The Center on Accelerating Student Learning (CASL) was designed to accelerate learning for students with disabilities in the early grades and thereby provide a solid foundation for strong achievement in the intermediate grades and beyond. CASL was a five-year collaborative research effort supported by the U.S. Department of Education's Office of Special Education Programs (OSEP). Participating institutions were the Teachers College of Columbia University, and Vanderbilt University.

The project has concluded but its findings continue to be available through CASL News on this website.

• CASL News: Number 1
  Number 1 - Winter 2000 - Introducing CASL
  
  
• CASL News: Number 2
  Number 2 - Fall 2000 - Preventing Writing Difficulties (s. Graham & K. Harris)



• CASL News: Number 3
  Number 3 - Winter 2001 - Creating a Strong Foundation for Mathematics Learning with Kindergarten and Peer-Assisted Learning Strategies. (L. Fuchs & D. Fuchs)
  
  
• CASL News: Number 4
  Number 4 - Summer 2001 - Helping Elementary Children to Understand Story Themes (J. Williams)
  
  
• CASL News: Number 5
  Number 5 - Winter 2001-2002 - Developing First-Grade Reading Fluency Through Peer Mediation (D. Fuchs & L. Fuchs)



• CASL News: Number 6
  Number 6 - Summer 2002 - POW Plus TREE Equals Powerful Opinion Essays (K. Harris, S. Graham, & L. Mason)
  
  
• CASL News: Number 7
  Number 7 - Winter 2002-2003 - Hot Math: Promoting Mathematical Problem Solving Among Children with Disabilities (L. Fuchs & D. Fuchs)



• CASL News: Number 8
  Number 8 - Summer 2003 - Helping Children Learn to Read Texts That Compare or Contrast (J. Williams & K. Hall)



• CASL News: Number 9
  Number 9 - Winter 2004 - Extra Spelling Instruction Promotes Better Spelling, Writing, and Reading Performance Right From the Start (S. Graham, K. Harris, & B. F. Chorzempa)



• CASL News: Number 10
  Number 10 - Winter 2005 - Addressing the Challenges of Expository Text Comprehension: Text Structure Instruction for Children in the Primary Grades(J. Wiliams & K. Stafford)



• CASL News: Number 11
  Number 11 - Spring 2005 - Response-to-Intervention: Preventing and Identifying Mathematics Disability (L. Fuchs, D. Compton, D. Fuchs, K. Paulsen, J. Bryant, & C. Hamlett)

For more information about CASL materials and publications, contact Karren Harris or Steve Graham.

Vanderbilt Kennedy Center

U.S. Dept. of Education