What Science Offers Teachers of Reading

Although educators may teach well without knowledge of scientific research, students obtain greater benefits from knowledgeable teachers who ensure that scientific research is incorporated into their instruction. In this paper, scientific findings and practical implications are compared and some suggestions to close the gap between science and practice are provided. In this article we examine what science offers general and special educators who teach reading. We review some well‐established scientific findings about reading and their practical implications, not only for children with reading disabilities, but for other children as well. In addition, we consider some broader ways that science may be useful to educators. We conclude with some suggestions for individual teachers interested in becoming more familiar with scientific research on reading.     

Alternative Assessment in a HighmStakes Environment

How generalizable are the results of alternative assessments? How much psychometric evidence d o we have about these approaches? What effects do alternative assessments have on subgroup differences in performance? What are the probable consequences of using alternative assessments?     

The Responses of Kuwaiti Special Educators to American Approaches to the Care and Treatment Provided Individuals with Mental Retardation in the United States Today

Twenty‐five special educators from Kuwait who had participated in a six‐week special education enrichment program in the United States were surveyed regarding their impressions and reactions. A presentation of the program in which they participated is combined with an elaboration of their socio‐cultural background to form the framework upon which their impressions and reactions are discussed. Lessons learned regarding international training efforts are also included.     

Key Skills Computerised Assessments. Guiding Principles

The paper is based on research and evaluation carried out in relation to the development of online Key Skills resources (Key Skills Online). Initial research identified guiding principles on which to base the design of computerised self assessments, and the evaluation findings supported these principles. The principles have relevance for the design of computerised diagnostic assessments more generally.