ABSTRACT
In the past several decades, there has been a growing emphasis on the need for educational practices that are consistent with empirical evidence on the nature of learning and cognition. Development and implementation of such practices has nonetheless been slower than desired. As argued here, addressing the gap between research and practice may be critical for efforts to improve student achievement, particularly in the early grades. The importance of these efforts is clear as prior research has shown that children who receive poor instruction in the early grades learn at a slower rate and tend to show lower academic achievement in subsequent grades (Pianta, 1990; Walberg, 2005). This suggests an urgent need to ensure that educational policies and practices are congruent with the best available evidence on effective approaches to K-3 learning and instruction.
