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Attention-deficit/hyperactivity disorder (ADHD) is characterized by persistently high levels of inattention, hyperactivity, and/or impulsivity that interfere with functioning. Inattention is significantly related to lower reading outcomes, whereas hyperactivity/impulsivity alone is not. Strategies to Read Information Texts and Vocabulary Effectively (STRIVE) is a set of evidence-based instructional practices targeting vocabulary and reading comprehension in social studies classrooms. In this pilot study, we investigated the efficacy of STRIVE instruction on the reading outcomes of students with inattention. We included participants from a larger randomized control trial in Grade 4 (N = 276) identified with high levels of inattention based on teacher referral and a brief ADHD measure. Reading outcomes were compared using ANCOVA, accounting for pre-test scores. Students in treatment conditions (n = 181) significantly outperformed those in the comparison condition (n = 95) on measures of content knowledge, content vocabulary, and content reading comprehension. There were no significant differences between conditions on standardized reading measures. [For the corresponding Grantee Submission, see ED623377.]

Vocabulary is a prominent contributor to reading comprehension. However, little is known about how students with disabilities with lower vocabulary performance respond to Tier 1 instruction, or how their vocabulary knowledge relates to their content acquisition. To examine the differential impact of Tier 1 instruction for U.S. middle school students with disabilities and to investigate the relations among academic vocabulary, content knowledge, and reading comprehension, this study analyzed data collected in previous randomized controlled trials. Findings suggest that evidence-based Tier 1 instruction targeting academic vocabulary can help eighth graders with disabilities grow as much as students without disabilities on academic vocabulary and content reading comprehension. In addition to students' baseline performance, learning gains in academic vocabulary significantly predicted the growth of content acquisition among students with disabilities.

Secondary teachers benefit from ongoing coaching to support their implementation of evidence-based literacy practices across content areas. However, several factors may facilitate or impede literacy coaching at the secondary level. We conducted an exploratory survey study to investigate 141 middle school teachers' and 64 instructional coaches' experiences with and perceptions of literacy coaching. Both quantitative and qualitative analyses were used. Findings of the teacher survey revealed that, while most teachers had a literacy coach in their school, many did not receive coaching. In addition, many teachers identified the need for coaching related to providing literacy support to students with disabilities. Meanwhile, findings of the coach survey revealed that many instructional coaches do not provide literacy coaching. However, most coaches reported needing support related to incorporating literacy practices into various content areas. Practical implications and areas for future research related to secondary literacy coaching are discussed.

The adoption and sustainability of evidence-based Tier 1 literacy practices in secondary content-area classes is important to improve reading success for students with learning disabilities. We conducted an exploratory multiple-case study investigating teachers' adoption and sustained use of evidence-based Tier 1 literacy practices that benefit students with learning disabilities. The study was conducted within the context of an adolescent literacy model demonstration project funded by the U.S. Office of Special Education Programs (i.e., Promoting Adolescents' Comprehension of Text [PACT] Plus). Interviews were conducted with two administrators and seven teachers who sustained implementation of the PACT practices beyond 1 year of researcher support. Analyses revealed practice and school-level factors that influenced teachers' sustained use of the practices. We used findings from this study to propose a model of sustainability of Tier 1 evidence-based literacy practices used to improve outcomes for students with learning disabilities. Limitations and implications for future research are provided.

Providing academic feedback is strongly related to student achievement, yet there is little observational research examining the feedback provided by elementary classroom teachers. Informed by Hattie and Timperley's model of feedback, we conducted an observation study examining the type and direction of feedback provided in 33 teachers' fourth-grade social studies classrooms. Results showed teachers primarily repeated students' answers (39.8%), followed by providing positive feedback (32.2%), praise (15.6%), and corrective feedback (11.8%). Most feedback was directed at the task. Teachers rarely provided combined positive and corrective feedback (0.5%) and infrequently directed feedback at the process or students' self-regulation. These findings suggest teachers would benefit from support in providing effective feedback that is specific and supports students' use of learning strategies and self-regulatory behavior. Implications for preservice and in-service teacher training related to providing effective feedback are discussed.

To best support students with low vision in the general education classroom, special education teachers can facilitate use of several adaptations including: (a) attention to curriculum access (e.g. text magnifiers), (b) mechanisms for promoting social connectedness, (c) managing physical space, and (d) effective instructional techniques. This article provides an overview for special educators on how they can support general education teachers in providing research-based practices for students with low vision in their classroom. Description of effective practices along with resources helpful for continuing professional development are provided.

Nearly every secondary-age student must complete homework for their classes, and for many students with disabilities, completing homework at home is a struggle. Students with disabilities often require substantial support to execute homework assignments, and this responsibility frequently falls to their families. This dynamic can create a stressful environment for working at home. Although supports may be in place at school to ensure a student's success, at home, families often wonder how to reduce stress and improve their child's success during homework time. This article provides middle and high school special education teachers and case managers with a step-by-step plan for supporting families and their students as they plan for and implement a structured homework routine with built-in supports.

Despite numerous studies involving personality traits and second language (L2) learning achievement over many years, there is a lack of an overall picture about how personality traits are related to L2 learning achievement. This study aims to conduct a systematic quantitative synthesis of the studies that examined the relationships between the Big Five personality traits and L2 learning achievement. A total of 137 correlation coefficients from 31 primary studies conducted in 24 countries, with a total cumulative sample size of 8853 and published between 1982 and 2020, were included in this synthesis. The findings showed that openness to experience (r = 0.23; 95% CI: 0.15, 0.30; p < 0.001), conscientiousness (r = 0.18; 95% CI: 0.08, 0.28; p = 0.002), extraversion (r = 0.12; 95% CI: 0.02, 0.21; p = 0.017), and agreeableness (r = 0.10; 95% CI: 0.01, 0.18; p = 0.025) had positive correlations with L2 learning achievement, while neuroticism (r = - 0.04; 95% CI: - 0.09, 0.02; p = 0.227) had a negative yet statistically non-significant correlation with L2 learning achievement. More specifically, openness to experience and conscientiousness were the stronger correlates with L2 learning achievement, followed by more moderate correlates of extraversion and agreeableness, while neuroticism was the weakest among the five. Furthermore, several study features (i.e., study region, age of participants, L1 and L2 similarities, and schooling levels) were shown to explain the variations in the relationships between the Big Five personality traits and L2 learning achievement across individual studies. Implications for L2 teaching and future research are discussed.

This study reports the effects of a distributed professional development model emphasizing reading comprehension and vocabulary practices in social studies on the content knowledge, vocabulary, and reading comprehension outcomes of upper elementary students identified as English learners (ELs). Schools were randomly assigned to one of three conditions: researcher-supported professional development (PD), school-supported PD, or business as usual (BAU; typical instruction). Findings from a prior randomized control trial revealed significant effects for both treatment conditions when compared with the BAU group for content knowledge, vocabulary learning and reading comprehension in content (Capin et al., 2020). This analysis addressed three related follow-up questions: (1) Does treatment affect ELs and non-ELs differently?; (2) Does treatment affect students differently depending on the school-wide percentage of ELs?; and (3) Does treatment affect EL students differently from non ELs depending on the school-wide percentage of ELs? Findings revealed that ELs in treatment conditions outperformed ELs in the BAU condition and school level percentage of ELs had an impact on EL vocabulary performance.

This study examined how self-beliefs, particularly reading mindset and self-efficacy, interact together to predict reading-specific achievement goals and engagement as well as reading achievement in fourth-grade students. Latent profile analysis identified three profiles (n = 206): Confident and Fixed Mindset, Moderately Confident and Neutral Mindset, and Confident and Growth Mindset. Compared to the Confident Growth Mindset profile, the Confident Fixed Mindset profile had higher performance goals and lower behavioural engagement and reading achievement. The Confident Fixed Mindset profile showed even lower reading achievement than the Moderately Confident and Neutral Mindset profile on school English/Language Arts grade and vocabulary performance. Lastly, the Confident Growth Mindset profile showed higher levels of behavioural and cognitive engagement than the Moderately Confident and Neutral Mindset profile. Overall, the effects of mindset supersede self-efficacy on reading-related outcomes, suggesting the importance of providing support that promotes a growth mindset before upper elementary students endorse a fixed mindset.

Informed by theories of reading comprehension and prior reviews of reading comprehension intervention, this meta-analysis uniquely contributes to the literature because it describes the relative effects of various approaches to comprehension intervention for struggling readers in Grades 3 through 12. Findings from 64 studies demonstrate significant positive effects of reading comprehension intervention on comprehension outcomes (g = 0.59, p < 0.001, 95% confidence interval [CI] [0.47, 0.74], [tau][superscript 2] = 0.31). A metaregression model indicated significantly higher effects associated with researcher-developed measures, background knowledge instruction, and strategy instruction, and significantly lower effects associated with instructional enhancements. Grade level, metacognitive approaches, and study quality did not moderate effects. Findings support the use of background knowledge instruction and strategy instruction to support comprehension of struggling readers in upper elementary and beyond.

Five cohorts of students (N = 322) who completed a K-5 Spanish Dual Language Immersion (DLI) program in an urban school district were followed longitudinally through middle and high school completion. Academic and language achievement data included English Language Arts and Mathematics scores on the Standardized Testing and Reporting (STAR) test for grades 3-8 and on the California Assessment of Student Performance and Progress (CAASPP) for 11th grade, 10th-grade cumulative high school grade point average, enrollment in and grades earned in language classes, and attainment of the California Seal of Biliteracy. The DLI students were compared to non-DLI students who attended the same schools. Most DLI students continued with advanced level classes in Spanish in high school, and nearly half earned the California Seal of Biliteracy. Achievement results indicate that DLI graduates performed at equivalent or higher levels than non-DLI students on standardized achievement measures for English Language Arts and Mathematics.

The article provides insights into building and sustaining American Choral Directors Association's (ACDA) student chapters at colleges through effective recruitment and engagement strategies. Topics include chapter recruitment methods, impactful programming and events, and fostering a supportive community among members and faculty advisors.

This article discusses the challenges that students with inattention face in reading comprehension, particularly with informational text. It highlights the low reading proficiency rates among fourth-grade students in the United States and the lack of reading instruction in upper elementary and secondary classrooms. The article also explores the impact of attention deficit hyperactivity disorder (ADHD) on reading comprehension and the prevalence of ADHD among students. It suggests instructional practices such as explicit vocabulary instruction, the use of graphic organizers, and the "Get the Gist" strategy for generating main ideas to support students with inattention. The document provides examples and cue cards to support the implementation of these strategies, with the goal of enhancing students' ability to access and comprehend informational text. [Extracted from the article]

As nursing practice has evolved over the years, so have the ways of conceptualizing the value of nursing. The aim of this column is to provide a historical summary of the evolution of nursing value within the profession from 1950-2024. [ABSTRACT FROM AUTHOR]

This study addressed the effects of Strategies for Teaching Reading, Information, and Vocabulary Effectively (STRIVE), a distributed professional development (PD) model designed to help teachers implement reading comprehension and vocabulary practices in fourth grade social studies classes. Schools (n = 81 schools, n = 235 teachers, n = 4,757 students) were randomly assigned to one of three conditions: researcher-supported PD, school-supported PD, or business as usual (typical instruction). Findings revealed significant effects for both treatment conditions when compared to the business-as-usual condition for content knowledge (g = 0.51–0.55), vocabulary learning (g = 0.49) and reading comprehension in content (g = 0.16–0.26). Statistically significant effects were not observed for the Gates MacGinitie Reading Comprehension (g = 0.04–0.06), however, the effect size for the Gates MacGinitie Vocabulary test was statistically significant for the school-supported PD group (g = 0.03–0.07). Findings establish the efficacy of the STRIVE PD model on student reading outcomes and supports the efficacy of using more sustainable methods of PD that feature school supported follow up PD. Fidelity did not mediate any outcomes. [ABSTRACT FROM AUTHOR]

Executive functions, which begin developing in early childhood, are necessary for the tasks of daily life, such as decision making and planning. Despite their early development, often without teaching, many teens with disabilities need explicit instruction to acquire and apply executive functions each day. Gaps in executive functions directly impact a teens ability to achieve post-secondary success, as executive functions support planning, goal setting, and organization. This article provides instruction on how to support teens with disabilities on three executive functions: (a) building habits that form routines, (b) utilizing sensory reminders to manage time, and (c) applying a planning tool. This article also instructs teachers on embedding executive function instruction within transition planning for individualized education programs. [ABSTRACT FROM AUTHOR]

A national nursing value workgroup convened over the past 10 years constructed a model to measure nursing value and discovered gaps in data available for interoperable information. An action plan is proposed to adopt standard nursing language to measure nursing value. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to evaluate research from Brazilian postgraduate students who provide evidence of effectiveness for Nursing Interventions Classification (NIC). Methods: We conducted a literature review study of thesis and dissertations available in the Brazilian Digital Library of Dissertations and Theses (D/T) in May 2021 regardless of the year they were conducted. In those studies that did not utilize the NIC in the effectiveness evaluation, the cross‐mapping methodology was employed between NIC and the interventions used by the authors of the studies. Results: Using a systematic process, we identified 91 studies. Twenty‐seven met a priori inclusion and exclusion criteria. We found an increase in studies that focused on nursing interventions in the last 10 years (n = 19), a large proportion of clinical trials (n = 16), and the majority of articles from the Southeast region of Brazil (n = 20). The areas of focus were adult and elderly care, and with a special interest in the behavioral domain (n = 11). Two sensitivity criteria were identified in all D/T (n = 27), and each study presented evidence of effectiveness of a minimum of three criteria simultaneously. Conclusions: Based on the effectiveness criteria, the Brazilian scientific production in postgraduate programs carried out by nurses provides evidence of the effectiveness for NIC nursing interventions. Implications for nursing practice: It is recommended to conduct further research that uses the NIC in the planning, conduct, and evaluation of interventions, based on effectiveness criteria of nursing sensitivity. [ABSTRACT FROM AUTHOR]