Madhavi Jayanthi

• Instructional Research Group

Impacts of rational number interventions among U.S. students in Grades 3 through 9 with mathematics difficulties are examined using a systematic review and meta-analysis. The primary goal of the meta-analysis was to identify instructional practices that are key drivers of student impacts. From approximately 1,200 published and unpublished study rec...

This article reports on a project implemented to help middle school teachers provide evidence-based instruction and intervention to students with mathematics learning disabilities (MLD) and mathematics difficulties (MD). Multiple sources—interviews, surveys, and field notes from formal and informal observations—were used to gather data on teacher p...

Using a randomized controlled trial, we examined the effect of a fractions intervention for students experiencing mathematical difficulties in Grade 5. Students who were eligible for the study ( n = 205) were randomly assigned to intervention and comparison conditions, blocked by teacher. The intervention used systematic, explicit instruction and r...

This meta-analysis systematically reviewed the most up-to-date literature to determine the effectiveness of reading interventions on measures of word and pseudoword reading, reading comprehension, and passage fluency, and to determine the role intervention and study variables play in moderating the impacts for students at risk for reading difficult...

The purpose of this replication study was to examine the impact of the Teacher Study Group (TSG) professional development in vocabulary on first grade teachers' knowledge of vocabulary instruction and observed teaching practice, and on students' vocabulary knowledge. Sixty-two schools from 16 districts in 4 states were randomly assigned to treatmen...

The report of the national response to intervention (RTI) evaluation study, conducted during 2011–2012, was released in November 2015. Anyone who has read the lengthy report can attest to its complexity and the design used in the study. Both these factors can influence the interpretation of the results from this evaluation. In this commentary, we (...

This report presents estimates from a large-scale, multi-district RCT on the effectiveness of a summer reading program on improving student reading comprehension for economically disadvantaged grade 3 students reading below the 50th percentile nationally.Students had to meet three criteria to be eligible for the study: (1) be enrolled in the FRPL p...

Randomized field trials were used to examine the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers’ reading comprehension and vocabulary instruction, their knowledge of these areas, and the comprehension and vocabulary achievement of their students. The multisite study was conducted in three large ur...

The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. We examined the impact of four categories of instructional components: (a) approaches to instructio...

The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. We examined the impact of four categories of instructional components: (a) approaches to instructio...

This guide for teachers is a companion piece to the meta-analysis from the Center on Instruction, "Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research". Based on the findings of this report, seven effective instructional practices were identified for teaching m...

The purpose of this exploratory study was to use a collaborative decision-making process, the Nominal Group Technique (NGT), to determine the effectiveness and feasibility of 44 strategies for communication between home and school about homework assigned to students with high-incidence disabilities included in general education classrooms. Nine par...

In this national survey, parents of children with and without disabilities rank-ordered a number of strategies that schools, teachers, and parents could use to improve communication about and completion of students' homework. Surveys were collected from a national sample of 120 parents of children with disabilities and 400 parents of children witho...

The practice of including students with disabilities in general education classes has spawned interest in academic interventions, such as homework, that allow these students to be successful. Previous studies have revealed a number of communication problems that can limit the effectiveness of homework as an intervention. The purpose of the present...

The purpose of the present study was to investigate student preferences for specific adaptations in general education classroom testing. Participants in the study were 158 middle school students, including students with high-incidence disabilities (HID) and general education students with low, average, high, and very high achievement. Students comp...

Increased emphasis on the inclusion of students with disabilities in general education classes has led to heightened research attention to educational practices affecting the outcomes of these students. Educational interventions, including homework, have been the focus of several studies, including those in which the opinions of educators and paren...

In a national survey, special education teachers were asked to rank-order recommendations for improving communication between teachers and parents as it relates to homework for students with disabilities. A total of 673 special education teachers, all nominated by their principals, responded to the survey. The special education teachers indicated t...

In recent years, the number of children placed in child welfare programs has substantially increased. The familial, social, and mental health needs of this child population has been well documented. However, their educational status and needs have received less attention. This study examines the educational performance of children who are receiving...

Within the past decade, the wraparound approach has gained significant popularity in providing services to children with challenging social and family needs. While a plethora of wraparound programs have been developed and studies have been conducted to assess their effectiveness, the need to develop instruments that measure the implementation of wr...

Research on the effectiveness of various home-based interventions implemented in the 1980s and 1990s indicates that results have been equivocal. Because of the unique and complex behavioral challenges presented by each family and the need for individualized treatments and long-term interventions for these families, group research and evaluation des...

A study examined the preferences of 211 middle school students (including 17 students with learning or behavior disabilities) for 17 homework adaptations. Lowest ratings were given for teachers giving students different assignments than those given to other students in the class. Preferences were not mediated by learning or behavioral disability. (...

Discusses parent-teacher communication problems, factors that contribute to homework-communication problems, and strategies that the whole school community can use to ensure parent involvement in the homework assignments of children with high-incidence disabilities. Focus-group recommended strategies are provided for teachers, parents, administrato...

This study examined the experiences and views of students with learning disabilities regarding the homework they receive in their general education classes and identified ways that teachers and parents might positively affect students' performance. Subjects were 10 high school students identified as having learning disabilities. Individual intervie...

Homework-related communication problems that are experienced in the general education classroom by students with disabilities were researched in order to determine the perspectives of special education (SE) teachers. Initially, school principals were asked to randomly select special educators to participate in a survey, resulting in a list of 1,088...

The purpose of this study was to survey the perceptions of general education teachers nationwide, particularly as they relate to making testing adaptations for students with disabilities. A survey was sent to 708 general education teachers nationwide. The return rate was 56.6% (N= 401). The specific testing adaptations that were rated as being most...

A national survey of elementary and secondary general education teachers (N = 368, response rate of 52%) was conducted to determine the classroom grading practices of general education teachers, including grading adaptations for students with disabilities. Results of this self-report survey indicated that teachers find letter and number grades more...

Discusses the likelihood that teachers will accept various interventions for adapting instruction and accommodating students with disabilities in the general education classroom, emphasizing the areas of homework, grading, and testing

The purpose of this study was to generate recommendations for improving communication between home and school regarding the homework assigned in mainstream classes. specifically, the objectives of the study were to identify recommendations for ameliorating homework-communication problems between (a) parents and classroom teachers, (8) parents and s...

The purpose of this study was to identify the communication problems that exist between home and school, particularly as these problems relate to homework given to students with mild disabilities in general education classes. Subjects for this study were 15 parents of students with mild disabilities, 14 special education teachers of students with m...

This study sought to survey the testing policies of local school districts nationwide. Specifically, the objectives of this study were to (a) determine if school districts have policies concerning standardized and nonstandardized testing, (b) identify the specific features of these testing policies, and (c) discern if these policies include provisi...

The purpose of this study was to survey the homework practices of general education teachers who teach students with disabilities. A national sample of 441 elementary, middle, and senior high teachers were asked about their homework practices, including their use of adaptations for students with disabilities. The results highlight homework practice...

Acritical area of concern to teachers, administrators, students, and parents is the evaluation and grading of student performance. the topic of grading takes on added significance when consideration is given to the grading of students with disabilities and to the related effects on collaboration between home and school. A national survey was conduc...

As persons with learning disabilities (LDs) are enrolling in postsecondary education in ever-increasing numbers, there is disturbing evidence that many of these students are having difficulty staying in and completing these programs (Sitlington & Frank, 1990). One contributing factor to this problem is the fact that postsecondary classrooms require...

Increasing evidence exists of the need for school professionals to be proficient in interpersonal problem solving. With the intention of providing information on how to solve a problem, literature on interpersonal problem-solving skills from various disciplines is reviewed and summarized. The review indicates that the interpersonal problem-solving...

Summarizes the research and practice on home–school collaboration as it relates to homework. The following topics are discussed: types of home–school collaboration, existing challenges to implementing homework, and potential solutions through recommended practices. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Thesis (Ed. D.)--Northern Illinois University, 1991. Dept. of Educational Psychology, Counseling, and Special Education. Includes bibliographical references (leaves [97]-106).