Joseph R. Boyle, Ph.D.

Joseph R. Boyle, Ph.D.

Associate Professor
Teaching & Learning

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., Forchelli, G. A., & Cariss, K. (2015). Note-taking interventions to assist students with disabilities in content area classes. Preventing School Failure, 59(3), 186-195. doi: 10.1080/1045988X.2014.903463

Boyle, J. R. & Hindman, A. H. (2015). Scaffolding the persuasive writing of middle school students. Middle Grades Research Journal, 10(3), 43-59.
 
Rosen, S. M., Boyle, J. R., Cariss, K. , & Forchelli, G. A. (2014). Changing how we think, changing how we learn: Scaffolding executive function processes for students with learning disabilities Learning Disabilities: A Multidisciplinary Journal, 20(4), 165-176.
 
Boyle, J. R., Rosen, S. M., & Forchelli, G. A. (2014). Exploring metacognitive strategy use during note-taking for students with learning disabilities. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 1-20. Advance online publication. doi: 10.1080/03004279.2014.929722
 
Boyle, J. R. & Forchelli, G. A. (2014). Differences in the note-taking skills of students with high achievement, average achievement, and LD. Learning and Individual Differences, 35, 9-14. doi: 10.1016/j.lindif.2014.06.002
 
Tafti,, M. A., Boyle, J. R. & Crawford, C. M. (2014). Meta-analysis of visual-spatial deficits in dyslexia. International Journal of Brain and Cognitive Sciences, 3(1), 25-34. doi:10.5923/j.ijbcs.20140301.03
 
Boyle, J. R. (2013). Strategic note-taking for inclusive middle school science classrooms. Remedial And Special Education, 34, 14-26. doi: 10.1177/0741932511410862
 

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.

Boyle, J. R. (2000). The effects of a Venn diagram strategy on the literal, inferential, and relational comprehension of students with mild disabilities. Learning Disabilities: A Multidisciplinary Journal, 10(1), 5-13.