Using the 6S Pyramid to Identify Research‐Based Instructional Practices for Students with Learning Disabilities. Issue 2 (May 2015)

• Record Type: Journal Article
• Authors: Santangelo, Tanya; Novosel, Leslie C.; Cook, Bryan G.; Gapsis, Meredith
• Is Part Of: Learning disabilities research & practice. Volume 30:Issue 2(2015)
• Page Start: 91
• Page End: 101
• Publication Date: 2015-05
• Subjects: Learning disabilities -- Periodicals; Apprentissage, Troubles de l' -- Périodiques; 371.9
• DOI: 10.1111/ldrp.12055
• Languages: English
• ISSNs: 0938-8982

Abstract

Abstract : To optimize students' learning outcomes, educators are increasingly expected to use instructional practices shown to be effective by credible research. To help make this possible, organizations and scholars are producing resources that summarize research related to various instructional practices. However, as the collection of resources grows in size and complexity, it can be difficult and frustrating for practitioners to locate and utilize this information. In this article, we describe the 6S Pyramid (DiCenso, Bayley, & Haynes, 2009), a framework for efficiently and accurately prioritizing different types of research evidence. We also identify and briefly summarize Internet resources corresponding with each level of the Pyramid that can be used to identify research‐based practices for students with learning disabilities. To illustrate how the 6S Pyramid can be used in school and classroom settings, we begin and end the article with vignettes featuring a pair of co‐teachers seeking to improve instruction for their students who struggle with reading.