MCPER Executive Director Sharon Vaughn presented at The Dyslexia Foundation’s Extraordinary Brain Symposium, which took place June 23–29 in Winterton, South Africa.
The sympoium's theme was "Dyslexia 101: Revisiting Etiology, Diagnosis, Treatment, and Policy." Vaughn presented findings from reading comprehension intervention studies that she and her research team have conducted with students with dyslexia in grades 4–9. This research was conducted as part of the Texas Center for Learning Disabilities project funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development. Her presentation will form the basis of a chapter in Volume 17 of the Extraordinary Brain Series, which will be published in September 2019.
MCPER’s Philip Capin, Elizabeth Stevens, and Kelly Williams were also in attendance and presented their work. Based on data collected from the Promoting Adolescents Comprehension of Text project, Capin presented "Examining the Effects of a Middle-School Intervention Aiming to Improve Students’ Reading Comprehension and Content Knowledge: A Focus on Treatment Fidelity." Stevens presented the findings from her dissertation study: "The Effects of a Text Structure and Paraphrasing Intervention on the Main Idea Generation and Reading Comprehension of Struggling Readers in Grades 4 and 5." Williams presented initial findings from Project Goal: "Effects of an Intensive Reading Intervention for High School English Learners With Disabilities."
Diane Pedrotty Bryant, director of MCPER's Mathematics and Science Institute for Students With Special Needs, and Brian R. Bryant, an institute principal investigator and fellow, were invited to present at the Building Bridges III Conference from May 30 to June 1 in Belize City, Belize.
The event was a collaborative effort of the Belize Ministry of Education, Youth, Sports, and Culture and the University of Nevada Las Vegas to learn from one another and explore cooperative research and practice projects. Building Bridges is an annual conference that moves each year to a different country.
Diane Pedrotty Bryant presented the paper “Elements of Effective Instruction: Key Features of Early Mathematics Interventions,” and Brian R. Bryant presented the poster session “Differentiating Instruction Using the ADAPT Framework.”
The video below, made available by Channel 5 Belize, features an interview with Candy Armstrong, the director for education support services in the Belize Ministry of Education, Youth, Sports, and Culture. The video includes footage of Brian R. Bryant presenting.
A new MCPER publication is featured in the March 2018 newsletter of the U.S. Department of Education's Office of Special Education Programs (OSEP).
"Partner Reading: An Evidence-Based Practice – Teacher's Guide" was developed by MCPER's PACT Plus project. The guide provides teachers with a feasible procedure for partner reading—a research-based instructional routine incorporating peer modeling into reading—that can be used in middle school classrooms. The guide features an explanation of the research on partner reading; an overview of the routine, including setting up the classroom, modeling the procedure, and selecting and preparing a text; and two lesson plans and materials.
The monthly OSEP newsletter "provides stakeholder resources and timely news related to OSEP and the Individuals with Disabilities Education Act [and] highlights information that affects ... state and discretionary grantees, families, educators, practitioners, administrators, researchers, and more," according to OSEP. To subscribe to the newsletter, visit the OSEP website.
Sarah Powell wins Distinguished Early Career Research Award
February 22, 2018
MCPER Principal Investigator Sarah Powell has earned the Council for Exceptional Children's Distinguished Early Career Research Award.
Powell, who heads multiple projects in MCPER's Mathematics and Science Institute for Students With Special Needs, received the award at an event on February 9 in Tampa, Florida.
The award "recognizes individuals who have made outstanding scientific contributions in basic and/or applied research in special education within the first 10 years after receiving the doctoral degree," according to a Council for Exceptional Children announcement. "Powell is one of, if not the, most promising young scholars in the area of mathematics education and high incidence disabilities. Her mathematics intervention work is theoretically based and gaining considerable recognition in the United States and internationally."
For more information, visit the Council for Exceptional Children website.
Experts from The Meadows Center for Preventing Educational Risk (MCPER) and nationally recognized researchers have condensed the knowledge from a broad range of research into 10 practical ideas that states, school districts, and schools can use to improve assessment practices and outcomes.
"10 Key Policies and Practices for Assessment in Schools With Strong Evidence of Effectiveness From High-Quality Research" is a concise document that offers recommendations and examples stated in clear language that are grounded in findings from solid research studies. Topics include school leadership's role in teachers understanding curricula and standards across grades; assessment used to enhance, not just measure, student learning; the frequency of and intervals between tests; strategies to avoid; and more. Also included is a full list of the research studies cited. The document is the eighth installment of MCPER's "10 Key" series, which features similar lists of practical, research-based recommendations for specific topics of interest to educators.
Download "10 Key Policies and Practices for Assessment in Schools" today from the MCPER Library.
Kelly Williams, a project coordinator and researcher with MCPER, has been selected to join the 10th cohort of Council for Exceptional Children Division for Research Doctoral Student Scholars program.
Williams is one of 10 scholars selected through an international competitive review process. She will participate in a series of three seminars and online discussions based on this year's inquiry question: "What makes for excellence in special education research?" The program is "designed to foster connections among doctoral students at different universities and to contribute to raising the standard of research in the field ... culminating in a final colloquium that brings students and researchers together in a session dedicated to graduate student development at the annual CEC Convention and Expo," according to the Division for Research website.
She was nominated for the honor by MCPER Executive Director Sharon Vaughn. Williams joins past MCPER winner Deborah Reed, who was selected for the first cohort in 2008.
Brian R. Bryant, a fellow and principal investigator with MCPER's Mathematics Institute for Learning Disabilities and Difficulties, was tabbed as a guest editor of a special issue of the journal Assistive Technology.
Bryant and Soonhwa Seok of Texas State University co-edited the special issue, titled "Technology-Based Instruction." In the introduction, Bryant and Seok write of the special issue that "noted scholars contribute research findings designed to add to the growing body of knowledge validating the use of assistive and instructional technology in the classroom."
One article, "Assessing the Acquisition of Requesting a Variety of Preferred Items Using Different Speech Generating Device Formats for Children With Autism Spectrum Disorder," is written by Mark O'Reilly, chair of the UT Austin Department of Special Education, and colleagues.
Reading experts have effective strategies to help many of the youngest children who struggle to read, but that work has been less effective with older students. Those whose first language isn’t English are especially difficult to teach.
The Texas Center for Learning Disabilities, a multidisciplinary research center led by the University of Houston (UH) that includes The Meadows Center for Preventing Educational Risk (MCPER), will tackle the issue with an $8.4 million grant from the National Institute of Child Health and Human Development.
The competitively awarded federal grant is the third for the center since it was established in 2006 to address learning disabilities from a variety of disciplines. Jack Fletcher, chair of the UH Psychology Department and principal investigator for the grant, and some of his collaborators have spent the past 25 years addressing learning disabilities involving reading and math.
The center, which includes researchers from The University of Texas Health Science Center at Houston and MCPER at The University of Texas at Austin, is overseen by the UH Department of Psychology and the Texas Institute for Measurement, Evaluation, and Statistics, led by UH psychology professor David Francis.
Francis has long worked on issues involving minority-language speakers, known as English learners. He will work on this project along with professors Elena Grigorenko and Arturo Hernandez, associate professor Paul Cirino, and research assistant professors Jeremy Miciak and Pat Taylor, all with the UH Department of Psychology; associate professor Jenifer Juranek of The University of Texas Health Science Center at Houston; and Executive Director Sharon Vaughn, Assistant Director Greg Roberts, and assistant professor of psychology Jessica Church-Lang, all with MCPER.
The center has led some of the key breakthroughs in understanding learning disabilities, including the following:
The work is the result of “team science,” Fletcher said, an interdisciplinary approach to understanding the classification, early intervention, and remediation of learning disabilities. It includes the use of brain imaging, in addition to work in public school classrooms in Houston and Austin.
Grigorenko’s work spans both developmental psychology and molecular genetics. Her arrival at UH in 2015 added a genetic component to the center’s work, allowing it to delve more deeply into the epigenetic response to intervention and to address the central question the center seeks to answer: Why do some children pick up reading easily and others struggle? And when children struggle, what can help them succeed?
Working with older students is a natural evolution, Fletcher said, because researchers have established effective interventions for the early grades, although not all schools use them. Middle schoolers who are English learners often have trouble reading even when their spoken command of English is good, he said.
But it’s unclear how a variety of factors—economic disadvantage, language proficiency, and learning disabilities—interact to cause the problem.
Students in the project—English learners who meet school benchmarks for English proficiency—will receive intervention to improve reading skills, and researchers will collect information through brain imaging and genetic and cognitive testing.
“This is real team science,” Fletcher said. “Lots of people from different disciplines are working together to bring science to education.”
The Meadows Center for Preventing Educational Risk (MCPER) has received a $1.4 million grant from the Institute of Education Sciences to develop a professional development model specifically for middle schools.
The model will be developed over two years in collaboration with educators at all three middle schools in San Angelo Independent School District (ISD). Following development, a pilot study will be conducted to test the model’s potential effectiveness on students’ reading performance.
“We are honored to receive this funding from the Institute of Education Sciences,” said Christy Murray, principal investigator of the project. “Our goal is to develop a set of materials and professional development resources that help middle school educators implement powerful, research-based practices and, concurrently, build the capacity of on-campus leaders to sustain those practices over time.”
The grant will extend the work of MCPER’s Middle School Matters project, which was initially funded through The Meadows Foundation, Sid W. Richardson Foundation, The Brown Foundation, and others.
“Thanks to the amazing support of our initial funders, Middle School Matters has developed many wonderful resources, and we’re looking forward to enhancing those resources with the help of some talented educators in San Angelo ISD,” Murray said.
During the 2017–2018 and 2018–2019 school years, San Angelo ISD educators will serve as the experts by partnering with researchers to improve middle school instructional materials and professional development efforts.
Sharon Vaughn, executive director of The Meadows Center for Preventing Educational Risk, highlighted the importance of this collaboration. “The teacher perspective is very important in the development of instructional materials so that we can ensure they are usable and feasible in the classroom,” she said. “Incorporating their ideas will truly connect research to practice.”
Farrah Gomez, San Angelo ISD executive director of schools and school improvement, agrees. “The partnership with Middle School Matters has been invaluable,” Gomez said. “We are excited to continue our work together where the research can be put to practice in our classrooms. The communication and feedback loop between teachers and researchers is a vital part of the process.”
Middle School Matters was founded in 2010 by the George W. Bush Institute, which partnered with MCPER in 2012. Since that time, Middle School Matters has supported more than 100 schools, hosted four conferences, and developed dozens of resources and instructional toolkits.
To learn more about Middle School Matters and download free instructional resources, visit the Middle School Matters website.
MCPER's Brandy Maynard, a fellow in Dropout Prevention Institute, and Veronica Miller, a researcher with the Middle School Matters Institute, received the Leonard E. Gibbs Award for a recent review on mindfulness along with coauthors Michael R. Solis and Kristen E. Brendel.
In the review, Mindfulness-Based Interventions for Improving Cognition, Academic Achievement, Behavior and Socioemotional Functioning of Primary and Secondary Students, the authors found that mindfulness-based interventions have a statistically significant positive effect on cognitive and socioemotional processes for students, but that they do not improve behavior or academic performance.
Read more about it on the Campbell Collaboration website.