ERIC Number: EJ1013633
Record Type: Journal
Publication Date: 2013
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0014-4029
EISSN: N/A
Does Cognitively Focused Instruction Improve the Academic Performance of Low-Achieving Students?
Kearns, Devin M.; Fuchs, Douglas
Exceptional Children, v79 n3 p263-290 Spr 2013
Stakeholders are debating the value of cognitively focused instruction for students who have not benefited from a skills-based approach. Much of the discussion, however, is occurring without recognition of research that has been conducted in the past 2 decades. In this article, we reviewed the research. Electronic databases and hard copies of scholarly journals were searched; 239 references were identified; and 50 pertinent studies were analyzed to determine the effects of cognitively focused instruction--delivered alone or in combination with academic instruction--on students described as demonstrating poor academic achievement, learning disabilities, or specific cognitive deficits. Findings suggest that several cognitive interventions accelerated low-achieving students' academic progress. Nevertheless, when the research is taken as a whole--when the pertinent studies and the interventions they describe are considered with regard to their content, quality, and results--we conclude that it does not support the use of cognitively focused instruction at this time. Implications for future research are discussed. (Contains 3 tables.)
Descriptors: Academic Achievement, Low Achievement, Teaching Methods, Cognitive Processes, Databases, Periodicals, Research Reports, Instructional Effectiveness, Intervention, Learning Disabilities, Response to Intervention, Coding, Effect Size, Visual Stimuli, Dyslexia, Attention Deficit Hyperactivity Disorder, Memory, Metacognition, Motor Reactions, Reading Tests
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gray Oral Reading Test; Burt Word Reading Test; Stanford Diagnostic Reading Test; Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children; Wide Range Achievement Test; Woodcock Reading Mastery Test
Grant or Contract Numbers: N/A