Theatre instructional techniques, including reader's theatre and process drama teaching strategies, have been employed as instructional strategies in classrooms to enhance reading comprehension and vocabulary learning in students. In this era of increasing accountability for educational outcomes, quantifying what, if any, impact such instructional…

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 Brief, based on a report of the same title, presents results from a rigorous study of a basic learning communities program operated at Hillsborough Community College. Hillsborough, one of six community colleges participating in the National Center for Postsecondary Research's (NCPR) Learning Communities Demonstration, is a large, urban…

The authors' purpose was to explore the effects of a supplementary, guided, silent reading intervention with 80 struggling third-grade readers who were retained at grade level as a result of poor performance on the reading portion of a criterion referenced state assessment. The students were distributed in 11 elementary schools in a large, urban…

Many children fail to reach proficient levels in reading only because they do not receive the amount and type of instruction they need (Foorman, Francis, Fletcher, Schatschneider, & Mehta, 1998; Morrison, Bachman, & Connor, 2005 2005; Vellutino, Scanlon, Sipay, Small, Pratt, Chen, & Denckla, 1996). However, providing effective…

This study examined the components of a one-on-one literacy tutoring model to identify the necessary and sufficient elements for helping struggling beginning readers. The tutoring components of interest included word work using manipulative letters, written word work, and a generalization component. Reading assessment data from 100 first-grade…

We examined the relations of teacher knowledge (n = 42 first-grade teachers), explicit decoding instruction provided, and students' (n = 437) word-reading gains. Results revealed an interaction between teacher knowledge and observed decoding instruction: For students of more knowledgeable teachers, more time in explicit instruction predicted…

Singing exaggerates the language of reading. The students find their voices in the rhythm and bounce of language by using music as an alternative technological approach to reading. A concurrent mixed methods study was conducted to investigate the use of an interactive sing-to-read program Tune Into Reading (Electronic Learning Products, 2006)…