Reading comprehension instruction may be critical for students to learn from social studies text, particularly for students who are not yet proficient in reading. Understanding factors that correspond to high levels of student engagement during text-based social studies instruction appears particularly important. Data were collected from 50…

Cognitive predictors of reading are well known, but less is understood about the roles of "noncognitive" factors, including emotional variables such as anxiety. While "math" anxiety has been a focus of study, its analogue in the reading literature is understudied. We assessed struggling fourth and fifth graders (n = 272) on…

This study examined the longitudinal prediction of decoding, oral reading fluency (ORF), and bilingual language proficiency (BLP) on student reading comprehension (RC) outcomes in Spanish and in English. Participants were first-grade Latinx students attending bilingual programs. Findings indicated that BLP initial status and gains were significant…

This study examined the longitudinal prediction of decoding, oral reading fluency (ORF), and bilingual language proficiency (BLP) on student reading comprehension (RC) outcomes in Spanish and in English. Participants were first-grade Latinx students attending bilingual programs. Findings indicated that BLP initial status and gains were significant…

This study replicated, with modifications, previous research of dyad reading using texts at various levels of difficulty (Morgan, 1997). The current project measured the effects of using above-grade-level texts on reading achievement and sought to determine the influences of dyad reading on both lead and assisted readers. Results indicate that…

The present study examined the amount, type, and quality of Tier 1 and supplemental reading instruction provided to fourth-grade struggling readers and whether specific elements of instruction predicted growth in reading skills. 110 students identified as having reading difficulty, receiving school-based reading instruction in 22 classrooms…

Accelerated Reader™ is a computerized supplementary reading program that provides guided reading instruction to students in grades K-12. It aims to improve students' reading skills through reading practice and by providing frequent feedback on students' progress to teachers. The Accelerated Reader™ program requires students to select and read a…

The present study examined the amount, type, and quality of Tier 1 and supplemental reading instruction provided to 4th-grade struggling readers and whether specific elements of instruction predicted growth in reading skills. In all, 110 students identified as having reading difficulty who were receiving school-based reading instruction in 22…

This convergent parallel mixed method sought to determine if the reading program increased third-grade student achievement. The research questions of the study examined the reading achievement scores of third-grade students and the effectiveness of McGraw-Hill Reading Wonders™. Significant differences were observed when a paired sample t test…

This quantitative, correlational study investigated the relationship between the North Carolina End of Grade Assessment of Reading Comprehension (NCEOG) and mClass Reading 3D assessment in a North Carolina elementary school. It especially examined the degree to which mClass Reading 3D measures predict scores on the reading comprehension portion of…

A multiple probe across participants design was used to explore the effects of repeated readings on the reading fluency, errors, and comprehension of 4, third-to-fifth grade English language learners (ELLs) with specific learning disabilities (SLD). Also, generalization measures to untaught passages and maintenance data were collected. In…

"Leveled Literacy Intervention" ("LLI") is a short-term, supplementary, small-group literacy intervention designed to help struggling readers achieve grade-level competency. The intervention provides explicit instruction in phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and…

Attention deficit disorders are among the most prevalent and widely studied of all psychiatric disorders. The National Center for Health Statistics reports that 9.0% of children (12.3% of boys and 5.5% of girls) between ages 5 to 17 have been diagnosed with ADHD. Research consistently demonstrates that attention deficits have a deleterious effect…

This exploratory study examined the effects of Interactive Metronome (IM) when integrated with a traditional language and reading intervention on reading achievement. Forty-nine school-age children with language and reading impairments were assigned randomly to either an experimental group who received the IM treatment or to a control group who…

The goal of the present study was to test three competing hypotheses about the nature of comprehension problems of students who are poor in reading comprehension. Participants in the study were first, second, and third graders, totaling nine cohorts and over 425,000 participants in all. The pattern of results was consistent across all cohorts:…