Future Forward is an early primary literacy program that pairs one-on-one tutoring with family engagement. The approach of Future Forward is informed by both systems theory and a school-family-community partnership model. With its school-family-community partnership approach, schools are not solely responsible for developing student literacy.…

Research supports the efficacy of intensive literacy instruction for children with moderate intellectual disabilities and Down syndrome (DS). However, much of the literature features measures closely aligned with evaluated interventions. Despite their increasing role in instruction, curriculum-based measures (CBM) are rarely featured in reading…

In-person tutoring has been shown to improve academic achievement. Though less well-researched, virtual tutoring has also shown a positive effect on achievement but has only been studied in grade five or above. We present findings from the first randomized controlled trial of virtual tutoring for young children (grades K-2). Students were assigned…

Learning to read is an essential skill for later academic success, positive self-esteem, and gainful employment. Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school. Recent data suggests that many students in today's schools do not become skilled…

(1) Background: The response to intervention (RtI) model makes possible the early detection of reading problems and early intervention for students at risk. The purpose of this study is to analyze the effective measures that identify struggling readers and the most effective practices of the RtI model in reading in Primary Education. (2) Method: A…

One relatively low-cost mechanism to assist teachers serving many English learner (EL) students and struggling readers is to hire, train, and manage paraprofessionals to provide supplementary instruction to such students. This study evaluated a program in which one district provided instructional aides to all first-grade teachers in the…

This study examined the response of two students in the Southwestern United States with autism spectrum disorder and IQ in the intellectual disability range to a comprehensive, text-based reading intervention. The intervention, "Friends on the Block," includes multiple strands of literacy providing explicit instruction in phonics,…

The purpose of this study was to examine the impact of supplemental word recognition strategies on students receiving intensive (Tier III) remedial reading instruction. Two-hundred and thirteen middle school students with reading difficulties received an intensive reading intervention (i.e., Corrective Reading Decoding strand) delivered by trained…

The primary purpose of this study was to examine the effects of providing mindset intervention in addition to reading intervention compared with only reading intervention for fourth graders with reading difficulties. Reading intervention was provided daily in 45 min sessions throughout the school year. Mindset intervention occurred in small groups…

Reading is a vital skill for functioning in society. People need to read road signs, prescription labels, restaurant menus, and job applications just to make it through everyday life. Unfortunately, approximately 20% of the population (Washburn, & Joshi, & Binks-Cantrell, 2011) are said to be dyslexic which means they will struggle…

Dialogic reading, in which parents engage children in discussion of books, is associated with long-term literacy success. Social media is an emerging platform for promoting behavioral change, but it has yet to be tested as a platform for engaging parents in use of dialogic reading strategies with their young children. This exploratory study was…

Background/Context: Reading achievement declined drastically during the COVID-19 pandemic (Bailey et al., 2021). One report suggests more than one-third of fourth-grade students cannot read at a basic level and access to effective literacy instruction is particularly limited for minority students and students with learning disabilities (Ellis et…

Goal setting, in combination with evidence-based interventions, may be a viable intervention component to improve oral reading fluency for struggling readers. The present study examined the efficacy of individualized goal setting on the oral reading fluency rates of upper elementary students who were reading below grade level. Visual analysis of a…

Teachers' implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers' intervention fidelity (exposure, adherence, and quality) of targeted reading…

The Early Intervention Reading Software Program (EISP) encourages literacy growth and achievement in students in grades K-3. The program addresses early reading through the use of computer-based literacy software which provides individualized instruction designed to supplement students' classroom learning. During the 2017-2018 school year, these…