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Wasik, Barbara A.; Hindman, Annemarie H. – Reading Teacher, 2023
Story Talk is an evidence-based language intervention that has produced significant increases in children's vocabulary (Wasik & Hindman, 2020). This paper begins with a discussion of the importance of language development in learning to read, which is the basis for Story Talk. Next, a description of Story Talk components and the strategies…
Descriptors: Reading Strategies, Evidence Based Practice, Young Children, Vocabulary Development
Wise, Crystal N.; Ward, Alessandra E. – Reading Teacher, 2023
This article describes an approach to designing culturally responsive literacy centers. Aligned with Gholdy Muhammad's (2020) Historically Responsive Literacy model, we reimagine literacy centers as responsive to children from historically marginalized backgrounds. We present a five-question tool that teachers can use as they plan for literacy…
Descriptors: Culturally Relevant Education, Reading Centers, Literacy Education, Program Development
Coffman, Amanda N.; Bernstein, Elana R.; Davies, Susan C.; Justice, Ann F. – Reading Teacher, 2023
Canines can provide emotional support, create a nonjudgmental environment, facilitate positive social interactions, and shape student behavior. This study investigated the impact of a canine-assisted reading program on four second-grade students' reading fluency and attitudes toward reading. Oral reading fluency (ORF) was measured using ORF…
Descriptors: Elementary School Students, Grade 2, Reading Fluency, Reading Attitudes
Young, Terrell A.; Ricks, Paul H.; MacKay, Kathryn Lake – Reading Teacher, 2023
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…
Descriptors: Oral Reading, Reading Aloud to Others, Elementary School Teachers, Program Effectiveness
Compton-Lilly, Catherine; Caloia, Rachel; Quast, Erin; McCann, Kelly – Reading Teacher, 2016
While existing research documents the effectiveness of summer reading programs, little is know about how and to what degree children actually read the books that are sent home or how families engage with these texts. We took this opportunity to dive in and explore what happened when books were sent home to low-income, culturally diverse families.…
Descriptors: Summer Programs, Reading Programs, Home Study, Reading Habits
Vines, Nora; Jordan, Jennifer; Broemmel, Amy D. – Reading Teacher, 2020
Spelling instruction has been researched over the last several decades, but unfortunately, researchers have determined that best practices have not generally transferred to classroom practice. The authors explored how quality word study professional development rooted in nonnegotiable tenets provided a framework for teacher and student…
Descriptors: Spelling Instruction, Word Study Skills, Faculty Development, Program Effectiveness
Dostal, Hannah M.; Scott, Jessica A.; Weir, Joan; Kang, Ki Y.; Amadi-Ihebuzor, Chidinma; Bernard, Teri-Ann – Reading Teacher, 2021
There is little research on effective educational experiences for deaf and hard-of-hearing (d/hh) children in Jamaica. Using a formative and design experiment framework, in this project we explored the potential efficacy of an intensive literacy camp that provided professional development for d/hh adults working in classrooms with d/hh children,…
Descriptors: Deafness, Hearing Impairments, Literacy Education, Faculty Development
Beschorner, Beth; Woodward, Lindsay – Reading Teacher, 2019
Literacy teachers often feel underprepared to provide instruction that integrates technology in meaningful ways. Yet, there is evidence that teachers can be supported to overcome this barrier through professional development using a framework for instructional planning. Although efforts to support teachers' short-term technology integration have…
Descriptors: Literacy Education, Reading Teachers, Technology Integration, Educational Technology
Shaw, Donita Massengill – Reading Teacher, 2013
The purpose of this manuscript was to describe information about an animal-assisted therapy, specifically the Reading Education Assistance Dog (R.E.A.D.) program. In this manuscript I provide information about R.E.A.D. programs in general. Next, I share perspectives solicited from R.E.A.D. participants, specifically teachers, parents, students and…
Descriptors: Animals, Therapy, Reading Programs, Program Effectiveness
Amendum, Steve; Amendum, Emily; Almond, Pamela – Reading Teacher, 2013
This article describes a year-long reading intervention with a first-grade English-learner who began the year as a non-reader. Systematic instruction from a literacy specialist and her classroom teacher included familiar re-reading, word study, and teacher-guided reading with carefully matched texts, within the context of English language and…
Descriptors: Reading Programs, Intervention, Grade 1, Elementary School Students
McKeown, Margaret G.; Crosson, Amy C.; Artz, Nancy J.; Sandora, Cheryl; Beck, Isabel L. – Reading Teacher, 2013
How can we supplement the limited time available for vocabulary instruction while motivating students to attend to the words they are learning? As a part of an academic word vocabulary intervention, we challenged sixth-grade students to find their words in the world around them. This activity, In the Media, garnered responses from 51 of the 61…
Descriptors: Vocabulary Development, Intervention, Grade 6, Reading Instruction
Applegate, Anthony J.; Applegate, Mary Dekonty; Turner, Jennifer D. – Reading Teacher, 2010
It takes a literacy leader to save some schools and districts from serious misconceptions about the nature of core reading programs as well as the nature of some reading disabilities. Well-prepared professionals can, by means of their extensive pedagogical repertoire, help districts to avoid compulsive repetition of the same fundamental types of…
Descriptors: Reading Difficulties, Reading Programs, Learning Disabilities, Misconceptions
Reading Teacher, 2008
How many times have researchers and professional developers approached you or your school with "the answer" to improving literacy achievement? How did it work out? If changes occurred during the engagement with these outside partners, what remained after the project ended? Did such efforts lead to lasting change and improvement in…
Descriptors: Urban Schools, Demonstration Programs, Program Effectiveness, Educational Change
Massey, Dixie D. – Reading Teacher, 2007
With increasing attention focused on comprehension, there is a need for research regarding how to implement comprehension instruction for struggling readers and assess its effectiveness. This article describes reading instruction as it occurred over two years with one struggling reader in third and fourth grade. A comprehension checklist provided…
Descriptors: Grade 3, Grade 4, Reading Instruction, Metacognition
White, Thomas G.; Kim, James S. – Reading Teacher, 2008
The authors designed and implemented a voluntary reading program that was intended to reduce loss in reading achievement over the summer months, particularly for low-income and ethnic minority children. The program had two major components: (1) providing eight books that were well matched to each child's reading level and interests; and (2)…
Descriptors: Reading Comprehension, Oral Reading, Reading Programs, Reading Achievement