The authors examined the results of a three-year summer intervention, Dig Into Reading, for pre-first-grade through pre-third-grade students. This partnership among university professors, public school Title I teachers, and primary classroom teachers resulted in the development of research-based, copyright-free, replicable summer reading…

In "Beyond the Common Core: Examining 20 Years of Literacy Priorities and Their Impact on Struggling Readers," Cassidy et al. (2016) suggest that the emphasis on the Common Core State Standards (CCSS, National Governors Association [NGA] Center for Best Practices and Council of Chief State School Officers [CCSSO], 2010) has had…

The Common Core State Standards for English Language Arts and Literacy (CCSS-ELA) were adopted by approximately forty states (though in some cases, with significant revisions). However, researchers are still trying to understand how teachers are implementing the CCSS-ELA at the ground level--that is, in actual ELA classrooms. The CCSS-ELA call for…

This study was conducted using a qualitative approach to evaluate the effectiveness of READ 180 Program in improving students reading interests and achievement at West Bolivar Middle School (WBMS). A number of interviews and observations were conducted. Two teachers and nine students were interviewed, and nine classroom observations were…

This study estimates the effect of one year of Fusion Reading implementation, a multistrategy intervention, builds on the work of the Strategic Instruction Model's Learning Strategies Curriculum and Xtreme Reading by integrating some of the same strategies (e.g., paraphrasing, visual imagery, and self-questioning for information acquisition;…

This evaluation report presents implementation and impact findings to date regarding the Striving Readers grant as implemented by the Springfield and Chicopee Public School Districts. Any questions regarding this final report should be directed to the Office of Elementary and Secondary Education (OESE) at the U.S. Department of Education. There…

Students with emotional and behavioral disorders (E/BD) experience deficits in social, behavioral, and academic areas. Of great importance in the academic area is reading achievement. Students with E/BD who struggle with reading tend to have negative in-school and post-school outcomes. Due to the severity of potential outcomes, it is essential to…

Responsiveness-to-intervention (RTI) is a method for both preventing and helping to identify learning disabilities. An important feature is its multi-tier structure: "primary intervention" (tier 1) refers to classroom instruction; "secondary intervention" (tier 2) usually involves more intensive pullout, small-group…

The purpose of this case study is to describe the challenges one coach faced during the initial implementation of a coaching initiative involving 33 teachers in an urban, high-poverty elementary school. Reading coaches are increasingly expected to play a key role in the professional development efforts to improve reading instruction in order to…

In this volume, highly regarded authors in the field of reading research share what they know about today's hottest topic in education--Response to Intervention (RTI), the key to helping struggling students "before they fall behind." More than 30 expert contributors reveal what the latest research says about RTI's Three-Tier Approach:…