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There is some evidence that reading and spelling are complementary processes. The purpose of this study was to investigate the extent to which contextualized spelling (i.e., spelling activities within the context of reading instruction) is used to support reading in first-grade core reading programs. Analysis of 75 lessons across five programs revealed that contextualized spelling is not a consistent feature of reading lesson components, but there is some integration between spelling and reading in all programs evaluated, most frequently in word level practice of decodable words. We discuss the possible merits of integrating the encoding and decoding processes and the need for additional research to evaluate which spelling activities are particularly salient for strengthening the acquisition of beginning reading skills.

Research has indicated students can learn both transition planning and a wide variety of academic skills; however, due to recent legislation and the widely adopted Common Core State Standards, transition planning skills are sometimes being de-emphasized in favor of academic instruction. This study used a multiple probe across participants design to examine the effects of teaching both post-school options instruction and presentation skills instruction in the same lessons on students' ability to deliver presentations on their post-school goals. Data indicate students were able to improve their ability to deliver presentations on their post-school goals; however, only one participant improved his ability to apply knowledge of post-school options. Maintenance data indicate all three students were able to maintain their ability to deliver their post-school goal presentation, while generalization data indicate two of the three students were able to deliver their presentation in an informal transition planning meeting.

This study compared the reading gains of Kindergarten students who were at risk for reading failure who were taught with either a structured supplemental reading program or with teacher-designed or teacher-selected instruction. The authors used a quasi-experimental design with preexisting groups to examine changes from pretest to posttest. Although both programs were effective in producing statistically significant improvements in word attack and phonemic awareness skills, results revealed a pattern of moderate differences favoring a structured supplemental program called the Early Reading Tutor. Furthermore, anecdotal information from questionnaires suggested that participating tutors who used Early Reading Tutor would recommend it to others and considered it an effective yet simple program to implement.

Transportation access is a major contributor to independence, productivity, and societal inclusion for individuals with intellectual and development disabilities (IDD). This study examined the effects of pedestrian navigation training using picture prompts displayed through a video iPod on travel route completion with 4 adults and IDD. Results indicated a functional relation between picture prompts on the video IPod and pedestrian navigation skills to and from various locations. Maintenance data indicated all participants continued navigating trained routes for up to 232 days using the video iPod. Generalization measures to untrained routes were positive. Social validity data suggested iPod training was useful and practical for teaching independent pedestrian navigation skills. Last, limitations, suggestions for future research, and implication for practice were provided.

Increasing the accurate use of research-based practices in classrooms is a critical issue. Professional development is one of the most practical ways to provide practicing teachers with training related to research-based practices. This study examined the effects of in-service plus follow-up coaching on first grade teachers' accurate delivery of three research-based strategies during math instruction. Teachers were trained to use a combination of whole-class instruction strategies, including model-lead-test for introducing new concepts and correcting errors, choral responding, and response cards. Results indicated that all teachers improved their delivery of the strategies after the in-service, with a second level of growth achieved after coaching. Improvements also generalized to untrained math sessions. Teachers reported very high levels of satisfaction with the training model. (Contains 2 tables and 6 figures.)

Students with disabilities often have large vocabulary deficits that continue to increase over time if effective interventions that supplement daily academic instruction are not put in place. The current study used a simultaneous treatments design to analyze the comparative effects of whole-word vocabulary instruction and morphograph instruction on students' vocabulary acquisition and generalization through the use of a computer-assisted peer-tutoring program. Seven of eight middle school participants with mild disabilities involved in this study acquired higher percentages of vocabulary in the morphograph condition compared to the whole-word condition. All eight students were better able to generalize to unknown vocabulary in the morphograph condition. This study's findings indicate a functional relationship between morphograph instruction and the acquisition and generalization of vocabulary. (Contains 1 table and 6 figures.)

Many educators are reluctant to use scripted instruction, reporting that scripts are mechanical in nature and only appropriate for low-level skills. This study sought to investigate the impact of a supplemental program's script on the rate of on-task and off-task instructional opportunities offered by the instructor for students to practice the specific skills targeted in lesson exercises. Using a multiple-baseline across-participants design, four paraeducators delivered daily instruction, first in a nonscripted version of an explicit supplemental program and then in the scripted version of the same program, to 12 first-grade students identified at risk for reading failure. Upon introduction of the script, the rate of on-task instructional opportunities for student practice was substantially higher, and the rate of off-task instructional opportunities diminished. Both paraeducators and student participants preferred the scripted instruction. (Contains 3 figures.)

Early intervention is key to preventing academic failure and referral to special education. General educators are responsible for providing primary instruction for students at risk for failure; however, the training they receive related to specific instructional strategies for these students is often insufficient (e.g., 1-day workshops). Alternative forms of professional development that include a combination of in-service and follow-up support have shown more promise in promoting changes in teaching behaviors. This study examined the effects of in-service support plus coaching on kindergarten teachers' accurate delivery of group instructional units in math. Teachers were trained to use a combination of whole-class instruction strategies, including model-lead-test for introducing new concepts and correcting errors, choral responding, and response cards. Results indicated that all teachers improved their delivery of instruction after the in-service training, with a second level of growth achieved after coaching. Teachers also reported high levels of satisfaction using the strategies. (Contains 3 figures.)

Some students with intellectual disabilities require explicit instruction of language skills, including preposition use; however, little is known about effective ways to teach preposition use to this population. This study examined direct instruction (DI) to teach students to use and respond to prepositions. Results indicated that DI was an effective way to teach prepositions. Limitations and directions for future research are discussed. (Contains 1 figure.)

The existence of elementary reading specialists in schools has increased, and their role in improving schoolwide efforts for prevention and intervention of reading risk has received increased emphasis. The purpose of this article is to describe the components of a multitier schoolwide reading model in the early grades in which the reading specialist serves an essential leader. Recommendations are made for the role of the reading specialist in establishing and maintaining a model that is cohesive and integrated. In addition, the need for strong support from the principal is discussed, as well as specific roles the principal needs to play to ensure success.

Reciprocal peer tutoring can be an effective supplement to teacher-led instruction, but students need to have the tutoring skills necessary to teach their peers successfully. Previous studies have addressed the challenge of providing essential information to a naive tutor, allowing for correct modeling and feedback. The present study compared incidental learning of vocabulary words through classroom reading instruction to a combination of incidental learning supplemented with peer tutoring. Eight fourth-grade students were trained to tutor each other using a digital recording and playback device that provides audio prompts to naive tutors. Results indicated that students made modest gains from incidental learning and much stronger gains from peer tutoring with audio prompting. Implications for practice and future research are discussed. (Contains 3 tables and 2 figures.)

Substantial research supports the need for early intervention efforts for students at risk for failure. Despite the empirically documented importance of early, explicit reading intervention for students who enter school without critical prereading skills, many kindergarten programs delay intensive reading instruction until later in the year. Instead, during the 1st months or semester of kindergarten the emphasis is on teaching readiness skills. The authors compared the progress of kindergarten students who received small-group reading intervention across the full school year with those who began the same intervention midyear. Students with a full year of intervention outperformed those who had only a half year of intervention. Because of the concerns about starting a structured and intensive intervention for students who are transitioning to kindergarten, the authors offer suggestions for helping to address some important readiness skills while providing early reading intervention. (Contains 1 table and 2 figures.)

Schools face many decisions on how to maximize instructional time and provide support for students who are at risk for failure in reading. Instructional grouping plays an important role. The authors used a true group experimental design to compare 2 grouping conditions--1:1 (1 tutor to 1 student) and 1:3 (1 tutor to 3 students)--on the reading achievement of 1st-grade students who were identified as at risk and the efficiency of delivering instruction. The results indicate that students made comparable progress and gains in reading when instructed in small groups of 3. Because the 1:3 condition uses resources more efficiently, it may be preferable to the 1:1. (Contains 5 tables and 2 figures.)

A multiple-baseline across participants was used to analyze the effects of adding multisensory elements to an explicit, systematic phonics program on the reading achievement of six students identified as treatment resisters. Participants were given 10 minutes of daily instruction in the supplemental program in addition to instruction in the evidence-based school-wide curriculum. The multisensory additions included finger tapping, letter formation onto carpet squares, and the use of magnetic letters. Fluency of nonsense word reading was used as the dependent variable and fluency of sound recognition within nonsense words was used as a collateral measure. Generalization of the decoding skills was assessed through oral reading fluency on first-grade and grade-level passages. (Contains 1 table and 8 figures.)

This study examined the reading gains of students with mild disabilities who were taught with one of two programs: "Horizons Fast Track A-B" (Engelmann, Engelmann, & Seitz-Davis, 1997) or "Reading Mastery Fast Cycle" (Engelmann & Bruner, 1995). A quasi-experimental design with preexisting groups was used to examine changes from pretest to posttest. Results revealed a pattern of small differences favoring "Reading Mastery Fast Cycle" on measures of decoding; however, these differences were not statistically significant. Both programs were effective in producing statistically significant improvements in word attack, comprehension, letter and word identification, phonemic awareness, and print awareness skills. Participating teachers agreed that both programs were effective; however, anecdotal information from teacher interviews suggested that all participating teachers preferred "Horizons Fast Track." (Contains 4 tables.)

Faculty from three universities cooperatively prepared and delivered a special education course for general educators. Interactive television was used for four of the six remote sites. Two sites reviewed videotapes of presentations. Participants preferred interactive presentations and judged content and teachings as less effective when it was not interactive. (Contains references.) (Author/CR)

Three third graders with a history of low achievement in math were first given verbal (abstract) instruction in solving word problems. Students were then introduced to manipulatives instruction using Cuisenaire rods to set up word problems. Students exhibited immediate and sustained improvement on subsequent probes administered without manipulatives available. (Author/DB)

Six fifth-grade students with learning and/or behavioral/emotional disabilities received peer tutoring on multiplication and division facts using 3 drill and practice conditions varying in the ratio of unknown to known facts (30:70, 50:50, and 70:30). Five of the students mastered facts at a faster rate in the 70% unknown/30% known condition. (DB)

A questionnaire was completed by 510 special education teachers in 3 school districts, revealing that teachers' attitudes toward both research and instructional analysis were positive. Significant relationships were found between teachers' attitudes and the research methods courses they had taken, their involvement in research, and their earned degrees. (Author/DB)

Three experiments compared the effects of interspersal drill and practice using 30% new items/70% review items with 100% new items, with a total of 17 students (ages 9 to 17) having behavior disorders, emotional handicaps, learning disabilities, or mild mental retardation. The ratios were compared for instruction in spelling, multiplication facts, and reading fluency. Results depended on subject matter. (Author/DB)

A study involving four male beginning readers with learning disabilities compared the effects on gains in fluency of two types of mastery criteria. One required students to reread a passage until they demonstrated 3 successive improvements; the other required rereading until 90 correct words per minute were reached. Both were successful; "successive improvements" appeared more efficient. (Author/BRM)

This survey of 510 special education teachers found that most teachers collect, record, and use data on student performance to determine instructional effectiveness, appropriate time to move students to the next skill, and which objectives have been met. Only one-third of teachers used graphs for displaying and interpreting data. (Author/JDD)

Joanne, a seven year-old Down's syndrome child, participated as a student in a first-grade peer tutoring program to improve sight word recognition. (Author)

Suggests a teaching method (the Visual Response System, VRS) for use in teaching geography concepts to students in high school social studies classes. The purpose of the VRS is to increase the level of active student response to instructional material. A program based on VRS map skills is described. (DB)