This document discusses evidence-based practices for reading and mathematics instruction. For reading, it describes strategies such as reading aloud, repeated reading, and evidence-based reading programs like Reading Plus and Project Read. Applied mathematics, generalization strategies, and the Accelerated Math program are presented as evidence-based practices for mathematics. Graphic organizers like the KWNS chart are also discussed as a strategy to help students break down math problems. All of the strategies and programs discussed are cited as being evidence-based and recommended for use in Brevard County Schools.

1. EEX 6342 Summer 2013
Module 2 Power Point
Evidence Based Practices
Liam Henritze
05/20/2013

2. Evidence Based Practices
READING

3. Reading Aloud
A form of guided reading, that allows
teachers to model fluent reading….modeling
fluent reading by reading aloud provides
background knowledge for students so that
they can read a book by themselves or with a
partner while listening to an audio recording
(Vaughn, Bos, p.298, 2009) . Reading aloud
helps students focus on content rather than
the phonics of the text.

4. Repeated Reading
With repeated reading of a story, children
become so familiar with the text that their
memory becomes a great aid to
them…Repeated reading as a means of
enhancing fluency is based on the idea that as
students repeatedly read text, they come
fluent and confident in their reading.
(Vaughn, Bos, p.300, 2009)

5. Evidence Based Reading Program
Reading Plus: Reading Plus is a web-based reading
intervention that uses technology to provide
individualized scaffolded silent reading practice for
students in grade 3 and higher. Reading Plus aims to
develop and improve students’ silent reading
fluency, comprehension, and vocabulary. Reading Plus
is designed to adjust the difficulty of the content and
duration of reading activities so that students proceed
at a pace that corresponds to their reading skill level.
The intervention includes differentiated reading
activities, computer-based reading assessments, tools
to monitor student progress, ongoing implementation
support, and supplemental offline activities. (What
Works Clearinghouse, p.1, 2010)

6. Project Read:
Project Read is a multisensory language arts curriculum
designed for use in a classroom or group setting. Two main
objectives of the program are to use language in all its
forms and to use responsive instruction rather than
preplanned textbook lessons. The program emphasizes
direct instruction and lessons move from letter-sounds to
words, sentences, and stories.
• Project Read ® has three strands:
• Phonics/Linguistics
• Reading Comprehension
• Written Expression
• Which are integrated at all grade levels, though the
emphasis of the specific strands differs by grade. (What
Works Clearinghouse, p. 1. 2010).

7. Learning Strategy Reading
• Making Words: Use of hands-on letters, to build words. Making
words activities that “provide experience in manipulating sounds to
find out how the words are affected.” (Vaughn, Bos, p.275, 2009)
• Peer-Assisted Learning Strategies: Peer-Assisted Learning Strategies
PALS) is a peer-tutoring instruc-tional program that supplements
the primary reading curriculum. Two Pairs of students work
together on reading activities intended to improve reading
accuracy, fluency, and comprehension. Students in the pairs—who
alternately take on the roles of tutor and tutee— read aloud, listen
to their partner read, and provide feedback dur-ing various
structured activities. Teachers train students to use the following
learning strategies: passage reading with partners, para-graph
“shrinking” (or describing the main idea), and prediction relay
(predicting what is likely to happen next in the passage). (What
Works Clearinghouse, p.1, 2012).

8. Classroom Usage
• Read Aloud and Repeated Reading strategies can
be used in any an all classrooms that utilize
reading as part of the curriculum. By alternating
and using different reading
methodologies, students are exposed to the
written material in a variety of manners.
• Reading Plus should be used as a supplemental
reading program for students who have difficulty
reading. Reading Plus is actively utilized by
Brevard County Reading Teachers and Reading
Coaches.

9. Classroom Usage
• Project Read is also a supplemental reading
program that can be used to support
struggling readers in a inclusion based class
setting.

10. Reference
The PRECEDING strategies and practices are evidenced based, due to the fact that they are
taken from What Works Clearing House, as well as from university of Central
Florida, approved Exceptional Student Education textbooks. Additionally, the reviewed
strategies are approved and recommended by Brevard County Schools.
• Vaughn, S., & Bos, C. S. (2009). Strategies for Teaching Students with Learning andBehavioral
Problems Seventh Edition. Upper Saddle River, New Jersey: Pearson.
• What Works Clearinghouse, (2012). Peer-Assisted Learning Strategies. What
WorksClearinghouse Intervention Report. What Works Clearinghouse
• What Works Clearinghouse, (2010). Project Read[R] Phonology. What Work Clearinghouse
Intervention Report. What Works Clearinghouse,
• What Works Clearinghouse, (2010). Reading Plus[R]. What Works Clearinghouse Intervention
Report. What Works Clearinghouse,

11. Evidence Based Practices
MATHEMATICS

12. Applied Mathematics:
Concrete materials and real life
applications of math problems
make math relevant and increase
the likelihood that students will
transfer skills to applied settings
such as home and work.
(Vaughn, Bos, p.465, 2009)

13. Generalization:
Transfer of learning needs to be taught.
Transfer of learning between
settings, teachers must provide opportunities
to practice skills by using a wide range of
materials such as
textbooks, workbooks, manipulative… word
problems. (Vaughn, Bos, p.465-466, 2009)
Math should be taught and practiced not just
during math time but throughout the day
across all curriculums.

14. Evidence Based Mathematics Program
Accelerated Math:
Accelerated Math “is a software tool used to customize
assignments and monitor progress in mathematics for
students in grades 1–12.2 Acceler-ated Math creates
individualized assignments that align with state
standards and national guidelines, scores student
work, and generates formative feedback through
reports for teachers and students. The software can be
used in conjunction with the existing math curriculum
to add practice components and aid teachers in
differentiating instruction via the program’s progress-
monitoring data.” (What Works
Clearinghouse, p.1, 2010). Accelerated Math is used at
Harbor City Elementary (part of Brevard County
Schools)

15. Learning Strategy Mathematics
KWNS Chart
Similar to a K-L-W, the KWNS allows students
to break down different math problems
(particularly word problems) into several
smaller components. The KWNS helps with
selecting needed information, key
terms, distracters, and strategies needed to
solve each problem

16. Classroom Usage
• Applied Mathematics and Generalizations are
math practices that can be implement in the
classroom throughout the day. Both are geared
towards math as real life and transferable.
• Accelerated Math program is to be used in the
classroom as a supplement to traditional math
instruction. This allows the student to practice
skills that they are having difficulty with, without
a specially designed lesson being created.

17. Classroom Usage
• The KWNS works as a great graphic organizer, and
allows the student to break down math problems on
their own, with limited to no assistance from staff.
• Graphic organizers can have broad applications in
upper-level mathematics instruction. They can be used
to facilitate instruction or complex procedures ./…and
they can also be used to enhance understanding of
mathematics concepts…. As such, graphic organizers
fill a need for teaching students with strong spatial and
nonverbal reasoning skills but relatively poop language
skills (Ives, Hoy 2003)

18. Reference
The PRECEDING strategies and practices are evidenced based, due to the fact that they are
taken from What Works Clearing House, as well as from university of Central Florida,
approved Exceptional Student Education textbooks. Additionally, the reviewed strategies are
approved and recommended by Brevard County Schools.
• Ives, B., & Hoy, C. (2003). Graphic Organizers Applied to Higher-Level Secondary
Mathematics. Learning Disabilities: Research & Practice, 18(1), 36-51.
• Vaughn, S., & Bos, C. S. (2009). Strategies for Teaching Students with Learning and Behavioral
Problems Seventh Edition. Upper Saddle River, New Jersey: Pearson.
• What Works Clearinghouse, (2010). Accelerated Math[TM]. What Works Clearinghouse
Intervention Report. What Works Clearinghouse,