The purpose of this article is to describe a 40+ year journey during which researchers have endeavored to design and evaluate an integrated, empirically based reading intervention for secondary students and to chronicle the lessons learned as well as suggest future directions for this type of work. Initial development of the intervention began in…

Literacy development in the early childhood and elementary school years is critical for learning and the acquisition of other skills essential for educational achievement. Although schools typically assume the primary responsibility in developing children's literacy and reading skills, a holistic approach to overall literacy development requires…

Extensive reading has been continuously studied as a promising instructional method for improving students' language proficiency, including reading proficiency, vocabulary acquisition, and grammar awareness. The present study is a meta-analysis, which synthesized the data of 21 empirical studies (N = 1268). It was designed to explore whether…

Decades of research have identified features of classrooms and teachers' talk that are associated with children's language growth. Unfortunately, much of this work has not yet translated to widespread practice in early childhood classrooms. Given the important contributions that early language development makes to later academic achievement,…

This paper provides a review of the literature on reading interventions for English language learners (ELLs) with learning disabilities (LD) in the elementary grade levels (K-5). The goal of this review was to identify and evaluate reading interventions that have been used in the special education literature for ELLs with LD in the early grade…

Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to learn in preparation for further education and work in the 21st century. Sophisticated forms of teaching are needed to develop student competencies such as deep mastery of challenging content, critical thinking, complex…

The history of research on interventions for struggling readers in Grades 4 through 12 dates back to 19th-century case studies of seemingly intelligent children who were unable to learn to read. Physicians, psychologists, educators, and others were determined to help them. In the process, they launched a century of research on a wide variety of…

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of…

The Content-based Reading Approaches (COBRA) framework, constructed by Heerman (2002), was made up of the instructional goals designed for reading-learning integrations in subject matter classrooms. ELL and LD students often fail to have sufficient reading skills to succeed within their different academic subjects, consequently it is important for…

Reviews the research that led to the movement toward literature based reading programs for children and describes the current status of the movement nationally. The discussion also addresses problems within the movement, including program evaluation; basalization of literature; cumbersome literature guides; acquisition difficulties; inadequate…

Intended for teachers of preschool and kindergarten children, this manual is designed to share effective practices and products that have been either developed or refined by pre-elementary Right to Read programs. The first section of the manual discusses a variety of activities that focus on cognitive, language, personal/social, and motor…

Nine strategies, supported by research, are recommended to develop a differentiated, effected reading program for gifted students. They are: (1) instruction in basic word attack skills should be kept to a minimum; (2) basal content may be too bland so more challenging materials should be available to young children who are labeled gifted; (3)…

Documenting the history of the Reading Program offered by the Department of Education at Washburn University, Kansas from its inception in 1937 to 1987, this document contains information related to the undergraduate reading requirements for the completion of the Elementary and Secondary Education Degrees and the graduate requirements for the…

Reading improvement programs that have focused on additional staff for teaching, tutoring, and counseling; prescriptive, self-paced learning methods; unstructured open-education strategies; and intensive reading have often been successful in small towns and middle sized cities, but none has made a major impact on the reading achievement of…

Describes early computer assisted reading projects, reports on subsequent research, and suggests directions for future curriculum development. (FL)