The purpose of this study was to determine the impact, if any, the implementation of Personalized Learning (PL) would have on fourth-grade students in a rural public elementary school in the area of reading achievement, mastery, and progress. The study compared two cohorts of students. The control group received traditional learning reading…

Across the nation the average allotted time, per school day for phonics instruction is 20-30 minutes for elementary students (Shanahan, 2019). Although this is an average, the aforementioned amount of time is not an adequate amount of time to include all of the necessary components of effective phonics instruction (Shanahan, 2019). Furthermore,…

Background: A large number of studies have established that reading for comprehension in South African schools is comparably poor relative to other Southern African states. Some of these studies confirm that learners' competency in reading in English is lacking when contextualised in a learning environment. Various systemic evaluations were…

This study examined the role of academic self-concept, mastery goals, and academic emotions as mediators in the relationship between perceived teacher autonomy support and student engagement in maths and literacy domains. Questionnaires completed by 854 students in Grades 4 and 5 in China show that perceived teacher autonomy support positively…

Pathblazer is a supplemental, online intervention program that helps struggling learners in grades K-8 achieve grade-level proficiency in mathematics and reading. It offers students individualized learning progression paths with fun, motivating content that addresses skill and concept gaps. Using existing student data or results from a screener,…

Aim/Purpose: There is growing number of countries embarking on large-scale, government-supported initiatives (e.g., Antigua & Barbuda, Australia, Brazil, India, Iran, Jamaica, Kazakhstan, Pakistan, Russia, Turkey, and the United Arab Emirates) to distribute tablet devices to students in the K-12 schooling sector. The review of the…

This research study was designed and conducted to evaluate the regular education teacher's perspective on the effective use of Project Read to adequately instruct spelling mastery at the first grade level. The Project Read curriculum is divided into three major strands including phonics, reading comprehension, and written expression. Project…

The purpose of this program evaluation was to evaluate the Direct Instruction programs, Reading Mastery and Corrective Reading, from SRA McGraw-Hill Publishing Company, which were being used as a school-wide reading intervention. These programs were implemented at a small elementary school in the Piedmont area of North Carolina beginning in the…

The association made between the meaning, spelling, and pronunciation of a word has been shown to help children remember the meanings of words. The present study addressed whether the presence of a target word in Braille during instruction facilitated vocabulary learning more efficiently than an auditory-only instructional condition. The authors…

This study examined how U.S., Finnish, and Irish educators identified and supported struggling readers. Using Johnston's (2011) framework for evaluating reading interventions and activity theory (Engeström, 1999), we interviewed educators in four U.S., three Irish, and three Finnish schools. In the United States, the adoption of three…

This paper presents an exploratory study of two consecutive reading sessions conducted in primary school by two different teachers. Our purpose is twofold. From a theoretical viewpoint, we propose a tentative set of conditions of teaching effectiveness by relying on the Joint Action Theory in Didactics. From a methodological viewpoint, drawing on…

Reading problems are one of the most frequent reasons students are referred for special education services and the disparity between students with reading difficulties and those who read successfully appears to be increasing. As a result, there is now an emphasis on early intervention programs such as RTI. In many cases, early intervention in…

The Collaborative Language and Literacy Instruction Project (CLLIP) is a model of professional development designed to help teachers incorporate research-based practices of literacy instruction, support mastery, and sustained use of these practices through coaching, and serve as a foundation for whole-school reform efforts. We describe the model,…

Previous research has documented a substantial decline of standardized test scores of children from low-income backgrounds, relative to more advantaged peers, in later elementary grades, the so-called "fourth-grade slump." This article examines changes in reading achievement from first to fifth grade for students in a large urban school…

The diverse population of students in grades 1- 3 at a suburban elementary school has created a challenge for teachers when differentiating instruction in reading. The purpose of this doctoral project study was to explore the lived experiences of these teachers as they have acquired research-based instructional strategies in reading that support…