Math Topics
Supporting Clear and Concise Mathematics Language Mathematics: Instead of That, Say This
TL;DR? Find out how to support elementary students’ conceptual understanding of mathematics by using clear and concise mathematics language. For example, use ‘regoup’ instead of ‘carry’ or ‘borrow.’
Hughes, E. M., Powell, S. R., & Stevens, E. A. (2016). Supporting clear and concise math language: Instead of that, say this. Teaching Exceptional Children, 49(1), 7–17. Link: https://doi.org/10.1177/0040059916654901
Math Language in Middle School: Be More Specific
TL;DR? Find out how to support middle school students’ conceptual understanding of mathematics by using formal, specific mathematics language. For example, use ‘numerator’ and ‘denominator’ instead of ‘top number’ and ‘bottom number.’
Powell, S. R., Stevens, E. A., & Hughes, E. M. (2019). Math language in middle school: Be more specific. Teaching Exceptional Children, 51(4), 286–295. Link: https://doi.org/10.1177/0040059918808762
Unpacking word problems for elementary students: A guide to instruction using schemas
TL;DR? This article provides a step-by-step guide for teaching word-problem schemas (i.e., combine, compare, change increase, and change decrease problems) to support students’ word-problem solving.
Stevens, E. A. & Powell, S. R. (2016). Focus on inclusive education: Unpacking word problems for elementary students: A guide to instruction using schemas. Childhood Education, 92(1), 86–91. Link: https://doi.org/10.1080/00094056.2016.1134253
Reading Topics
Using Paraphrasing and Text Structure Instruction to Support Main Idea Generation
TL;DR? Many students with reading disabilities struggle to generate main ideas while reading. Get the Gist, a research-based paraphrasing practice provides a process for students to stop after brief sections of text, determine the most important information, and put that information into their own words. This article provides a step-by-step guide for teachers on how to utilize text structure awareness to support students with identifying the main idea (i.e. the gist). When integrated, Get the Gist and text structure facilitates improved main idea generation, which is a prerequisite for summary writing.
Stevens, E. A., & Vaughn, S. (2020). Using paraphrasing and text structure instruction to support main idea generation. Teaching Exceptional Children. Advance online publication. Link: https://doi.org/10.1177/0040059920958738
Using Question Generation to Improve Reading Comprehension for Middle-Grade Students
TL;DR? This article supports middle school teachers (i.e., science, social studies, and ELA/R) with teaching students to generate questions while they read informational text. We provide examples for modeling ‘specific’ and ‘wide’ questions while reading content-area texts.
Stevens, E. A., Murray, C., Fishstrom, S. & Vaughn, S. (2020). Using question generation to improve reading comprehension for middle-grade students. Journal of Adolescent and Adult Literacy. Advance online publication. Link: http://dx.doi.org/10.1002/jaal.1105
Interventions to Promote Reading for Understanding Current Evidence and Future Directions
TL;DR? This article provides a historical perspective on reading comprehension instruction, ‘lessons learned’ from prior research, and evidence-based practices for before, during, and after reading that support readers’ comprehension.
Stevens, E. A. & Vaughn, S. (2019). Interventions to promote reading for understanding: Current evidence and future directions. In J. Dunlosky & K. Rawson (Eds.), Cambridge handbook of cognition and education (pp. 381–408). Cambridge University Press. Linke: https://doi.org/10.1017/9781108235631.016
Engaging Students in Text-based Discussions: Guidance for General Education Social Studies Classrooms
TL;DR? Elementary, general education teachers learn how to use questioning to engage students with disabilities in text-based discussions during social studies.
Swanson, E., Stevens, E. A., & Wexler, J. (2019). Engaging students in text-based discussions: Guidance for general education social studies classrooms. Teaching Exceptional Children, 51(4), 305–312. Link: https://doi.org/10.1177/0040059919826030
Effective Practices for Teaching Content Area Reading
TL;DR? This article provides a step-by-step guide for teaching students to (a) recognize text structures, (b) paraphrase sections of text, and (c) use text structure and paraphrasing to generate main ideas.
Stevens, E. A., & Vaughn, S. (2020). Effective practices for teaching content area reading. Oxford Research Encyclopedia of Education (pp. 1-28). Oxford University Press. Link: https://doi.org/10.1093/acrefore/9780190264093.013.1209
