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. The authors explain why phonics instruction is...
This paper provides a review of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. The authors explain why phonics instruction is so central to learning in a writing system such as English. This comprehensive review gives practitioners the tools to make informed decisions about how to translate the psychological science of reading into classroom practices. The authors call for an end to the reading wars so that the translation of scientific findings can make its way into policies and practices.
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Tier Two Literacy Interventions in Australian Schools: A Review of the Evidence

The purpose of this review is to summarise the empirical evidence for a range of literacy intervention practices and...
The purpose of this review is to summarise the empirical evidence for a range of literacy intervention practices and programs that are in use in schools in Australia. The review is designed to support schools and teachers in selecting...
The purpose of this review is to summarise the empirical evidence for a range of literacy intervention practices and programs that are in use in schools in Australia. The review is designed to support schools and teachers in selecting interventions that are appropriate and that are evidence-based practices. It focuses on interventions that are currently in use as Tier 2 support, as classified under a Response to Intervention (RTI) multi-tier framework. The review evaluates the alignment of each intervention with effective instructional practices and summarises the existing research evaluating the outcomes of each intervention.
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