Special Needs Research Reports

The What Works Clearinghouse (WWC) reviews education research to discover what works in the classroom. Our newest reports focus on three programs for students with special needs.

Their first new special needs report looks at the research on Peer-Assisted Learning Strategies (PALS). PALS is a peer-tutoring program designed to supplement existing reading and math curricula. Students work in pairs to perform a set of structured activities, coaching and correcting one another as they work through problems, and each taking turns as the tutor. The WWC reviewed 46 studies that investigated the effects of PALS on students with learning disabilities. Two studies are randomized controlled trials that meet WWC evidence standards without reservations, and one study is a randomized controlled trial that meets WWC evidence standards with reservations. Based on these three studies, the WWC found PALS to have potentially positive effects on reading fluency and reading comprehension and no discernible effects on mathematics for students with learning disabilities. Read the full report now at http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=569.

The second new report in their special needs area focuses on Early Risers, a multi-year prevention program for elementary school children demonstrating early aggressive and disruptive behavior. The program includes two child-focused components and two parent/family components. The WWC reviewed 13 studies that investigated the effects of Early Risers on children classified as having an emotional disturbance. Two studies are randomized controlled trials that meet WWC evidence standards without reservations. The two studies included 30 schools with 389 children from kindergarten to second grade exhibiting signs of early aggressive behavior. Based on these two studies, the WWC found Early Risers to have no discernible effects on external behavior and emotional/internal behavior and potentially positive effects on social outcomes and academic performance for children classified as having an emotional disturbance. Read the full report now at http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=611.

Their third special needs report reviews the research on phonological awareness training. These practices aim to help children detect and manipulate sounds in words independent of meaning. The WWC reviewed 225 studies that investigated the effects of phonological awareness training on children with learning disabilities in early education settings. Four studies are randomized controlled trials that meet WWC evidence standards without reservations. The four studies included 78 children with disabilities or developmental delays attending preschool in four locations across the United States. Based on these four studies, the WWC found phonological awareness training to have potentially positive effects on communication/language competencies for children with learning disabilities in early education settings. Read the full report now at http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=375.