Joseph R. Boyle, Ph.D.
Associate Professor, Special Education
Dept. of Psychological, Organizational, & Policy Studies

367 Ritter Hall
1301 Cecil B. Moore Ave.
Philadelphia, PA 19122

phone: (215) 204-1099
joseph.boyle@temple.edu

Education

Ph. D., University of Kansas, Special Education

M.S., Penn State University, Special Education

B.S., Penn State University, Special Education

Areas of Professional Interest

Methods and Strategies for Teaching Students with Learning Disabilities that include:

Note-taking Interventions
Reading Interventions
Writing Interventions
Content-Area Strategies and Techniques

Recent Scholarship

Books

Boyle, J. R. & Provost, M. (2011). Strategies for Teaching Students in Inclusive Classrooms: A Case Methods Approach. Boston: Pearson.

Boyle, J. R. & Scanlon, D. (2010). Methods and Strategies for Teaching Students with Mild Disabilities. Boston: Houghton-Mifflin (now Cengage Publishers).

Danforth, S. & Boyle, J. R. (2007). Cases in Behavior Management. (2nd ed.). Columbus, OH: Prentice Hall.

Boyle, J. R. & Danforth, S. (2001). Cases in Special Education. (2nd ed.). New York: McGraw-Hill

Boyle, J. R. & Weishaar, M. (2001). Special Education Law with Cases. Boston: Allyn & Bacon.

Peer-Reviewed Journal Articles

Boyle, J. R. & Rivera, T. Z. (2012). Note-taking techniques for students with disabilities: A systematic review of the research. Learning Disability Quarterly, 35, 131-143. doi:10.1177/0731948711435794

Boyle, J.R. (2012). Note-taking and students with learning disabilities: Challenges and solutions. Learning Disabilities Research and Practice, 27, 90-101. DOI: 10.1111/j.1540-5826.2012.00354.x.

Boyle, J. R. (2011). Thinking strategically to record notes in content classes.
American Secondary Education, 40(1), 51-66.

Boyle, J. R. (2011). Strategic note-taking for inclusive middle school science classrooms. Remedial And Special Education (RASE). Advance online publication. doi: 10.1177/0741932511410862

Boyle, J. R. (2010). Note-taking skills of middle school students with and without learning disabilities. Journal of Learning Disabilities, 43(6), 530-540.

Boyle, J. R. (2010). Strategic note-taking for middle school students with learning disabilities in science classrooms. Learning Disability Quarterly, 33(2), 93-109.

Boyle, J. R. (2008). Reading strategies for students with mild disabilities. Intervention in School and Clinic, 44(1), 3-9.

Boyle, J. R. (2007). The process of note-taking: Implications for students with mild disabilities. The Clearing House, 80(5), 227-230.

Boyle, J. R. (2006). Learning from lectures: The implications of note-taking for students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 14, 91-97.

Boyle, J. R. (2005). Note-taking techniques for students with mild disabilities. IASE 9th Biennial Conference Proceedings.

Boyle, J. R. (2001). Enhancing the note-taking skills of students with mild disabilities. Intervention in School and Clinic, 36(4), 221-224.

Boyle, J. R. & Weishaar, M. (2001). The effects of a strategic note-taking technique on the comprehension and long term recall of lecture information for high school students with LD. LD Research and Practice, 16(3), 125-133.