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No Child Left Behind Act 20014
Showing 1 to 15 of 65 results Save | Export
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HyeJin Hwang; Panayiota (Pani) Kendeou; Kristen L. McMaster – Journal of Special Education Technology, 2025
Successful comprehension is only possible when children draw inferences about ideas implicit or missing in discourse. Supporting inference-making with explicit instruction must start early given its importance in comprehension and knowledge development. However, students who experience difficulties with early reading skills often do not receive…
Descriptors: Inferences, Video Technology, Reading Difficulties, Reading Skills
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HyeJin Hwang; Panayiota Kendeou; Kristen L. McMaster – Grantee Submission, 2025
Successful comprehension is only possible when children draw inferences about ideas implicit or missing in discourse. Supporting inference-making with explicit instruction must start early given its importance in comprehension and knowledge development. However, students who experience difficulties with early reading skills often do not receive…
Descriptors: Inferences, Video Technology, Reading Difficulties, Reading Skills
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Sidra Noreen; Zafar Iqbal – European Journal of Education, 2025
This study explores the effectiveness of social practice approach by integrating social practices along with modern teaching strategies, and teacher training to address the challenge of low academic achievement among adult learners in basic literacy programs. For a 4-month experiment, two of a metropolitan city's fourteen adult literacy centres…
Descriptors: Academic Achievement, Adult Learning, Adult Students, Adult Literacy
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Hasiri, Fatemeh; Falhasiri, Mohammad – English Australia Journal, 2021
Traditionally, students receiving assistance while taking a test is deemed cheating, a belief based on the premise that assessment needs to evaluate unassisted performance. However, to the proponents of Sociocultural Theory in general and Dynamic Assessment (DA) in particular, such guidance through interaction with the examiner during the…
Descriptors: Alternative Assessment, Program Implementation, Student Evaluation, Affordances
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Maria Vender; Denis Delfitto – Annals of Dyslexia, 2025
While developmental dyslexia has been extensively studied in children, research on adults is still rather limited. This paper aims to bridge the gap in existing research by presenting the findings of a study that examined the reading and spelling skills of adults with dyslexia and assessed the effectiveness of a linguistic intervention designed to…
Descriptors: Foreign Countries, Dyslexia, Reading Difficulties, Spelling
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Colby Hall; Katlynn Dahl-Leonard; Garrett J. Roberts; Philip Capin; Delanie Peacott; Lauren Thayer; Kristin Conradi Smith – Grantee Submission, 2025
Although phonics knowledge and decoding skill are important for academic and life success, there is little research that examines the effects of home-based, family-implemented instruction on the development of these early literacy skills. The purpose of this multiple baseline across participants single case experimental design study was to…
Descriptors: Kindergarten, Parents, Parents as Teachers, Parent Background
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Andrea Kulmhofer-Bommer; Susanne Seifert; Lisa Paleczek; Barbara Gasteiger-Klicpera – Journal of Education, 2024
This paper investigates the implementation of a reading program designed for third grade elementary school classrooms in Austria. Using a mixed-methods approach, lesson types were identified, respective class compositions analyzed, and the effects on students' reading gains examined. The results show that the lesson types seem to reflect learner…
Descriptors: Reading Programs, Vocabulary, Elementary School Teachers, Foreign Countries
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Moon, Austin L.; Young, Elizabeth – Journal of Instructional Pedagogies, 2021
A new reading can lose effectiveness if not implemented consistently by all teachers. The purpose of this study was to understand how first grade teachers perceived implementation of the Core Knowledge Language Arts (CKLA)reading program and what challenges they encountered when using the program. Three research questions were explored in the…
Descriptors: Teacher Attitudes, Program Implementation, Reading Programs, Grade 1
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Marij A. Veldman; Mariëtte Hingstman; Hester de Boer – School Effectiveness and School Improvement, 2024
Success for All (SfA) is a comprehensive school reform program designed to support schools serving many students of disadvantaged backgrounds to increase students' achievement. SfA includes daily 90-min reading lessons with extensive use of cooperative learning, tutoring for struggling readers, and an emphasis on parental involvement. School teams…
Descriptors: Educational Change, Reading Skills, Success, Disadvantaged
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Bacon, Katharine; Marshall, Jane; Caute, Anna; Monnelly, Katie; Cruice, Madeline; Moutou, Corinne; Woolf, Celia – International Journal of Language & Communication Disorders, 2021
Background: Treatment fidelity (TF), that is, the degree to which the treatment delivery has adhered to protocol, is an important aspect of establishing treatment validity and reliability. Research has shown that establishing TF is only done in a small percentage of aphasia treatment studies. Aims: This project supports the work of the CommuniCATE…
Descriptors: Aphasia, Therapy, Speech Skills, Reading Skills
Swanson, Elizabeth; Vaughn, Sharon; Fall, Anna-Maria; Stevens, Elizabeth A.; Stewart, Alicia A.; Capin, Philip; Roberts, Greg – Exceptional Children, 2021
This study examined the differential effects of Strategies for Reading Informational Text and Vocabulary Effectively (STRIVE) on the vocabulary, reading comprehension, and content learning among 4,757 fourth-grade students with and without disabilities. Schools were assigned to one of three conditions: researcher-supported professional development…
Descriptors: Grade 4, Students with Disabilities, Reading Comprehension, Reading Skills
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Lopuch, Jeremy – Insights into Learning Disabilities, 2018
Response to Intervention (RTI) is a complex initiative which requires the ongoing support and communication of multiple stakeholders (e.g., teachers, administrators, support staff). The purpose of this paper is to examine RTI and direct application of the framework with public school practitioners. The paper is separated into several sections.…
Descriptors: Instructional Effectiveness, Response to Intervention, Academic Achievement, At Risk Students
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Medina, Adriana L.; Hancock, Stephen D.; Hathaway, Jennifer I.; Pilonieta, Paola; Holshouser, Kaitlyn O. – Reading Psychology, 2021
This study sought to examine sustained, school-based professional development (PD) on explicit reading comprehension strategy instruction (ERCSI) and its influence on teacher knowledge and practice and on student outcomes. Eight teachers participated - four first-grade and two teachers each from second and third grade. At the beginning of the…
Descriptors: Faculty Development, Direct Instruction, Reading Instruction, Reading Comprehension
Varghese, Cheryl; Bratsch-Hines, Mary; Aiken, Heather; Vernon-Feagans, Lynne – Journal of Learning Disabilities, 2021
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…
Descriptors: Elementary School Teachers, Intervention, Fidelity, Program Implementation
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Meletiou-Mavrotheris, Maria; Carrilho, Ana Rita; Charalambous, Constadina; Mavrou, Katerina; Christou, Christiana – Education Sciences, 2020
Living Book--Augmenting Reading for Life, a three-year EU-funded Erasmus + project (September 2016-August 2019), exploited the affordances of augmented reality (AR) and other emerging technologies in order to address the underachievement of European youth in reading skills. The program developed an innovative approach that empowers teachers from…
Descriptors: Faculty Development, Books, Computer Simulation, Foreign Countries
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