Practice Alerts
The Alerts series is a joint initiative sponsored by two divisions of the Council for Exceptional Children—the Division for Learning Disabilities (DLD) and the Division for Research (DR).
Each Current Practice Alert provides timely and informed judgments regarding professional practices in the field with a special focus on learning disabilities. Based on the adequacy of the current knowledge base and practice experience, each Alert makes a recommendation of “Go For It” (practices for which there is solid research evidence of effectiveness), or “Use Caution” (practices for which the research evidence is preliminary, incomplete, mixed, or negative).
DLD invites suggestions regarding ways in which we can improve the Alerts series as well as suggestions regarding target practices for future issues. Please contact us with your comments and suggestions.
TLD‘s recommended format for citing Current Practice Alerts is as follows:
Espin, C., Shin, J., & Busch, T. (2000). Formative evaluation. Current Practice Alerts, 3, 1-4.
Past Issues
| Issue 30, Spring 2020 | Data-Based Individualization Jessica Toste, The University of Texas at Austin; Marissa Filderman, The University of Texas at Austin; Nathan Clemens, The University of Texas at Austin | |
| Issue 29, Winter 2020 | Peer Assisted Learning Strategies Elizabeth Hughes, The Pennsylvania State University Emily Solari, University of Virginia | |
| Issue 28, Winter 2018 | Brain-Based Learning Amy E. Ruhaak | |
| Issue 27, Summer 2017 | Self-Monitoring Pena L. Bedesem and Brian R. Barber, Kent State University; Tanya Santangelo, Arcadia University | |
| Issue 26, Winter 2017 | Collaborative Strategic Reading Wendy Cavendish and Kristen Hodnett | |
| Issue 25, Spring 2016 | Peer-mediated Instruction for Secondary Students Jade Wexler, University of Maryland Deborah Reed, University of Iowa | |
| Issue 24, Winter 2016 | Content Enhancement Routines Terese C. Aceves, Loyola Marymount University Nanette S. Fritschmann, National University | |
| Issue 23, Winter 2015 | Explicit Instruction in Math Mary E. Little, Professor, University of Central Florida Lauren Delisio, Doctoral Student, University of Central Florida | |
| Issue 22, Winter 2015 | Strategy Instruction That Primes the Problem Structure Asha Jitendra, Professor, University of Minnesota Amy Lein, Doctoral Student, University of Minnesota | |
| Issue 21, Winter 2014 | Learning Styles Timothy Landrum and Kimberly McDuffie Landrum, University of Louisville | |
| Issue 20, Summer 2013 | Self-determined Learning Model of Instruction Wendy Cavendish and Raymond Rodriguez, University of Miami | |
| Issue 19, Spring 2012 | Cognitive Strategy Instruction Jennifer Krawec, Missouri State University Marjorie Montague, University of Miami | |
| Issue 18, Spring 2010 | Vocabulary Instruction Sheri Berkeley, University of Georgia Tom Scruggs, George Mason University | |
| Issue 17, Spring 2009 | Self-Regulated Strategy Development Kelley Regan and Margo A. Mastropieri, George Mason University | |
| Issue 16, Winter 2008 | Functional Behavioral Assessment Angela S. McIntosh, San Diego State University | |
| Issue 15, Spring 2008 | Fluency Instruction Richard Kubina and Charles Hughes, Pennsylvania State University | |
| Issue 14, Spring 2008 | Phonics Instruction Paige Pullen and John WillsLloyd, University of Virginia | |
| Issue 13, Spring 2007 | Graphic Organizers Ed Ellis and Pamela Howard, University of Alabama | |
| Issue 12, Spring 2007 | Reading Comprehension Instruction Rick Brigham, Sheri Berkeley, Pamela Simpkins, and Michele Brigham, George Mason University | |
| Issue 11, Spring 2005 | Cooperative Learning Kristen McMaster, University of Minnesota Doug Fuchs, Vanderbilt University | |
| Issue 10, Summer 2004 | Phonological Awareness Gary A. Troia, University of Washington | |
| Issue 9, Fall 2003 | Social Skills Instruction James Leffert, Gary N. Siperstein, University of Massachusetts-Boston | |
| Issue 8, Spring 2003 | Class-wide Peer Tutoring Larry Maheady, Gregory Harper, Barbara Mallette, SUNY Fredonia | |
| Issue 7, Summer 2002 | Reading Recovery Carolyn Denton and Patricia Mathes, Center for Academic and Reading Skills, University of Texas Health Science Center Houston | |
| Issue 6, Winter 2018 | Co-Teaching 2018 UPDATE Sarah Cothren Cook & Kimberly McDuffie-Landrum | |
| Issue 5, Summer 2001 | Mnemonic Instruction Rick Brigham & Michelle Brigham, University of Virginia | |
| Issue 4, Spring 2001 | High-Stakes Assessment Martha Thurlow, University of Minnesota | |
| Issue 3, Spring 2000 | Formative Evaluation Christine Espin, Jongho Shin, & Todd Busch, University of Minnesota | |
| Issue 2, Summer 1999 | Direct Instruction Sara Tarver, University of Wisconsin | |
| Issue 1, Spring 1999 | The Alert Series TeachingLD |