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Scott K. Baker; Patrick C. Kennedy; Dean Richards; Nancy J. Nelson; Hank Fien; Christian T. Doabler – Journal of Learning Disabilities, 2024
More than two-thirds of middle school students do not read proficiently. Research has shown that targeted interventions using explicit instruction methods can improve reading outcomes for struggling readers. A central feature of explicit instruction is the systematic implementation of instructional interactions, but it is not clear what specific…
Descriptors: Grade 8, Reading Instruction, Intervention, Direct Instruction
Robert Savage; Kristina Maiorino; Kristina Gavin; Hannah Horne-Robinson; George Georgiou; Hélène Deacon – Journal of Learning Disabilities, 2024
We report on a school-based randomized control trial study comparing two morphological interventions with untaught controls: one focusing on direct instruction targeting print morphological decoding (direct decoding condition) and the other on inquiry-focused pedagogy using oral morphological analysis (inquiry-analysis condition). We identified 63…
Descriptors: Direct Instruction, Morphology (Languages), Decoding (Reading), Grade 3
Garret J. Hall; Peter M. Nelson; David C. Parker – Journal of Learning Disabilities, 2025
School context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from…
Descriptors: Educational Environment, Reading Achievement, Intervention, Reading Instruction
Sara Esmaeeli – Journal of Learning Disabilities, 2024
This study extends the research on the preschool "home literacy environment" (HLE) in the context of the family risk (FR) of reading disability (RD) by examining a multiple-deficit model of RD. A total of 1,171 six-year-old Norwegian children were assessed at school entry, the onset of formal reading instruction in Norway. Their parents…
Descriptors: Preschool Children, Emergent Literacy, Family Environment, Reading Difficulties
Alexis N. Boucher; Bethany H. Bhat; Nathan H. Clemens; Sharon Vaughn; Katherine O'Donnell – Journal of Learning Disabilities, 2024
Most students with reading difficulties struggle to read words. We examined intervention effects for students with "significant" word reading difficulties (SWRD; standard score of 80 on at least one pretest measure of word reading), which includes individuals with or at risk for dyslexia. We investigated: (a) What are the effects of…
Descriptors: Intervention, Reading Instruction, Reading Difficulties, Word Recognition