Implementing the delayed measure feature in music education has transformed the learning experience for students that are learning to read music. By combining cognitive engagement, visual perception, and real-time performance, this approach enhances students' ability to recognize, process, and perform intricate rhythm and note patterns…

Previous studies have demonstrated the effectiveness of the Repeated Readings intervention at improving reading fluency and reading comprehension. However, research on the effectiveness of fluency interventions focuses on young children, with limited research on the effects on college-age populations. The primary purpose of the current study was…

This systematic review aims to research, analyze, and synthesize peer-reviewed studies using guided reading or small group reading instruction as an intervention with K-12 students within the last ten years. Guided reading is a differentiated reading approach tailored to a reader's needs and is structured in small groups. The three reading skills…

Dolls have accompanied children with a variety of activities, including the practice of reading. However, the current literature has neglected to provide empirical support that reading to dolls has influenced reading fluency or the child's belief in their reading ability, known as reader self-efficacy. This study sought to answer the questions of…

Up until third grade, reading instruction is focused on learning to read, while in fourth grade and up, students begin reading to learn (Annie E. Casey Foundation, 2024; Grunke et al., 2013). This reading with purpose includes increasing critical thinking skills and using newfound reading skills to understand complex subjects such as math and…

This single subject experimental design study used an adapted alternating treatment design to examine the effects of a synthetic phonics intervention and an analytic phonics intervention on oral reading accuracy, oral reading rate, and letter-sound correspondences among first grade students. Students who were reading at least two levels below…

This study examines the impact of teacher-led interventions with and without computer-assisted instruction (CAI) on student reading fluency in a Tier II Response to Intervention (RTI) framework. Utilizing archival data from the 2023-2024 school year, the research focuses on elementary students from first through fifth grade in a southeastern U.S.…

The COVID-19 global pandemic caused the education world to shift to distance learning. Before then, technology usage in the classroom showed minimal implementation and surfaced level approaches. The shift to distance learning caused students to rely on parents and their home environment to continue learning. For many students, this expands…

The purpose of this semester-long project was to redesign the ninth grade English language arts curriculum to include a literacy-based multicomponent intervention to meet the needs of developing readers, while simultaneously maintaining a rigorous curriculum challenging proficient readers in a general education classroom. I examined peer-reviewed…

Recent studies have examined the use of culturally relevant passages in reading interventions for African American students. Research in the area of reading interventions for Latino students is limited. This study compared the use of culturally relevant and non-culturally relevant passages in reading interventions using repeated reading. The study…

This study utilized a systematic review methodology to explore best practices in improving reading fluency. The literature was searched to determine how the current curricular trends of technology, phonemic awareness and phonics, independent reading, and complex text and vocabulary can improve reading fluency in K-12 students. Potential studies…

The purpose of this experimental study was to examine the impact of English language learner (ELL) instructional extension strategies on African American K-2nd grade students with low-literacy proficiency. DIBELSO 8th edition literacy assessment for K-2nd grade was used to determine literacy proficiency during the study. The study included 74…

Students with Learning disabilities and at risk for reading difficulties often face challenges in reading fluency and comprehension that impact negatively on academic success. Repeated reading (RR) is an intervention designed to increase reading fluency and comprehension skills among students at risk and diagnosed with disabilities. The purpose of…

The purpose of this quantitative, comparative study was to examine if and to what extent, there are statistically significant differences in decoding and oral reading fluency scores between at-risk Title I students who receive multisensory phonics-based instruction in first grade and those who do not in the Western United States. Paivio's dual…

Due to barriers to kindergarten readiness, many kindergarten students do not enter kindergarten with the prerequisite skills needed for reading. A number of students do not leave kindergarten with adequate reading skills needed for future success. As a result, students are ill-prepared for first grade and are at risk for future reading failure.…