Repeated reading

Repeated reading is an academic practice that aims to increase oral reading fluency. Repeated reading can be used with students who have developed initial word reading skills but demonstrate inadequate reading fluency for their grade level.

Based on the What Works Clearinghouse 2014 intervention report, repeated reading met criteria for "demonstrates a rationale" that program is likely to improve student outcomes for reading comprehension for high school students with learning disabilities.

Spelling Mastery

Spelling Mastery is designed to explicitly teach spelling skills to students in grades 1–6.

Based on the What Works Clearinghouse 2014 intervention report, Spelling Mastery met criteria for "promising evidence" for improving student outcomes for writing for students in grades 2-4 with learning disabilities.

Peer-Assisted Learning Strategies

Peer-Assisted Learning Strategies (PALS) is a peer-tutoring program for grades K–6 that aims to improve student proficiency in several disciplines. The designation of tutoring pairs and skill assignment is based on teacher judgement of student needs and abilities, and teachers reassign tutoring pairs regularly.

Based on the What Works Clearinghouse 2012 intervention report that focused on PALS for students with disabilities, PALS met criteria for "demonstrates a rationale" that program is likely to improve student outcomes for (a) reading fluency and (b) reading comprehension for students in grades 2-6, including English language learners.

See other resources in the SRCL/CLSD database for related evidence:

1. the What Works Clearinghouse 2012 intervention report on "Peer-Assisted Learning/Literacy Strategies" for beginning readers;
2. the What Works Clearinghouse 2012 intervention report on "Peer-Assisted Learning Strategies" for adolescent readers; and
3. the What Works Clearinghouse 2010 intervention report on "Peer-Assisted Learning Strategies" for English language learners. These can be found by searching for "Peer-Assisted Learning Strategies" on the main database search page.

Phonological awareness training

Phonological Awareness Training is a general practice aimed at enhancing young children’s phonological awareness abilities. Phonological awareness refers to the ability to detect or manipulate the sounds in words independent of meaning and is considered a precursor to reading.

Based on the What Works Clearinghouse 2012 intervention report that focused on phonological awareness training, phonological awareness training met criteria for "promising evidence" for improving student outcomes for foundational skills (i.e., blending knowledge) for students with disabilities in prekindergarten.

Peer-Assisted Learning Strategies

Peer-Assisted Learning Strategies (PALS) is a peer-tutoring program for grades K–6 that aims to improve student proficiency in several disciplines. The designation of tutoring pairs and skill assignment is based on teacher judgement of student needs and abilities, and teachers reassign tutoring pairs regularly.

Based on the What Works Clearinghouse 2012 intervention report that focused on PALS for adolescent readers, PALS met criteria for "demonstrates a rationale" that program is likely to improve student outcomes for reading comprehension for students ages 9-10, including students with learning disabilities.

See other resources in the SRCL/CLSD database for related evidence:

1. the What Works Clearinghouse 2012 intervention report on "Peer-Assisted Learning Strategies" for students with disabilities;
2. the What Works Clearinghouse 2012 intervention report on "Peer-Assisted Learning/Literacy Strategies" for beginning readers; and
3. the What Works Clearinghouse 2010 intervention report on "Peer-Assisted Learning Strategies" for English language learners.

These can be found by searching for "Peer-Assisted Learning Strategies" on the main database search page.

Dialogic reading

Dialogic Reading is an interactive shared picture book reading practice designed to enhance young children’s language and literacy skills.

Based on the What Works Clearinghouse 2010 intervention report that focused on Dialogic Reading for children with disabilities, Dialogic Reading met criteria for "promising evidence" for improving student outcomes for oral language (i.e., lexical diversity) for children in prekindergarten (i.e., 3-6 years old).

Lindamood Phoneme Sequencing® (LiPS®)

The Lindamood Phoneme Sequencing® (LiPS®) program is designed to teach emergent or struggling, dyslexic readers in grades K-3 the skills they need to decode words and to identify individual sounds and blends in words. The program is individualized to meet students’ needs and is often used with students who have learning disabilities or difficulties.

Based on the What Works Clearinghouse 2010 intervention report that focused on LiPS® for children with disabilities, LiPS® met criteria for "promising evidence" for improving student outcomes for foundational skills (i.e., alphabetics) for students ages 8-10. Reading fluency was also studied for students ages 8-10 and found to meet evidence criteria of "demonstrates a rationale" that program is likely to improve student outcomes.

See other resources in the SRCL/CLSD database for related evidence:

1. the What Works Clearinghouse 2015 intervention report on "Lindamood Phoneme Sequencing® (LiPS®)."

This can be found by searching for "Lindamood Phoneme Sequencing" on the main database search page.

Self-Regulated Strategy Development

Self-Regulated Strategy Development (SRSD) is an intervention designed to improve students’ academic skills through a six-step process that teaches students specific academic strategies and self-regulation skills. The practice is especially appropriate for students with learning disabilities.

Based on the What Works Clearinghouse 2017 intervention report, SRSD met criteria for "demonstrates a rationale" that program is likely to improve student outcomes for writing for students age 7-16 with a specific learning disability.

Annual evaluation report for the Pennsylvania Dyslexia Screening and Early Literacy Intervention Pilot Program: Pilot year 2, 2016– 17 school year

This study was published in 2018 and was reviewed by the federal What Works Clearinghouse. It examined the effectiveness of the classroom program that was part of the Pennsylvania Dyslexia Screening and Early Literacy Intervention Pilot Program. The classroom program provided professional development (PD) to kindergarten and first grade teachers and to designated interventionists. The PD focused on classroom instruction and materials associated with the Language Essentials for Teachers of Reading and Spelling (LETRS) Modules 1-3.

Based on the What Works Clearinghouse 2018 intervention report, the Pennsylvania Dyslexia Screening and Early Literacy Intervention Pilot Program met criteria for "moderate evidence" for foundational skills (i.e., alphabetics) for students in kindergarten and first grade.

The Effects of a Comprehensive Reading Program on Reading Outcomes for Middle School Students with Disabilities

Fusion Reading is a supplemental program that includes curriculum and professional development components and is typically implemented over a two-year period. Fusion Reading is designed for students in grades 6 to 8 who are two to five years below reading level; the study included students in grade 6. Fusion Reading was implemented in small groups of three to eight students in 50-minute lessons five times per week during the school year. The curriculum includes four components: (1) Word level skills, (2) comprehension, (3) motivation, and (4) assessment. The program emphasizes teaching students reading comprehension, decoding, and other reading objectives with step-by-step strategies.

Based on the results of this 2017 study, Fusion Reading met criteria for "promising evidence" for improving student outcomes for Reading Comprehension for students with disabilities in grade 6.

Teaching Secondary Students to Write Effectively

This IES What Works Clearinghouse (2016) Practice Guide on "Teaching Secondary Students to Write Effectively" presents three recommendations for helping students in grades 6–12 develop effective writing skills. Each recommendation includes specific, actionable guidance for educators on implementing practices in their classrooms. The guide also summarizes and rates the evidence supporting each recommendation, describes examples to use in class, and offers the review panel’s advice on how to overcome potential implementation obstacles.

The recommendations include the following:

1. "Explicitly teach appropriate writing strategies using a Model-Practice-Reflect instructional cycle." A panel reviewed 11 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in grades 6-12, including students with learning disabilities and English language learners.
2. "Integrate writing and reading to emphasize key writing features." A panel reviewed 8 supporting studies for this recommendation using the What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as moderate for students in grades 6-12, including English language learners.
3. "Use assessments of student writing to inform instruction and feedback." A panel reviewed 4 supporting studies for this recommendation using the What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as minimal for students in grades 6-12, including English language learners.

Teaching Secondary Students to Write Effectively Practice Guide Summary

This practice guide summary introduces three recommendations that support teachers in helping students develop effective writing skills, which are described fully in the IES What Works Clearinghouse (2016) Practice Guide on "Teaching Secondary Students to Write Effectively."

The recommendations include the following:

1. "Explicitly teach appropriate writing strategies using a Model-Practice-Reflect instructional cycle." A panel reviewed 11 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in grades 6-12, including students with learning disabilities and English language learners.
2. "Integrate writing and reading to emphasize key writing features." A panel reviewed 8 supporting studies for this recommendation using the What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as moderate for students in grades 6-12, including English language learners.
3. "Use assessments of student writing to inform instruction and feedback." A panel reviewed 4 supporting studies for this recommendation using the What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as minimal for students in grades 6-12, including English language learners.

Improving Adolescent Literacy: Effective Classroom and Intervention Practices

This IES What Works Clearinghouse (2008) Practice Guide on "Improving Adolescent Literacy: Effective Classroom and Intervention Practices" presents strategies that classroom teachers and specialists can use to increase the reading ability of adolescent students. The recommendations aim to help students gain more from their reading tasks, improve their motivation for and engagement in the learning process, and assist struggling readers who may need intensive and individualized attention.

The recommendations include the following:

1. "Provide explicit vocabulary instruction." A panel reviewed 16 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in upper elementary, middle, and high school.
2. "Provide direct and explicit comprehension strategy instruction." A panel reviewed 6 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in upper elementary, middle, and high school.
3. "Provide opportunities for extended discussion of text meaning and interpretation." A panel reviewed 7 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as moderate for students in upper elementary, middle, and high school.
4. "Increase student motivation and engagement in literacy learning." A panel reviewed 14 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as moderate for students in elementary, and secondary school.
5. "Make intensive and individualized interventions available for struggling readers that can be provided by trained specialists." A panel reviewed 13 supporting studies for this recommendation using What Works Clearinghouse (WWC) standards and summarized the evidence supporting the recommendation as strong for students in upper elementary, middle and high school.

Teaching Character and Setting in an Inclusion Classroom

This video is aligned with a recommendation in the IES What Works Clearinghouse (2010) Practice Guide on Improving Reading Comprehension in K-3rd Grade. A description of the Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Teach students to identify and use the text’s organizational structure to comprehend, learn, and remember content."

In this video a kindergarten teacher adapts a lesson on narrative text elements for her special needs students. Instructional strategies include building on background knowledge, using visual materials, character and setting illustrations, and reteaching.

Schoolwide Screening: Guidelines, Resources, Example

This resource is a manual, aligned with a recommendation in the IES What Works Clearinghouse (2008) Practice Guide on Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades. A description of the full Practice Guide and evidence supporting each recommendation can be found in the SRCL/CLSD database. The recommendation is "Screen all students for potential reading problems at the beginning of the year and again in the middle of the year."

The RtI manual, produced by the National Research Center on Learning Disabilities (NRCLD), includes a schoolwide screening section that outlines the features of universal screening, describes its significance, offers guidance on implementation, and provides tools and resource lists.

Office of Special Education Programs Technical Assistance Network

Click to see the list of centers and technical assistance activities supported by the Office of Special Education Programs at the U.S. Department of Education. Find resources ranging from classroom supports to family engagement to data-based decision-making.

Collaboration for Effective Educator Development, Accountability, and Reform- CEEDAR Center

CEEDAR stands for “Collaboration for Effective Educator Development, Accountability, and Reform.” Our mission is to support students with disabilities in achieving college- and career-ready standards by building the capacity of state personnel preparation systems to prepare teachers and leaders to implement evidence-based practices within multi-tiered systems of support.

Council for Exceptional Children- CEC

The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of children and youth with disabilities and/or gifts and talents.

Early Childhood Technical Assistance Center

The ECTA Center supports state Part C and Section 619 programs in developing high-quality early intervention and preschool special education service systems, increasing local implementation of evidence-based practices, and enhancing outcomes for young children with disabilities and their families.

Inernational Dyslexia Association

The International Dyslexia Association (IDA) is the oldest organization dedicated to the study and treatment of dyslexia. It is also committed to providing complete information and services to address the full scope of dyslexia and related reading and writing challenges.

IRIS Center

The IRIS Center is a national center dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions.

Lead For Literacy

The Lead for Literacy Center is a partnership among literacy experts, education leaders, university researchers, and technical assistance providers.

National Center for Intensive Intervention

The National Center on Intensive Intervention's (NCII) mission is to build district and school capacity to support implementation of intensive intervention, or data-based individualization, in reading, mathematics, and behavior for students with severe and persistent learning and/or behavioral needs.

National Center for Learning Disabilities

NCLD improves the lives of the 1 in 5 with learning and attention issues by empowering parents and young adults, transforming schools, and advocating for equal rights and opportunities. For more than 40 years, NCLD has worked to create a society in which every individual possesses the academic, social, and emotional skills needed to succeed in school, at work, and in life.

National Center on Improving Literacy

The National Center on Improving Literacy (NCIL) is a partnership among literacy experts, university researchers, and technical assistance providers, with funding from the United States Department of Education.

Power UP/What Works

PowerUp provides resources and tools that represent best practices in instruction, the principles of Universal Design for Learning and the integration of technology to enhance teaching and learning.

Screening Reading Tool Chart

The National Center on RTI published this tools chart to assist educators and families in becoming informed consumers who can select reading screening tools that best meet their individual needs.

The Center's Technical Review Committee (TRC) on Screening independently established a set of criteria for evaluating the scientific rigor of screening tools. The TRC rated each submitted tool against these criteria but did not compare it to other tools on the chart. The presence of a particular tool on the chart does not constitute endorsement and should not be viewed as a recommendation from either the TRC on Screening or the National Center on RTI.

Inclusive Technology in a 21st Century Learning System

AIR, the National Center for Learning Disabilities (NCLD), and more than 10 other organizations collaborated on the development of publications to ensure ed tech conception, design, procurement, use, and evaluation close rather than widen opportunity gaps between students with and without disabilities. NCLD developed the report, Inclusive Technology in a 21st Century Learning System, and then worked with partner organizations to translate how local, state, and national policymakers can play a role.

Toolkit on Teaching and Assessing Students with Disabilities

This toolkit includes information about the Department’s investments, papers on large-scale assessment, technical assistance (TA) products, and resources. The section on large-scale assessment includes a collection of seven papers and a glossary that address key issues related to the participation of students with disabilities in these standards-based assessments. The TA products are divided into four substantive areas: Assessment, Instructional Practices, Behavior, and Accommodations.

Intensifying Interventions for Struggling Students through Data-Based Individualization in Academics

This webinar provides an overview of the Center’s approach to providing intensive interventions: the data-based individualization process, or DBI. Dr. Rebecca Zumeta Edmonds describes the essential components of the DBI process while highlighting a relevant student example in academics.  This webinar provides a good foundational understanding of the DBI process for those interested in learning how interventions can be intensified for persistently struggling students.

Cultural Responsiveness in Data-Based Individualization and Literacy Assessment for English Learners

In this webinar, you’ll learn attributes of culturally responsive instruction as well as research-based strategies that promote language and (bi) literacy development for English learners with and without learning disabilities. The presenters will explain a framework that infuses cultural responsiveness into the process of data-based individualization and demonstrate how the framework’s components (e.g., demonstrating an asset-based view of multilingualism and multiculturalism) intersect with the process of using formative assessment data to make decisions about when, whether, and how to intensify instruction to support (bi) literacy development for English learners.

High Leverage Practices in Special Education

This is a playbook that describes the foundational practices needed for an effective and successful career creating success stories for our nation’s students with the most complex learning and behavioral needs.