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ERIC Number: EJ1013633
Record Type: Journal
Publication Date: 2013
Pages: 28
Abstractor: As Provided
ISSN: ISSN-0014-4029
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.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail:; Web site:
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