{"id":1299,"date":"2020-09-21T21:07:03","date_gmt":"2020-09-22T01:07:03","guid":{"rendered":"http:\/\/lizstevensphd.com\/?page_id=1299"},"modified":"2021-06-15T20:16:03","modified_gmt":"2021-06-16T00:16:03","slug":"research-publications","status":"publish","type":"page","link":"https:\/\/lizstevensphd.com\/?page_id=1299","title":{"rendered":"Research & Publications"},"content":{"rendered":"
\n

Math Topics<\/h3>\n

Supporting Clear and Concise Mathematics Language Mathematics: Instead of That, Say This<\/strong><\/p>\n

\"Supporting<\/p>\n

TL;DR?<\/u><\/strong> Find out how to support elementary students\u2019 conceptual understanding of mathematics by using clear and concise mathematics language. For example, use \u2018regoup\u2019 instead of \u2018carry\u2019 or \u2018borrow.\u2019<\/p>\n

Hughes, E. M., Powell, S. R., & Stevens, E. A. (2016). Supporting clear and concise math language: Instead of that, say this. Teaching Exceptional Children<\/em>, 49(1), 7\u201317. Link: https:\/\/doi.org\/10.1177\/0040059916654901<\/a><\/span><\/p>\n

\n

Math Language in Middle School: Be More Specific<\/strong><\/p>\n

\"Math<\/p>\n

TL;DR?<\/u><\/strong> Find out how to support middle school students\u2019 conceptual understanding of mathematics by using formal, specific mathematics language. For example, use \u2018numerator\u2019 and \u2018denominator\u2019 instead of \u2018top number\u2019 and \u2018bottom number.\u2019<\/p>\n

Powell, S. R., Stevens, E. A., & Hughes, E. M. (2019). Math language in middle school: Be more specific. Teaching Exceptional Children<\/em>, 51(4), 286\u2013295.\u00a0Link: https:\/\/doi.org\/10.1177\/0040059918808762<\/a><\/span><\/p>\n

\n

Unpacking word problems for elementary students: A guide to instruction using schemas<\/strong><\/p>\n

\"document<\/p>\n

TL;DR?<\/u><\/strong> 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\u2019 word-problem solving.<\/p>\n

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<\/em>, 92(1), 86\u201391.\u00a0Link: https:\/\/doi.org\/10.1080\/00094056.2016.1134253<\/a><\/span><\/p>\n

\n<\/div>\n
\n

Reading Topics<\/h3>\n

Using Paraphrasing and Text Structure Instruction to Support Main Idea Generation<\/strong><\/p>\n

\"Using<\/strong><\/p>\n

TL;DR?<\/u><\/strong> 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.<\/p>\n

Stevens, E. A., & Vaughn, S. (2020). Using paraphrasing and text structure instruction to support main idea generation. Teaching Exceptional Children<\/em>. Advance online publication.\u00a0Link: https:\/\/doi.org\/10.1177\/0040059920958738<\/a><\/span><\/p>\n

\n

Using Question Generation to Improve Reading Comprehension for Middle-Grade Students<\/strong><\/p>\n

\"Using<\/strong><\/p>\n

TL;DR?<\/u><\/strong> 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 \u2018specific\u2019 and \u2018wide\u2019 questions while reading content-area texts.<\/p>\n

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<\/em>. Advance online publication.\u00a0Link: http:\/\/dx.doi.org\/10.1002\/jaal.1105<\/a><\/span><\/p>\n

\n

Interventions to Promote Reading for Understanding Current Evidence and Future Directions<\/strong><\/p>\n

\"15<\/p>\n

TL;DR?<\/u><\/strong> This article provides a historical perspective on reading comprehension instruction, \u2018lessons learned\u2019 from prior research, and evidence-based practices for before, during, and after reading that support readers\u2019 comprehension.<\/p>\n

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<\/em> (pp. 381\u2013408). Cambridge University Press.\u00a0Linke: https:\/\/doi.org\/10.1017\/9781108235631.016<\/a><\/span><\/p>\n

\n

Engaging Students in Text-based Discussions: Guidance for General Education Social Studies Classrooms<\/strong><\/p>\n

\"Engaging<\/p>\n

TL;DR?<\/u><\/strong> Elementary, general education teachers learn how to use questioning to engage students with disabilities in text-based discussions during social studies.<\/p>\n

Swanson, E., Stevens, E. A., & Wexler, J. (2019). Engaging students in text-based discussions: Guidance for general education social studies classrooms. Teaching Exceptional Children<\/em>, 51(4), 305\u2013312.\u00a0Link: https:\/\/doi.org\/10.1177\/0040059919826030<\/a><\/span><\/p>\n

\n

Effective Practices for Teaching Content Area Reading<\/span><\/strong><\/span><\/p>\n

\"opening<\/p>\n

TL;DR?<\/u><\/strong> 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.<\/p>\n

Stevens, E. A., & Vaughn, S. (2020). Effective practices for teaching content area reading. Oxford Research Encyclopedia of Education<\/em> (pp. 1-28). Oxford University Press.\u00a0Link: https:\/\/doi.org\/10.1093\/acrefore\/9780190264093.013.1209<\/a><\/span><\/p>\n<\/div>\n

<\/div>\n","protected":false},"excerpt":{"rendered":"

Math Topics Supporting Clear and Concise Mathematics Language Mathematics: Instead of That, Say This TL;DR? Find out how to support elementary students\u2019 conceptual understanding of mathematics by using clear and concise mathematics language. For example, use \u2018regoup\u2019 instead of \u2018carry\u2019 or \u2018borrow.\u2019 Hughes, E. M., Powell, S. R., & Stevens, E. A. (2016). Supporting clear […]<\/p>\n","protected":false},"author":4,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"full-width-content","footnotes":""},"class_list":{"0":"post-1299","1":"page","2":"type-page","3":"status-publish","5":"entry","6":"has-post-thumbnail"},"yoast_head":"\nResearch & Publications - Elizabeth Stevens, Ph.D.<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/lizstevensphd.com\/?page_id=1299\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Research & Publications - Elizabeth Stevens, Ph.D.\" \/>\n<meta property=\"og:description\" content=\"Math Topics Supporting Clear and Concise Mathematics Language Mathematics: Instead of That, Say This TL;DR? 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