Evidence-based Instruction

Teachers Make the Difference

Does evidence-based professional development and coaching improve the knowledge and classroom practice of early childhood educators, and subsequently improve student outcomes? That is what the Neuhaus Education Center (Neuhaus) sought to answer in the evaluation of the Teachers Make the Difference (TMTD) program for prekindergarten (PreK) teachers working with disadvantaged students in traditionally lower performing schools in the Houston Independent School District (HISD).

-excerpt from Neuhaus Education Center: Teachers Make the Difference
2013-2014 Evaluation Report PDF


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Neuhaus Research Guide

View the Neuhaus online Research Guide to learn more about the components of Neuhaus Education Center's classes and curriculum.  The Research Guide outlines spelling, writing, reading, oral language, language enrichment, metacognitive skills, basic language skills, and many other areas in which Neuhaus can offer educator and parent assistance.

View the full Research Guide (PDF)

Below are some of the articles found in the Research Guide:


Necessities of Critical Reading

Critical reading is the ultimate goal of content instruction. The Simple View of Reading (Gough & Tunmer, 1986; Hoover & Gough, 1990) suggests reading comprehension is dependent on adequate decoding and language comprehension. Poor reading comprehension may be caused by inadequate decoding, inadequate language comprehension, or inadequate decoding and language comprehension (Gough & Tunmer, 1986; Hoover & Gough, 1990). Therefore, students decoding and language comprehension skills should be assessed, and appropriate decoding and/or language comprehension instruction should be provided as needed to ensure the development of critical reading comprehension.

-excerpt from Necessities of Critical Reading (PDF)
by Suzanne Carreker, Ph.D.