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James W. Chapman; William E. Tunmer – Australian Journal of Learning Difficulties, 2025
Reading Recovery (RR) was introduced throughout New Zealand during the 1980s, for children struggling the most with learning to read after 1 year of formal schooling. In May 2024, the Minister of Education decided the programme would no longer be funded beyond 2024. This decision was based on evidence that the programme was not as effective as…
Descriptors: Foreign Countries, Reading Difficulties, Reading Programs, Reading Instruction
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Cameron Downing; Gwennant Evans-Jones; Simone Lira Calabrich; Caspar Wynne; Rachel Cartin; Joanna Dunton; Ruth Elliott; Markéta Caravolas; Charles Hulme; Manon Jones – Reading and Writing: An Interdisciplinary Journal, 2025
There is good evidence that high-quality instruction targeting reading-related skills in the classroom leads to gains in reading. However, considerably less is known about the possible efficacy of "remote" instruction. This study evaluated the efficacy of an interactive evidence-based language-rich literacy programme. 184 children were…
Descriptors: Literacy Education, Reading Instruction, Reading Programs, Distance Education
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Louise D. Denne; Gwenllian Moody; Elinor Coulman; David Gillespie; Kate Ingarfield; Nicholas Manktelow; Corinna F. Grindle; J. Carl Hughes; Zac Taylor; Richard P. Hastings – Journal of Applied Research in Intellectual Disabilities, 2025
Background: There is a paucity of research into interventions that help people with intellectual disabilities learn to read. This feasibility study examines whether an online reading programme, Headsprout, with additional support strategies and supervision (the intervention), can be delivered by support workers/family carers and the feasibility of…
Descriptors: Reading Skills, Reading Instruction, Intellectual Disability, Online Courses
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Miao Li; Yueming Xi; Esther Geva; Rong Yan; Wei Zhao – Reading and Writing: An Interdisciplinary Journal, 2025
It has been suggested that the reading acceleration program (RAP) (Breznitz et al. in Nature Communications 4: 1486, 2013), in which participants are forced to read at a rate faster than their normal reading fluency rate, improves reading fluency and comprehension in alphabetic languages. However, its effectiveness has never been examined in…
Descriptors: Foreign Countries, Grade 5, Reading Instruction, English (Second Language)
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Aleksander Kocaj; Kai S. Cortina; Anita F. Vereb; Joanne F. Carlisle – Remedial and Special Education, 2025
This study used data from the U.S. state of Michigan schools participating in the "Reading First" program to examine the stability of students' disability status in Grades 1 to 3. Reading First aimed to improve at-risk students' reading comprehension through research-based instruction. We analyzed how changes in students' disability…
Descriptors: Reading Programs, Students with Disabilities, Grade 1, Grade 2
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Jessica E. Masterson – Journal of Literacy Research, 2025
Despite the proliferation of literacy research suggesting that student-centered, culturally responsive instruction can improve literacy outcomes for racially and socioeconomically minoritized youth, one-size-fits-all literacy curricula and methods still dominate K-12 schools. This collective case study, which analyzes the figured worlds of two…
Descriptors: Reading Rate, Reading Instruction, Literacy Education, Culturally Relevant Education
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John Z. Strong; Laura S. Tortorelli; Blythe E. Anderson – Journal of Adolescent & Adult Literacy, 2025
Many adolescent readers experience difficulties comprehending informational text, which may result from underlying difficulties with foundational skills (e.g., word recognition and fluency), knowledge demands (e.g., background, text structure, and vocabulary), and/or reading motivation. Supplemental interventions for adolescents targeting only…
Descriptors: Elementary School Students, Middle School Students, Reading Instruction, Teaching Methods
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Cheyeon Ha; Alysia D. Roehrig – Educational Studies, 2025
This study explores students' perspectives on the satisfaction of basic psychological needs in the classroom and the potential effects on their learning growth in a summer reading program. The summer reading program was free for students in grades 1-8 and was designed to prevent reading-level losses during the summer for students from lower-income…
Descriptors: Elementary School Students, Middle School Students, Summer Programs, Reading Improvement