Improving Vocabulary Outcomes in Inclusive Secondary Science Classrooms through Professional Development

References

• Aud, S., Hussar, W., Johnson, F., Kena, G., Roth, E., Manning, E., & Yohn, C. (2012). The condition of education 2012. Washington, DC: National Center for Education Statistics, U.S. Department of Education.
   Google Scholar
• Benedict, A., Brownell, E., Griffin, M. T., Wang, C., & Meyers, J. (2016). Leveraging professional development to prepare general and special education teachers to teach within response to intervention frameworks. In T. Petty, A. Good, & M. Putman (Eds.), Handbook of research on professional development for quality teaching and learning  (pp. 42–61). Hershey, PA: Information Science Reference.
   Google Scholar
• Benedict, A. E., Park, Y., Brownell, M. T., Lauterbach, A. A., & Kiely, M. T. (2013). Using lesson study to align elementary literacy instruction within the RTI framework. Teaching Exceptional Children, 45(5), 22–30. doi:10.1177/004005991304500503
   Google Scholar
• Berninger, V. W., Winn, W. D., Stock, P., Abbott, R. D., Eschen, K., Lin, S. J. C., … Trivedi, P. (2008). Tier 3 specialized writing instruction for students with dyslexia. Reading and Writing, 21(1–2), 95–129. doi:10.1007/s11145-007-9066-x
   Web of Science ®Google Scholar
• Blanton, L. P., Pugach, M. C., & Florian, L. (2011). Preparing general education teachers to improve outcomes for students with disabilities. Washington, DC: American Association of Colleges for Teacher Education & National Center for Learning Disabilities. Retrieved from https://www.ncld.org/wp-content/uploads/2014/11/aacte_ncld_recommendation.pdf
   Google Scholar
• Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills a systematic review of the literature. Review of Educational Research, 80(2), 144–179. doi:10.3102/0034654309359353
   Web of Science ®Google Scholar
• Brownell, M., Kiely, M. T., Haager, D., Boardman, A., Corbett, N., Algina, J., … Urbach, J. (2017). Literacy learning cohorts. Exceptional Children, 83(2), 143–164. doi:10.1177/0014402916671517
   Google Scholar
• Bryant, D. P., Goodwin, M., Bryant, B. R., & Higgins, K. (2003). Vocabulary instruction for students with learning disabilities: A review of the research. Learning Disability Quarterly, 26(2), 117–128. doi:10.2307/1593594
   Web of Science ®Google Scholar
• Cantrell, S., Burns, L., & Callaway, P. (2009). Middle- and high-school content area teachers’ perceptions about literacy teaching and learning. Literacy Research and Instruction, 48(1), 76–94. doi:10.1080/19388070802434899
   Google Scholar
• Carlisle, J. F. (2004). Morphological processes that influence learning to read. In A. Stone, E. Silliman, B. Ehren, & K. Apel (Eds.), Handbook of language and literacy: Development and disorders (pp. 318–339). New York, NY: Guilford Press.
   Google Scholar
• Carlisle, J. F. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45(4), 464–487. doi:10.1598/RRQ.45.4.5
   Web of Science ®Google Scholar
• Cohen, D. K., & Hill, H. C. (2001). Learning policy: When state education reform works. New Haven, CT: Yale University Press.
   Google Scholar
• Connor, C. M., Alberto, P. A., Compton, D. L., & O’Connor, R. E. (2014). Improving reading outcomes for students with or at risk for reading disabilities: A synthesis of the contributions from the institute of education sciences research centers (NCSER 2014-! 293000). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research. Retrieved from http://ies.ed.gov/ncser/pubs/20143000/pdf/20143000.pdf
   Google Scholar
• de Winter, J. C. (2013). Using the Student’s t-test with extremely small sample sizes. Practical Assessment, Research & Evaluation, 18(10). Retrieved from https://pareonline.net/getvn.asp?v=18%26n=10
   Google Scholar
• Ebbers, S. M., & Denton, C. A. (2008). A root awakening: Vocabulary instruction for older students with reading difficulties. Learning Disabilities Research & Practice, 23(2), 90–102. doi: 10.1111/j.1540-5826.2008.00267.x
   Google Scholar
• Espin, C. A., Busch, T. W., Shin, J., & Kruschwitz, R. (2001). Curriculum-based measurement in the content areas: Validity of vocabulary matching as an indicator of performance in social studies. Learning Disabilities Research & Practice, 16, 142–151. doi:10.1111/0938-8982.00015
   Google Scholar
• Ford, J. W. (2015). Statement verification for science: Examining technical adequacy of alternate forms for screening decisions ( Doctoral dissertation). Retrieved from Iowa Research Online.
   Google Scholar
• Gersten, R., Dimino, J., Jayanthi, M., Kim, J. S., & Santoro, L. E. (2010). Teacher study group: Impact of the professional development model on reading instruction and student outcomes in first grade classrooms. American Educational Research Journal, 47(3), 694–739. doi:10.3102/0002831209361208
   Web of Science ®Google Scholar
• Gravetter, F., & Wallnau, L. (2014). Essentials of statistics for the behavioral sciences (8th ed.). Belmont, CA: Wadsworth Cenage Learning.
   Google Scholar
• Hall, L. A. (2005). Teachers and content area reading: Attitudes, beliefs and change. Teaching and Teacher Education, 21(4), 403–414. doi:10.1016/j.tate.2005.01.009
   Web of Science ®Google Scholar
• Hallgren, K. A. (2012). Computing inter-rater reliability for observational data: An overview and tutorial. Tutorials in Quantitative Methods for Psychology, 8(1), 23–34. doi:10.20982/tqmp.08.1.p023
   PubMedGoogle Scholar
• Harris, M. L., Schumaker, J. B., & Deshler, D. D. (2011). The effects of strategic morphological analysis instruction on the vocabulary performance of secondary students with and without disabilities. Learning Disability Quarterly, 34(1), 17–33. doi:10.1177/073194871103400102
   Web of Science ®Google Scholar
• Horowitz, S. H., Rawe, J., & Whittaker, M. C. (2017). The state of learning disabilities: Understanding the 1 in 5. New York, NY: National Center for Learning Disabilities.
   Google Scholar
• Hough, H. J., Kerbow, D., Bryk, A., Pinnell, G. S., Rodgers, E., Dexter, E., … Fountas, I. (2013). Assessing teacher practice and development: The case of comprehensive literacy instruction. School Effectiveness and School Improvement: An International Journal of Research, Policy, and Practice, 24(4), 452–485. doi:10.1080/09243453.2012.731004
   Web of Science ®Google Scholar
• Jitendra, A. K., Edwards, L. L., Sacks, G., & Jacobson, L. A. (2004). What research says about vocabulary instruction for students with learning disabilities. Exceptional Children, 70(3), 299–322. doi: 10.1177/001440290407000303
   Web of Science ®Google Scholar
• Kennedy, M. J., Rodgers, W. J., Romig, J. E., Lloyd, J. W., & Brownell, M. T. (2017). Effects of a multimedia professional development package on inclusive science teachers’ vocabulary instruction. Journal of Teacher Education, 68(2), 213–230. doi:10.1177/0022487116687554
   Web of Science ®Google Scholar
• Kuder, J. S. (2017). Vocabulary instruction for secondary students with reading disabilities: An updated research review. Learning Disability Quarterly, 40(3), 155–164. doi:10.1177/0731948717690113
   Web of Science ®Google Scholar
• Lane, H. B., Hudson, R. F., Leite, W. L., Kosanovich, M. L., Strout, M. T., Fenty, N. S., & Wright, T. L. (2008). Teacher knowledge about reading fluency and indicators of students’ fluency growth in reading first schools. Reading & Writing Quarterly, 25(1), 57–86. doi:10.1080/10573560802491232
   Google Scholar
• Lauterbach, A. A., Abbott, J., Ford, J., & Hosp, J. L. (2019). Using the statement verification for secondary science to measure students’ vocabulary knowledge. Poster session presented at the annual conference of the Council for Exceptional Children, Indianapolis, IN.
   Google Scholar
• Lee, C. D., & Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York: Carnegie Corporation of New York.
   Google Scholar
• Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3–14. doi:10.3102/0013189X035003003
   Google Scholar
• Lyon, R., Fletcher, J. M., Shaywitz, S. E., Shaywitz, B. A., Torgesen, J. K., Wood, F. B., … Olson, R. (2001). Rethinking learning disabilities. In C. E. Finn Jr., R. A. J. Rotherham, & C. R. Hokanson Jr. (Eds.), Rethinking special education for a new century  (pp. 259–287). Washington, DC: Thomas B. Fordham Foundation and Progressive Policy Institute.
   Google Scholar
• McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, N., Cox, S., Potter, N. S., & Gray, A. L. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35(1), 69–86. doi:10.1177/002221940203500106
   PubMed Web of Science ®Google Scholar
• McCutchen, D., Green, L., Abbott, R. D., & Sanders, E. A. (2009). Further evidence for teacher knowledge: Supporting struggling readers in grades three through five. Reading and Writing, 22(4), 401–423. doi:10.1007/s11145-009-9163-0
   Web of Science ®Google Scholar
• McCutchen, D., Stull, S., Herrera, B. L., Lotas, S., & Evans, S. (2014). Putting words to work: Effects of morphological instruction on children’s writing. Journal of Learning Disabilities, 47(1), 86–97. doi:10.1177/0022219413509969
   PubMed Web of Science ®Google Scholar
• Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence based practices in online learning: A meta-analysis and review of online learning studies. Menlo Park, CA: SRI International.
   Google Scholar
• Moats, L. C. (1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44(1), 81–102. doi:10.1007/BF02648156
   PubMed Web of Science ®Google Scholar
• Nagy, W., Berninger, V. W., & Abbott, R. D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98(1), 134–147. doi:10.1037/0022-0663.98.1.134
   Web of Science ®Google Scholar
• National Assessment of Educational Progress. (2015). The nations report card: Science assessment. Retrieved from https://www.nationsreportcard.gov/science_2015/#?grade=4
   Google Scholar
• National Center for Special Education Research. (n.d.). Facts from NLTS2: General education participation and academic performance of students with learning disabilities. Retrieved from https://ies.ed.gov/ncser/pubs/20063001/
   Google Scholar
• National Center on Intensive Intervention. (n.d.) Academic screening tools chart rating rubric. Retrieved from https://intensiveintervention.org/sites/default/files/NCII_AScreening_RatingRubric_July2017.pdf
   Google Scholar
• National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press. doi:10.17226/13165
   Google Scholar
• National Science Foundation. (2017). Women, minorities, and persons with disabilities in science and engineering: 2017 (Special Report NSF 17-310). Arlington, VA. Retrieved from www.nsf.gov/statistics/wmpd/
   Google Scholar
• National Science Teachers Association. (2014). About the next generation science standards. Retrieved from https://ngss.nsta.org/about.aspx
   Google Scholar
• Newman, L., Wagner, M., Knokey, A.-M., Marder, C., Nagle, K., Shaver, D., & Schwarting, M. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school. A report from the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3005). Menlo Park, CA: SRI International.
   Google Scholar
• NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
   Google Scholar
• Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224–240. doi: 10.1002/(ISSN)1098-237X
   Web of Science ®Google Scholar
• Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using SPSS (4th ed.). Berkshire, England: McGraw Hill.
   Google Scholar
• Phelps, G., Weren, B., Croft, A., & Gitomer, D. (2014). Developing content knowledge for teaching assessments for the measures of effective teaching study. ETS Research Report Series, 2014(2), 1–92. ISSN 2330-8516. doi:10.1002/ets2.12031
   Google Scholar
• Royer, J. M., & Cunningham, D. J. (1981). On the theory and measurement of reading comprehension. Contemporary Educational Psychology, 6(3), 187–216. doi:10.1016/0361-476X(81)90001-1
   Web of Science ®Google Scholar
• Saito, E. (2012). Key issues of lesson study in Japan and the United States: A literature review. Professional Development in Education, 38(5), 777–789. doi:10.1080/19415257.2012.668857
   Google Scholar
• Scher, L., & O’Reilly, F. (2009). Professional development for K-12 math and science teachers: What do we really know? Journal of Research on Educational Effectiveness, 2(3), 209–249. doi:10.1080/19345740802641527
   Google Scholar
• Seifert, K., & Espin, C. (2012). Improving reading of science text for secondary students with learning disabilities effects of text reading, vocabulary learning, and combined approaches to instruction. Learning Disability Quarterly, 35(4), 236–247. doi:10.1177/0731948712444275
   Web of Science ®Google Scholar
• Shadish, W., Cook, T., & Campbell, D. (2002). Experimental and quasi-experimental designs for generalized causal influence. Boston, MA: Houghton Mifflin.
   Google Scholar
• Spektor-Levy, O., & Yifrach, M. (2017, August 10). If science teachers are positively inclined toward inclusive education, why is it so difficult? Research in Science Education, 1–30. doi:10.1007/s11165-017-9636-0
   Web of Science ®Google Scholar
• Therrien, W. J., Taylor, J. C., Hosp, J. L., Kaldenberg, E. R., & Gorsh, J. (2011). Science instruction for students with learning disabilities: A meta-analysis. Learning Disabilities Research & Practice, 26(4), 188–203. doi:10.1111/j.1540-5826.2011.00340.x
   Web of Science ®Google Scholar
• Vadasy, P. F., Sanders, E. A., & Peyton, J. A. (2006). Paraeducator-supplemented instruction in structural analysis with text reading practice for second and third graders at risk for reading problems. Remedial and Special Education, 27(6), 365–378. doi:10.1177/07419325060270060601
   Web of Science ®Google Scholar
• Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. doi:10.1016/j.tate.2007.01.004
   Web of Science ®Google Scholar
• Ylonen, A., & Norwich, B. (2013). Professional learning of teachers through a lesson study process in England: Contexts, mechanisms and outcomes. International Journal for Lesson and Learning Studies, 2(2), 137–154. doi:10.1108/20468251311323388
   Google Scholar
• Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Issues & answers (REL 2007-No. 033). Regional Educational Laboratory Southwest.
   Google Scholar
• Yore, L. D., & Shymansky, J. A. (1991). Reading in science: Developing an operational conception to guide instruction. Journal of Science Teacher Education, 2(2), 29–36. doi:10.1007/BF02962849
   Google Scholar