Autistic children experience challenges with narrative language and theory of mind (ToM). This pilot study examined the effects of a parent-led narrative intervention on the ToM of eight school-aged autistic children. Parents read three storybooks over a six-week period emphasizing ToM constructs (i.e., visual perspective-taking, emotion…

English learners (ELs) struggle with vocabulary learning and often evidence serious vocabulary gaps. It is challenging, especially for professionals who do not speak the native language of the students, to teach EL students vocabulary that supports academic learning, is compatible with classroom instruction, and considers their changing language…

This national implementation study aimed to evaluate the effectiveness of Tier 2 structured literacy teaching set within a multi-tiered system of support. Case-controlled matching was used to determine the impact of the implementation for 1,265 5-year-old children. One comparison group included 1,265 children who were matched to the experimental…

The purposes of this study were to (a) describe the extent to which motivational practices are incorporated in foundational reading interventions for students with or at risk for dyslexia in kindergarten through Grade 5 (K-5) and (b) explore whether the presence and type of motivational practices (i.e., supports vs. strategies) within foundational…

The purpose of this study was to examine the effects of a virtual intensive reading intervention embedded with mindset training compared with typical reading instruction in a business-as-usual (BAU) condition delivered to fourth-grade students with or at risk for reading disabilities. After screening, the 59 participants were stratified and…