Recent Research on News Briefs

How to help children with autism reach out more in communicating

Children with autism seldom take the lead in conversations or social interactions. Even when they learn to respond appropriately to others’ attempts to communicate with them, they leave it to others to initiate social exchanges. A new study in the Journal of Research in Special Education Needs says educators need to change the way they interact… Tell Me More »

8 lessons from most-improved schools on building a collaborative culture

Talent wins games, but teamwork wins championships,  super athlete  Michael Jordan once said about collaboration. Every school has its star teachers, but to truly win the “championship” and ensure that all students in all classrooms are learning optimally, teachers must constantly share what they know about instruction in a truly collaborative work environment. What can you… Tell Me More »

Simple question predicts which students likely to earn STEM degrees

Simple question predicts which students likely to earn STEM degrees

Want to know which of your students are most likely to earn STEM college degrees?  Ask them a simple question in 11th and 12th grade. Junior and senior high school students who said they believe they have the intellectual capacity to be scientists, mathematicians and/or engineers are 3.6 times more likely to earn STEM degrees… Tell Me More »

Paraphrasing math word problems improves performance of some students

Math word problems are especially challenging to students because they place demands on both reading and math skills. Does paraphrasing the word problems improve performance? A new study in Learning Disability Quarterly says  paraphrasing is helpful for students at risk for math disability only if they have a good working memory capacity. This may account… Tell Me More »

Young students more accurate in retellings of narrative text than informational text

Young students more accurate in retellings of narrative text than informational text

Elementary school children’s retellings of narrative texts were more accurate and lengthier than retellings of objective texts, finds a study of 87 proficient 4th-grade readers in the U.S.  The reading comprehension study found that narrative retellings had significantly more matching meanings at the clause level (16.91%) than expository retellings (3.85%), says a new study in… Tell Me More »

National autism center releases list of 27 evidence-based practices

National autism center releases list of 27 evidence-based practices

A much-anticipated report from The National Professional Development Center on Autism Spectrum Disorder has updated a list of evidence-based interventions for children with autism. The center added 5 new practices to its list, last reviewed in 2008, dropped one practice (structured work systems) and renamed one category “technology-aided instruction.” Added to its list of evidence-based… Tell Me More »

12 strategies for self-assessment in writing

Good writing can be said to be essentially about self-assessment. An author’s work is the end result of many rounds of revisions based on self-assessment of earlier drafts.    A review of the literature on self-assessment in writing recently published in the Journal of Research in Reading yields 12 strategies for the use of self-assessment with learners… Tell Me More »

ADHD students benefit more from binder organization system than planning, time-management interventions

A checklist that helped middle school students keep their papers organized in a school binder was more effective at helping students with ADHD complete their school work than other organizational-skills interventions, according to a recent study published in the Journal of Child and Family Studies. Over 16 sessions, 23 middle school students participated in a… Tell Me More »

Should class size depend on teacher effectiveness?

Imagine teachers protesting that they don’t have enough students in their classes or parents complaining that their children are in small classes. A new report by the Thomas Fordham Institute proposes a “class-size-shifting strategy”where the most effective teachers have larger class sizes, the less effective teachers smaller class sizes. (Right-sizing the Classroom: Making the Most of… Tell Me More »