While systems of support are used in schools to assist students' academic growth, parents are not always informed of the support process or the academic goals set for their child (RTI Action Network, n.d.; Troisi, 2014; Weingarten et al., 2020). In the aftermath of the pandemic, students present a wide variety of academic needs (Lewis et al.,…

This article examines findings from an umbrella review of 95 systematic reviews and meta-analyses on effective reading instruction. The analysis highlights that reading is a multifaceted process, requiring the integration of key components such as decoding, comprehension, fluency, and motivation. The review underscores the importance of early…

Reading comprehension is contingent upon the integration of various reading skills, including word reading, reading fluency, and comprehension strategies. Students who encounter challenges in both word reading and reading comprehension present an opportunity for growth across multiple reading-related domains. Recent intervention data, as…

The purpose of this qualitative descriptive study was to explore how elementary Reading Recovery teachers, who are currently serving in the position of Reading Recovery teachers or who have served previously in the position, describe their perceptions of and response to professional development for implementing reading instructional practices in a…

This established text and teacher resource is now in a revised and updated third edition, with a broader focus on whole-class instruction as well as small-group and individualized intervention. The evidence-based Interactive Strategies Approach (ISA) provides a clear framework for supporting literacy development in grades K-3, particularly for…

This study provides important insights about the dynamic landscape of technology integration in early childhood education, particularly its role in supporting reading development among students in kindergarten through third grade. The research methodology adopted for this study was a mixed-method approach, incorporating both quantitative and…

For many English Learners (ELs), access to post-secondary education has been limited. Of particular concern to post-secondary educators is that lack of access has been attributed in part to deficits in reading proficiency. Many postsecondary education programs do not adequately differentiate and scaffold instruction, suggesting that these are…

The aim is to examine the impact of interventions on fluency and reading comprehension and how the effects of these interventions depend on the time that teachers spend with children with reading difficulties. Two groups were involved: an experimental group (n = 600) trained in code-related skills and a control group (n = 597) that received no…

Unlock the power of personalized reading with practical strategies and easy-to-use ideas to engage students in the digital age. In the first edition of this book, the authors identified ways for working with four different types of readers--struggling readers, reluctant readers, English learners, and advanced readers--using technology to…

This study was designed to highlight how students best learn to learn to read, best practices of reading instruction, innovative resources, and effective instructional strategies. The aim of this dissertation was to address the problem of kindergarten through fourth grade students in the United States not reading on grade level. The purpose of…

This study addressed the issue of Grade 12 students reading below proficiency and their lived experiences within a personalized learning instructional approach. To address this problem, the purpose of this phenomenological study was to explore Grade 12 students who read at basic or below basic levels on the Scholastic Reading Inventory (2013)…

Reading skills comprise the following three categories: decoding, fluency, and comprehension. All three of these skills are necessary for students to become successful readers in and out of academic settings. Many students in special education read far below their grade level; difficulty reading is particularly challenging for such students…

This experimental study aimed to influence reading comprehension skills through the development of one or both components of the Simple View of Reading (decoding and listening comprehension), by using a differentiated instruction approach. Reading comprehension skill gains were compared in an intervention group versus a control, after the delivery…

Intensive, individualized interventions are certainly the hallmark promise of special education. In a multi-tiered system of supports (MTSS), tier 3 interventions are the most intensive and require individualized delivery to address the learning and behavioral needs of students who are most often identified for special education services. MTSS,…

The practice guide, "Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades," offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This brief summary report…