Read Dr. Michael Vaughn’s recommendations on discovery learning, based on Alfieri, L., Brooks, P. J., Tenenbaum, H. R., & Aldrich, N. J. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1–18.
Read Dr. Jeremy Miciak’s thoughts about the implications of actuarial classifications of learning disabilities, based on Macmann, G. M., Barnett, D. W., Lombard, T. J., Belton-Kocher, E., & Sharpe, M. N. (1989). On the actuarial classification of children: Fundamental studies of classification agreement. The Journal of Special Education, 23(2), 127–149.
Read Dr. Marcia Barnes’ thoughts about the relationship between reading and math achievement, based on Glenberg, A., Willford, J., Gibson, B., Goldberg, A., & Zhu, X. (2012). Improving reading to improve math. Scientific Studies of Reading, 16, 316–340.
Read Dr. Amie Grills's recommendations about treating childhood anxiety in schools, based on Sulkowski, M. L., Joyce, D. K., & Storch, E. A. (2012). Treating childhood anxiety in schools: Service delivery in a response to intervention paradigm. Journal of Child and Family Studies, 21, 938–947.
Read Dr. Jessica Church-Lang’s recommendations about environmental reliability and grit based on Kidd, C., Palmeri, H., & Aslin, R. N. (2013). Rational snacking: Young children’s decision-making on the marshmallow task is moderated by beliefs about environmental reliability. Cognition, 126(1), 109–114.
Read Dr. Saro Mohammed’s thoughts on interpreting effects based on Lipsey, M. W., Puzio, K., Yun, C., Hebert, M. A., Steinka-Fry, K., Cole, M. W., . . .Busick, M. D. (2012). Translating the statistical representation of the effects of education interventions into more readily interpretable forms (NCSER 2013-3000). Washington, DC: National Center for Special Education Research, Institute of Education Sciences.
Read Dr. Jack Fletcher’s thoughts on some of the upcoming changes to DSM-5, based on Tannock, R. (2013). Rethinking ADHD and LD in DSM-5: Proposed changes in diagnostic criteria. Journal of Learning Disabilities, 46(1), 5–25.
Read Dr. Sharon Vaughn’s recommendations on instruction for students with traumatic brain injury, based on Vu, J. A., Babikian, T., & Asarnow, R. F. (2011). Academic and language outcomes in children after traumatic brain injury: A meta-analysis. Exceptional Children, 77(3), 263–281.
Read Dr. Nancy Scammacca’s recommendations on parent involvement techniques to improve middle school students’ academic achievement and on future research of this topic, based on Hill, N., & Tyson, D. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45, 740–763.
Read Dr. Paul Cirino’s recommendations about the research on working memory training and its relation to academic outcomes, based on Melby-Lervåg, M., & Hulme, C. (2012). Is working memory training effective? A meta-analytic review. Developmental Psychology. Advance online publication.
Read Dr. Greg Roberts’ recommendations about early child care and its relation to later academic success, based on Dearing, E., McCartney, K., & Taylor, B. A. (2009). Does higher quality early child care promote low-income children’s math and reading achievement in middle childhood? Child Development, 80(5), 1329–1349.
Read Dr. Karla Steubing’s recommendations for interpreting effect sizes based on Kelley, K., & Preacher, K. J. (2012). On effect size. Psychological Methods, 17, 137–152.
Read Dr. Michael Vaughn’s recommendations for practice based on Brinch, C. N., & Galloway, T. A. (2011). Schooling in adolescence raises IQ scores. Proceedings of the National Academy of Sciences, 109(2), 425–430. doi:10.1073/pnas.1106077109.
Read Dr. Amy Barth’s recommendations for practice based on Johnson, E. S., Jenkins, J. R., Petscher, Y., & Catts, H. W. (2009). How can we improve the accuracy of screening instruments? Learning Disabilities Research and Practice, 24, 174–185.