This study examines whether explicit reading comprehension instruction is relevant for students with high-functioning autism spectrum disorder (ASD). Forty-five students (M[subscript age] = 9 years) were randomly assigned to two conditions: control or intervention. Those assigned to the intervention condition received instruction on vocabulary,…

To assess the efficacy of guided oral reading as a remedy for low-achieving readers, two experiments were conducted in the early grades of primary school. In the first, poor-reading students were randomly divided between two treatment groups and a control group. In treatment groups, the intervention was delivered one-to-one, either in a repeated…

We compared the effects of two approaches to decoding on the word reading skills of struggling first-grade students: decontextualized, teacher directed decoding practice with manipulative letters and embedded, incidental decoding practice. Participants were 98 students at risk for reading disability. We randomly assigned participants to three…

Despite the emerging evidence base on response to intervention, there is limited research regarding how to effectively use progress-monitoring data to adjust instruction for students in Tier 2 intervention. In this study, we analyzed extant data from a series of randomized experimental studies of a kindergarten supplemental reading intervention to…

This longitudinal randomized-control trial investigated the effectiveness of scientifically based reading instruction for students with IQs ranging from 40 to 80, including students with intellectual disability (ID). Students were randomly assigned into treatment (n = 76) and contrast (n = 65) groups. Students in the treatment group received…

Preliminary efficacy data are reported for a research-based reading intervention designed for struggling readers in high school. PHAST PACES teaches (a) word identification strategies, (b) knowledge of text structures, and (c) reading comprehension strategies. In a quasi-experimental design, 268 intervention and 83 waiting list control students…

In this research, parents and children participated in a comprehensive book reading intervention designed to improve children's literacy. Over eight weeks during the summer, children in the intervention condition were encouraged to read one book weekly and parents were trained to foster reading comprehension. Forty-eight Grades 3 and 5 children…

An experiment examined whether metalinguistic awareness involving the detection of semantic ambiguity can be taught, and whether this instruction improves students' reading comprehension. Lower SES third graders from a variety of cultural backgrounds (M = 8 yr. 7 mo., N = 46) were randomly assigned to treatment and control groups. Those receiving…

The purpose of this study was to investigate the response of kindergarten students at-risk for reading failure to a two-tiered vocabulary intervention delivered in the context of a shared storybook reading activity employing rich and robust vocabulary instruction. Rich vocabulary instruction is defined as explicit vocabulary instruction in which…

Broadly, the current study contributes to the growing body of evidence supporting the positive effects of PA (phonological awareness) interventions for preschoolers, demonstrating that PA instruction need not be postponed until kindergarten. Specifically, the current study addresses the paucity of research on PA training in preschool by testing…