Purposeful Independent Practice Procedures: An Introduction to the Special Issue

Archer A. L. Hughes C. A. (2011). Explicit instruction: Efficient and effective teaching. New York, NY: Guilford Press.

Brown P. C. Roediger H. L. III McDaniel M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Belknap Press of Harvard University Press.

Campitelli G. Gobet F. (2011). Deliberate practice: Necessary but not sufficient. Current Directions in Psychological Science, 20, 280–285. doi:10.1177/0963721411421922

Carnine D. (1997). Instructional design in mathematics for students with learning disabilities. Journal of Learning Disabilities, 30, 130–141. doi:10.1177/002221949703000201

Doabler C. T. Gearin B. Baker S. K. Stoolmiller M. Kennedy P. C. Clarke B. . . . Smolkowski K. (2019). Student practice opportunities in core mathematics instruction: Exploring for a goldilocks effect for kindergartners with mathematics difficulties. Journal of Learning Disabilities. Advance online publication. doi:10.1177/0022219418823708

Doabler C. T. Fien H. Nelson-Walker N. J. Baker S. K. (2012). Evaluating three elementary mathematics programs for presence of eight research-based instructional design principles. Learning Disability Quarterly, 35, 200–211. doi:10.1177/0731948712438557

Doabler C. T. Stoolmiller M. Kennedy P. Nelson N. J. Clarke B. Gearin B. . . . Baker S. K. (2018). Do components of explicit instruction explain the differential effectiveness of a core mathematics program for students with mathematics difficulties? A mediated moderation analysis. Assessment for Effective Intervention. Advance online publication. doi:10.1177/1534508418758364

Dunlosky J. Rawson K. A. Marsh E. J. Nathan M. J. Willingham D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58.

Ebbinghaus H. E. (1964). Memory: A contribution to experimental psychology ( Ruger Henry A. Bussenius Clara E. , Trans.). New York: Dover. (Originally published 1885.)

Ericsson K. A. (2009). Enhancing the development of professional performance: Implications from the study of deliberate practice. In Ericsson K. A. (Ed.), The development of professional expertise: Toward measurement of expert performance and design of optimal learning environments (pp. 405–431). Cambridge, UK: Cambridge University Press.

Fuchs L. S. Fuchs D. Malone A. S. (2017). The taxonomy of intervention intensity. TEACHING Exceptional Children, 50, 35–43. doi:10.1177/0040059917703962

Gersten R. Beckmann S. Clarke B. Foegen A. Marsh L. Star J. R. Witzel B. (2009). Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools (NCEE 2009–4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuides

Hattie J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

Hattie J. Yates G. (2014). Visible learning and the science of how we learn. New York, NY: Routledge.

Hughes C. A. Morris J. R. Therrien W. J. Benson S. K. (2017). Explicit instruction: Historical and contemporary contexts. Learning Disabilities Research & Practice, 32, 140–148. doi:10.1111/ldrp.12142

Kang S. H. (2016). Spaced repetition promotes efficient and effective learning: Policy implications for instruction. Policy Insights from the Behavioral and Brain Sciences, 3, 12–19. doi:10.1177/2372732215624708

Kohn A. (1999). The schools our children deserve: Moving beyond traditional classrooms and “tougher standards.” Boston, MA: Houghton Mifflin.

Morgan P. L. Farkas G. Maczuga S. (2015). Which instructional practices most help first-grade students with and without mathematics difficulties? Educational Evaluation and Policy Analysis, 37, 184–205. doi:10.3102/0162373714536608

Riccomini P. J. Morano S. Hughes C. A. (2017). Big Ideas in special education: Specially designed instruction, high-leverage practices, explicit instruction, and intensive instruction. TEACHING Exceptional Children, 50, 20–27. doi:10.1177/0040059917724412

Smith J. L. M. Saez L. Doabler C. T. (2016). Using explicit and systematic instruction to support working memory. TEACHING Exceptional Children, 48, 275–281. doi:10.1177/00400599116650633

Swanson H. L. Ashbaker M. H. (2000). Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: Does the executive system have a role? Intelligence, 28, 1–30. doi:10.1016/S0160-2896(99)00025-2

Swanson H. L. Deshler D. (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 36, 124–135. doi:10.1177/002221940303600205

Swanson H. L. Hoskyn M. (2001). Instructing adolescents with learning disabilities: A component and composite analysis. Learning Disabilities Research & Practice, 16, 109–119. doi:10.1111/0938-8982.00012

Willingham D. T. (2009). Why don’t students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco, CA: Wiley.