Purpose: The purpose of the current study was to evaluate the effect of bilingual narrative intervention on vocabulary gains in Hebrew (school language) and English (home language) among English-Hebrew bilinguals, using a block design (one language at a time), and to determine whether there was cross-linguistic transfer to the language that was…

In contrast to the large body of research investigating intervention for poor decoding skills, far fewer studies have evaluated interventions for reading comprehension. There is even less research on children with more specific difficulties with reading comprehension, often referred to as "poor comprehenders". Levels of effectiveness…

The purpose of this registered report study was to determine the effects of explicit text structure instruction on the expository text comprehension of students with language and learning disabilities (LLD) using a multiple baseline design across conditions (e.g., compare-contrast and cause-effect) and participants. Participants included four…

Purpose: The goal was to determine whether interactive book reading outcomes for children with developmental language disorder (DLD) were affected by manipulation of dose (i.e., the number of exposures to the target word during a book reading session) and dose frequency (i.e., the number of repeated book reading sessions) and whether pretreatment…

In a randomized-controlled trial we tested a computer-assisted intervention for the prevention of reading difficulties, delivered by nonprofessional tutors, running from kindergarten to halfway Grade 2. The full sample included 123 prereaders (M = 5; 6 years; 56 intervention; 67 controls) with low preliteracy skills. Parents were sent a…

This study examined whether children's speech and literacy skills were impacted by co-working among student speech-language pathologists (SLPs) and student teachers during an inter-professional education (IPE) initiative. Seven five-year-old children who demonstrated difficulties with speech and/or phonological awareness participated in three…

Inference skill is one of the most important predictors of reading comprehension. Still, there is little rigorous research investigating the effects of inference instruction on reading comprehension. There is no research investigating the effects of inference instruction on reading comprehension for English learners with reading comprehension…

In the current study, we employed a concurrent multiple probe across participants design to examine the effects of an intervention package (i.e., response prompting, frames, technology) on sentence writing for three participants, ages 10-12, with intellectual and developmental disabilities (IDD). Specifically, we taught participants to write…

This experiment examined whether a partial read-aloud accommodation with pacing (PRAP) would improve the reading comprehension of poor decoders but not average decoders compared to standard testing procedures. Participants were 82 third graders with at least average listening comprehension skills: 28 were poor decoders, and 54 were average…

This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These…

Two hundred and nine children receiving early childhood special education services for developmental disabilities or delays who also had behavioral, social, or attentional difficulties were included in a study of an intervention to increase school readiness, including early literacy skills. Results showed that the intervention had a significant…