Category: Research Base

Agarwal, P. K., Bain, P. M., & Chamberlain, R. W. (2012). The value of applied research: Retrieval practice improves classroom learning and recommendations from a teacher, a principal, and a scientist. Educational Psychology Review, 24(3), 437-448.

Blunt, J. R., & Karpicke, J. D. (2014). Learning with retrieval-based concept mapping. Journal of Educational Psychology, 106(3), 849.

Brick, J., & McDaniel, D. M. A. (2012). Test-Enhanced Learning. In Encyclopedia of the Sciences of Learning (pp. 3304-3307). Springer US.

Butler, A. C. (2010). Repeated testing produces superior transfer of learning relative to repeated studying. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(5), 1118-1133.

Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2008). Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 918-928.

Carpenter, S. K. (2012). Testing enhances the transfer of learning. Current Directions in Psychological Science, 21(5), 279-283.

Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educational Psychology Review, 24(3), 369-378.

Carpenter, S. K., Pashler, H., & Cepeda, N. J. (2009). Using tests to enhance 8th grade students’ retention of US history facts. Applied Cognitive Psychology, 23(6), 760-771.

Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132, 354–380.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.

Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775.

Karpicke, J. D. (2009). Metacognitive control and strategy selection: Deciding to practice retrieval during learning. Journal of Experimental Psychology: General, 138(4), 469-486.

Little, J. L., & McDaniel, M. A. (2015). Metamemory monitoring and control following retrieval practice for text. Memory & Cognition, 43(1), 85-98.

Littrell‐Baez, M. K., Friend, A., Caccamise, D., & Okochi, C. (2015). Using Retrieval Practice and Metacognitive Skills to Improve Content Learning. Journal of Adolescent & Adult Literacy, 58(8), 682-689.

McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L. (2011). Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of Educational Psychology, 103, 399-414.

McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19, 494–513.

McDaniel, M. A., Roediger, H. L., & McDermott, K. B. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14(2), 200-206.

McDaniel, M. A., Thomas, R. C., Agarwal, P. K., McDermott, K. B., & Roediger, H. L. (2013). Quizzing in middle‐school science: Successful transfer performance on classroom exams. Applied Cognitive Psychology, 27, 360-372.

McDermott, K. B., Agarwal, P. K., D’Antonio, L., Roediger, H. L., & McDaniel, M. A. (2014). Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high-school classes. Journal of Experimental Psychology: Applied, 20, 3-21.

Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007). Organizing instruction and study to improve student learning (NCER 2007–2004). Washington, DC: National Center for Educational Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ncer.ed.gov

Pyc, M. A., & Rawson, K. A. (2009). Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory?. Journal of Memory and Language, 60(4), 437-447.

Roediger, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. B. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17(4), 382-395.

Roediger, H.L., & Butler, A.C. (2013). Retrieval practice (testing) effect. In H.L. Pashler (Ed.), Encyclopedia of the mind. Los Angeles, CA: Sage Publishing Co.

Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181–210.

Roediger, H.L., & Pyc, M.A. (2012). Inexpensive techniques to improve education: Applying Cognitive Psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1, 242–248.

The Meadows Center for Preventing Educational Risk & George W. Bush Institute. (2016). Middle School Matters field guide: Research-based principles, practices, and tools (2^nd ed.). Austin, TX: Authors.

 

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Berkeley, S., Mastropieri, M. A., & Scruggs, T. E. (2011). Reading Comprehension Strategy Instruction and Attribution Retraining for Secondary Students with Learning and Other Mild Disabilities. Journal Of Learning Disabilities, 44(1), 18-32.

Faggella-Luby, M., Schumaker, J. S., & Deshler, D. D. (2007). Embedded Learning Strategy Instruction: Story-Structure Pedagogy in Heterogeneous Secondary Literature Classes. Learning Disability Quarterly, 30(2), 131-147.

Honnert, A. M., & Bozan, S. E. (2005). Summary Frames: Language Acquisition for Special Education and English Language Learner Students. Science Activities: Classroom Projects And Curriculum Ideas, 42(2), 19.

Klingner, J. K., Vaughn, S., & Boardman, A. G. (2015). Teaching reading comprehension to students with learning difficulties. New York, NY: Guilford Press.

Massey, D. D., & Heafner, T. L. (2004). Promoting Reading Comprehension in Social Studies. Journal Of Adolescent And Adult Literacy, 48(1), 26-40

McCulley, L. V., & Osman, D. J. (2015). Effects of reading instruction on learning outcomes in social studies: A synthesis of quantitative research. The Journal of Social Studies Research. Advance online publication. doi:10.1016/j.jssr.2015.06.002.

Swanson, E., Edmonds, M. S., Hairrell, A., Vaughn, S., & Simmons, D. C. (2011). Applying a Cohesive Set of Comprehension Strategies to Content-Area Instruction. Intervention In School And Clinic, 46(5), 266-272.

Swanson, E., Wanzek, J., Vaughn, S., Roberts, G., & Fall, A. (2015). Improving reading comprehension and social studies knowledge among middle school students with disabilities. Exceptional Children. Advance online publication. doi:10.1177/0014402914563704

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Charles, R. I., & Carmel, C. A. (2005). Big ideas and understandings as the foundation for elementary and middle school mathematics. Journal of Mathematics Education, 7(3), 9-24.

Fletcher, D., Boon, R. T., & Cihak, D. F. (2010). Effects of the TOUCHMATH program compared to a number line strategy to teach addition facts to middle school students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 449-458.

Geary, D. C., Hoard, M. K., Nugent, L., & Byrd-Craven, J. (2008). Development of number line representations in children with mathematical learning disability. Developmental neuropsychology, 33(3), 277-299.

Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. NCEE 2009-4060. What Works Clearinghouse.

Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The relation between spatial skill and early number knowledge: the role of the linear number line. Developmental psychology, 48(5), 1229.

Saxe, G. B., Shaughnessy, M. M., Shannon, A., Langer-Osuna, J. M., Chinn, R., & Gearhart, M. (2007). Learning about fractions as points on a number line. The learning of mathematics: Sixty-ninth yearbook, 221-237.

Watanabe, T., Takahashi, A., & Yoshida, M. (2010). Supporting focused and cohesive curricula through visual representations: An example from Japanese textbooks. Mathematics curriculum: Issues, trends, and future directions, 131-144.

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Boardman, A. G., Klingner, J. K., Buckley, P., Annamma, S., & Lasser, C. J. (2015). The Efficacy of Collaborative Strategic Reading in Middle School Science and Social Studies Classes. Reading And Writing: An Interdisciplinary Journal, 28(9), 1257-1283.

Boardman, A., Buckley, P., Maul, A., Vaughn, S., & Society for Research on Educational Effectiveness, (. (2014). The Relationship between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents with Disabilities. Society For Research On Educational Effectiveness.

Bremer, C. D., Vaughn, S., Clapper, A. T., Kim, A., & National Center on Secondary Education and Transition, M. M. (2002). Collaborative Strategic Reading (CSR): Improving Secondary Students’ Reading Comprehension Skills. Research to Practice Brief: Improving Secondary Education and Transition Services through Research.

Kim, A., Vaughn, S., Klingner, J. K., Woodruff, A. L., Reutebuch, C. K., & Kouzekanani, K. (2006). Improving the Reading Comprehension of Middle School Students with Disabilities through Computer-Assisted Collaborative Strategic Reading. Remedial And Special Education, 27(4), 235-249.

Klingner J. K., Vaughn, S., & Schumm, J. S. (1998). Collaborative Strategic Reading during social studies in heterogeneous fourth-grade classrooms. The Elementary School Journal, 99(1), 3–22.

Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. The Elementary School Journal, 96(3), 275–293.

Klingner, J. K., & Vaughn, S. (1998). Using Collaborative Strategic Reading. Teaching Exceptional Children, 30(6), 32-37.

Klingner, J. K., & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through Collaborative Strategic Reading (CSR). The Reading Teacher, 52(7), 738–747.

Klingner, J. K., Vaughn, S., Arguelles, M. E., Hughes, M. T., & Leftwich, S. A. (2004). Collaborative Strategic Reading: “Real-World” Lessons From Classroom Teachers. Remedial And Special Education, 25(5), 291-302.

Klingner, J. K., Vaughn, S., Boardman, A., & Swanson, E. (2012). Now We Get It! Boosting Comprehension with Collaborative Strategic Reading. Jossey-Bass, An Imprint of Wiley.

Mohammed, S. S., Swanson, E., Roberts, G., Vaughn, S., Klingner, J. K., Boardman, A. G., & Society for Research on Educational Effectiveness, (. (2010). The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 1. Society For Research On Educational Effectiveness.

Swanson, E., Mohammed, S. S., Boardman, A. G., Vaughn, S., Klingner, J., Roberts, G., & … Society for Research on Educational Effectiveness, (. (2011). The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 2 Replication. Society For Research On Educational Effectiveness.

Vaughn, S., Klingner, J. K., Swanson, E. A., Boardman, A. G., Roberts, G., Mohammed, S. S., & Stillman-Spisak, S. J. (2011). Efficacy of Collaborative Strategic Reading with Middle School Students. American Educational Research Journal, 48(4), 938-964.

Vaughn, S., Roberts, G., Klingner, J. K., Swanson, E. A., Boardman, A., Stillman-Spisak, S. J., & … Leroux, A. J. (2013). Collaborative Strategic Reading: Findings from Experienced Implementers. Journal Of Research On Educational Effectiveness, 6(2), 137-163.

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