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These research summaries covering instructional strategies and interventions offer information that includes level of effectiveness as well as the age groups for which a given strategy or intervention is designed. Links to the original reports are also provided for those who might wish to explore further.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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These research summaries covering instructional strategies and interventions offer information that includes level of effectiveness as well as the age groups for which a given strategy or intervention is designed. Links to the original reports are also provided for those who might wish to explore further.

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What Works in Math?

There's no single answer to that broad question. Instead, what works varies by grade, subject, and even delivery model.

WWC products allow educators to better understand what works in different contexts. WWC intervention reports show which tools increase mathematics achievement by grade, while WWC practice guides show effective practices for topics such as fractions. Search our publications here.

Teaching Toolkit: The WWC's Math Focused Practice Guides

WWC practice guides provide recommendations, action steps, practical examples, and the latest evidence on teaching math.

Calculating the Benefits: Using Intervention Reports to Understand Program Effectiveness

Intervention reports summarize findings of the highest-quality research on programs, practices, or policies in education. Find What Works is a search tool to compare the effectiveness of interventions.

Spotlight on Young Children

Early Numeracy

A summary (3.9 MB) of the WWC recommendations on teaching math to young children provides suggestions for building on their interest in math.

Selecting Math Instructional Materials

Building a foundation for later math learning begins with selecting math instructional materials. This WWC video shows how research evidence can help you select a math program.

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There's no single answer to that broad question. Instead, what works varies by grade, subject, and even delivery model. WWC products allow educators to better understand what works in different contexts. WWC intervention reports show which tools increase mathematics achievement by grade, while WWC practice guides show effective practices for topics such as fractions.

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Another element of effective vocabulary instruction is for teachers to ensure that their students have repeated exposures to key vocabulary. Vocabulary and conceptual knowledge are built gradually over time, and multiple exposures offer opportunities to revisit words and information and to relate words and ideas to one another. If students are to build a deep understanding of key vocabulary and its appropriate use, a single exposure will prove insufficient. Rather, students need to practice with words across lessons and in different contexts. Multiple exposures to vocabulary can be achieved through various ways, such as:

Independent reading

Partner activities

Teacher-led discussions

Watch the video below to see educational consultant Anita Archer demonstrate teacher-led vocabulary instruction in a middle school language-arts class (time: 4:23).

Video is courtesy Anita L. Archer.

Transcript: Demonstrating Teacher-Led Vocabulary Instruction

Teacher: Some of them, we're going to go over the meanings because they are in our part. And the first word here is what, everyone?

Class and teacher: Elude.

Teacher: Don't write anything down. Pencils down, and read the definition and...go

Class and teacher: If you elude someone, you avoid them or escape from them.

Teacher: So if you elude someone, you avoid them or escape from them. Read the first example sentence and...go

Class and teacher: The runaway slaves eluded the patrollers who were hunting them.

Teacher: Okay, and so they might hide somewhere, go into a barn, go into the woods, go into the back of a cart, but they want to avoid those patrollers that are hunting them down. They eluded them. Read the next example.

Class and teacher: The convict...

Teacher: Uh-oh, teacher mistake. Raise your hand if you've ever heard a teacher make a mistake. Isn't it pathetic? So let's go back and try it again. Go.

Class and teacher: The convict eluded the police for ten years.

Teacher: So the convict hid out, stayed away from the police, never was identified by the police. Eluded the what, everyone?

Class and teacher: Police.

Teacher: Last example. Go.

Class and teacher: When playing hide and seek, Jose eluded all of the other players.

Teacher: So was Jose found? Yes or no?

Class: No.

Teacher: Because to elude is to avoid or escape them. Get ready to tell me if you would elude. So you are coming to this school, and you don't want anybody to notice you, and so you sort of walk down the halls and when people come you go down another hall. Did he elude people? Yes or no, everyone?

Class: Yes.

Teacher: Yes, okay. So he's walking down the hall, and he waves to people. Hi, how you doing, Jose? Hi, Maria. Did he elude people? Yes or no?

Class: No.

Teacher: No. So the principal has called you to the office. I don't want to go see the principal. I think I'll go to the boys' room. Did he elude the principal? Yes or no?

Class: Yes.

Teacher: And then the principal comes into the bathroom and says... Did he elude the principal at that moment, yes or no?

Class: No

Teacher: No. Okay and so elude. So this you can see how it might have a part of this story. And, two's, I want you to tell your partner your best guess about how the word elude might be used in the story about Harriett Tubman, a slave in a slave state. So tell your partner how the word elude might be used in the story we're going to read.

Student: Elude might be used in the story when Harriett Tubman eludes the guards and the slavery.

Teacher: Yes, so the people that want to take her back into slavery, she might try to elude them.

Student: How they had...how she helped people escape.

Teacher: Oh, so it could be used that way. Excellent! Okay, fall silent. So here's what I heard. First, when she's trying to escape, and the patrollers are after her with their hound dogs, she might try to what, everyone?

Class and teacher: Elude them.

Teacher: And then you're talking about later in her life when she became a part of the Underground Railroad. She might help other people what?

Class and teacher: Elude.

Teacher: The people that were looking for them. So I say to myself, in my vocabulary book, I'm going to record this word, which is a what, everyone? A...

Class and teacher: A verb.

Teacher: And I don't have to copy this. I want to put it in my own words and make it shorter. So I might write down something like elude, and then I'm going to indent under it and maybe say, you know, avoid others. Okay, that is one of the meanings of elude. So in your book you're going to write down the vocabulary term and then in your own words the definition. When you've done that, put your pencil down. I'll be looking at your vocabulary logs. Go.
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IRIS | Page 6: Providing Multiple Exposures to Vocabulary

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Another element of effective vocabulary instruction is for teachers to ensure that their students have repeated exposures to key vocabulary. Vocabulary and conceptual knowledge are built gradually over time, and multiple exposures offer opportunities to revisit words and information and to relate words and ideas to one another.

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Implementing Ohio's Plan to Raise Literacy Achievement

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Implementing Ohio's Plan to Raise Literacy Achievement

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For support in implementing the evidence-based practices in Ohio's Plan to Raise Literacy Achievement for students in grades 6-12, an implementation guide is available for school leaders. District and building administrators play key roles in improving literacy outcomes in their districts. Meaningful change must address four key actions: Shared Leadership, Effective Literacy Instruction, Collaborative Problem-Solving and Tiered Systems of Instructional Support. Additional resources and tools for each component are available below as part of the Adolescent Literacy Toolkit.
For questions about Ohio's Comprehensive Literacy State Development Grant, please contact ComprehensiveLiteracy@education.ohio.gov. To access additional professional learning in literacy aligned to Ohio's Plan to Raise Literacy Achievement and the School Leader's Implementation Guide, visit Literacy Academy on Demand.
Shared Leadership

Information and resources to support implementation through the Ohio Improvement Process

A module on the Ohio Improvement Process is available from the Ohio Leadership Advisory Council provides overall description of Ohio's primary strategy for supporting Ohio's school districts' efforts to improve outcomes for all learners.

Data teaming tools from the National Center for Intensive Intervention can help teams facilitate data meetings to support students.

Tools within the implementation guide to support school leaders:

Effective Literacy Instruction

Essential Literacy Skills and Instruction

Quality Literacy Instruction

Supports for Literacy at Home

Collaborative Problem-Solving

Tiered Systems of Instructional Support

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Adolescent Literacy: Supporting Learners in Grades 6-12

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For support in implementing the evidence-based practices in Ohio's Plan to Raise Literacy Achievement for students in grades 6-12, an implementation guide is available for school leaders. District and building administrators play key roles in improving literacy outcomes in their districts.

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WWC | Providing Reading Interventions for Students in Grades 4–9

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District and Building Leadership Team Self-Assessment 

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District and Building Leadership Team Self-Assessment 

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Components of Adolescent Literacy in a MTSS model Joan Sedita

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Components of Adolescent Literacy in a MTSS model Joan Sedita

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Components of Adolescent Literacy Instruction in an MTSS Model

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In this 4-minute video Joan Sedita, founder of Keys to Literacy, summarizes the literacy instructional practices that benefit students in grades 5-12. For information about literacy professional development, visit the Keys to Literacy website: www.keystoliteracy.com

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Video Clips (iPad/iPhone compatible)

Description: Dr. Archer has had the opportunity to demonstrate explicit instructional lessons in many general and special education classes. These video clips illustrate many of the concepts and practices introduced in Explicit Instruction: Effective and Efficient Teaching. Teachers, faculty members, and teachers-in-training are invited to view these video clips, to analyze and critique the instructional procedures.

Suggestions for use: Each video clip is accompanied by a video guide. We suggest that you download and print the guide before watching the video. Read the description of the video and the suggested video focus. As you watch the video, take notes in response to the focus questions. After viewing the video, share your observations with your colleagues and read the feedback provided by Dr. Archer.

Limits on videos use: . No individual or agency is given permission to post these videos on a for-profit website or use them in any manner in which financial gain occurs without written permission from Dr. Archer.

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Explicit Instructions | Effective and Efficient Teaching

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Video Clips (iPad/iPhone compatible) Description: Dr. Archer has had the opportunity to demonstrate explicit instructional lessons in many general and special education classes. These video clips illustrate many of the concepts and practices introduced in Explicit Instruction: Effective and Efficient Teaching.

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Grade Level: Sixth Grade - Middle School

School: Fees Middle School

Location: Tempe, Arizona

Videographer: Dima Yaremenko

Elapsed Time: 2:11

Introduction: Dr. Archer is preparing students to read a biography of Harriet Tubman including the following activities: a) teaching background knowledge, b) introducing the pronunciation of multi-syllabic words, and c) teaching critical vocabulary words.

In this video segment, Dr. Archer is introducing the pronunciation of multi-syllabic words within the passage. If students can pronounce these words accurately, it should have a positive impact on their passage reading fluency. Increased reading fluency should have a positive impact on reading comprehension, allowing students to shift their cognitive energy from decoding to passage comprehension.

To see the entire passage reading preparation, see the following videos:

Vocabulary Instruction - Sixth Grade Language Arts

Background Knowledge Instruction - Sixth Grade Language Arts

Focus: As you watch this very short video, note any good practices that Dr. Archer used when introducing the pronunciation of the multi-syllabic words.
Feedback: Good practices
1) The words were segmented into decodable parts and students were guided in reading each of the parts and then the entire word. This teacher strategy, which is central to the Rewards programs, is referred to as "Loop, Loop, Loop".

Having the students read the words by parts serves to reinforce a generalizable decoding strategy (Say the parts. Say the parts quickly. Say the word. Make it a real word.) that can be used when decoding other unknown words and at the same time introducing passage vocabulary.

2) Affixes, even those containing more than one syllable (e.g., ary), were treated as a "word part" so that recognition of the affix was reinforced.

3) In most cases, students were "asked" to say the word part. However, if the part was difficult to decode (e.g., 'suade' in persuade), Dr. Archer modeled the pronunciation of the word part and students repeated the word part.

4) In some cases, Dr. Archer provided brief explanations of word meanings.

5) After introducing the words, the list was reread to increase fluency.

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2. Pronunciation of Multi-syllabic Passage Words - Sixth Grade Language Arts

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Grade Level: Sixth Grade - Middle School School: Fees Middle School Location: Tempe, Arizona Videographer: Dima Yaremenko Elapsed Time: 2:11 Introduction: Dr. Archer is preparing students to read a biography of Harriet Tubman including the following activities: a) teaching background knowledge, b) introducing the pronunciation of multi-syllabic words, and c) teaching critical vocabulary words.

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NOBIDA 4-Day Multisensory Math Overview Workshop