Learning disabilities are challenging to characterize because they evolve throughout development, frequently co-occur, and have varying domain specificity. Addressing these challenges, we analyzed longitudinal patterns of growth, co-occurrence, and specificity manifesting in the math and reading skills of children with and without learning…

This exploratory study builds upon extant reading development studies by identifying discrete groups based on reading comprehension trajectories across first grade. The main goal of this study was to enhance the field's understanding of early reading comprehension development and its underlying subcomponent skills, with the intent of better…

Teachers' implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers' intervention fidelity (exposure, adherence, and quality) of targeted reading…

Evidenced-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multifaceted,…

This study explored the developmental trajectories and predictors of word reading and reading comprehension among young at-risk readers. In fall of first grade, 185 students identified as at-risk for reading difficulties were assessed on measures of domain-specific skills (phonological awareness, letter knowledge, and vocabulary), domain-general…

This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of…

Lervag and Hulme’s neuro-developmental theory and Wolf and Bowers’s double-deficit hypothesis were examined in this longitudinal study. A total of 130 children were tested in preschool and followed through fifth grade, when 84 remained in the study. During preschool and kindergarten the participants were given tests of end-sound discrimination…

A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined…

This article presents critical issues related to word reading development within Ehri's theoretical context by focusing primarily on the relation of decoding skill (of nonwords) to word reading and the development of unitization. Within this context, issues and considerations related to research, measurement, and reading development are presented…

Researchers have hypothesized four levels of instructional dialogue and claimed that teachers can improve children's language development by incorporating these dialogue levels in their classrooms. It has also been hypothesized that enhancing children's early language development enhances children's later reading development. This…

Similarities and differences between discursive practitioners and scientist-practitioners are discussed in reference to a variety of issues. The scientist-practitioner's approach to generating and evaluating new knowledge is illustrated with two partnerships: (a) between the University of Washington Multidisciplinary Learning Disability Center and…

In this study, students and their teachers participated in a layered approach to reading intervention in kindergarten through third grade that included professional development for teachers in scientifically based reading instruction, ongoing measurement of reading progress, and additional small-group or individual instruction for students whose…

This study measured the effects of increasing levels of intervention in reading for a cohort of children in Grades K through 3 to determine whether the severity of reading disability (RD) could be significantly reduced in the catchment schools. Tier 1 consisted of professional development for teachers of reading. The focus of this study is on…