Many elementary teachers shy away from using expository literature for interactive read-alouds in their classrooms, preferring and privileging narrative texts over this type of nonfiction. This article first shares the complementary benefits of moving beyond fiction and narrative nonfiction in educators' read-aloud practices. Affordances include…

Many children with autism spectrum disorder (ASD) require instructional programs that simultaneously address academic content, interfering behavior, and potential gaps in prerequisite skills for a given curriculum. This study examined the impact of an intervention package consisting of contingent reinforcement and match-to-sample training on the…

This study evaluated the benefits of item enhancements applied to science-inquiry items for incorporation into an alternate assessment based on modified achievement standards for high school students. Six items were included in the cognitive lab sessions involving both students with and without disabilities. The enhancements (e.g., use of visuals,…

The "Read Naturally[R]" program is a supplemental reading program that aims to improve reading fluency, accuracy, and comprehension of elementary and middle school students using a combination of texts, audio CDs, and computer software. The program uses one of four products that share a common fluency-building strategy: "Read…

Introduction: In recent years, brief experimental analysis (BEA) has emerged as an approach to identify the most effective instructional strategies needed to increase reading fluency before applying an intervention for extended periods of time. The purpose of this study was to investigate the effects of adding performance feedback to skill-based…

The purpose of this review was to synthesize the effects of self-monitoring methods on reading achievement for students with disabilities. Studies examining the self-monitoring of reading behaviors that were published in peer-reviewed journals from 1987 to 2008 were synthesized with regard to types of participants, settings, research designs,…

Fluency has been identified as an important outcome of effective reading instruction, and intervention packages utilizing the method of repeated readings have been shown to improve oral reading fluency. In order to improve the efficiency of these intervention packages, more research is needed on the effectiveness of small group reading…

Fluent oral reading is essential for success in elementary school. In this study, we investigated the effectiveness of enhanced reading fluency instruction for struggling readers. The intervention was provided to small groups of students at risk for reading difficulties. Students were assessed on key early literacy skills. Second-grade students…

Ten children (aged between 7;11 and 9;2) with mixed reading disability participated in an oral narrative intervention programme that focused on enhancing children's story structure knowledge. The participants had all demonstrated persistent reading and oral narrative comprehension and production difficulties in a two-year longitudinal study prior…

In this study, response to intervention and stability of reading performance of 41 kindergarten children identified as at risk of reading difficulty were evaluated from kindergarten through third grade. All students were assessed in the fall of each academic year to evaluate need for intervention, and students who fell below the 30th percentile on…

This study evaluated the use of songs with lyrics to increase the reading fluency rates of three middle school students. In the first condition, students heard fluent reading modeled, read regular passages repeatedly and then received feedback on accuracy, phrasing and expression. After that, students received the same intervention, except that…

"Shared Book Reading" is a general practice aimed at enhancing young children's language and literacy skills and their appreciation of books. Typically, "Shared Book Reading" involves an adult reading a book to one child or a small group of children without requiring extensive interactions from them. Three studies of…

As a result of highly specific phonic lessons, reading performance was increased by three years over a three month period. (Author)

Modeled after Project PAVE (Corn et al., 2003) in Tennessee, Project Magnify is designed to test the idea that students with low vision who use individually prescribed magnification devices for reading will perform as well as or better than students with low vision who use large-print reading materials. Sixteen students with low vision were…

In this study, we investigated the impact of a student-reads-aloud accommodation on the performance of middle school and high school students with and without learning disabilities (LD) on a test of reading comprehension. Data for the analyses came from 311 students (n = 230 with LD) who took alternate forms of a reading test in a standard and an…