Educational technology is ubiquitous, and educational technology interventions often target literacy. However, there is insufficient information about the effects of these interventions on literacy outcomes in elementary school. Therefore, we conducted a systematic review and meta-analysis of quasi-experimental and experimental studies published…

Reading is a fundamental human capacity that recruits and tunes brain circuitry subserving several neurocognitive skills. Individual differences in reading-related skills are largely influenced by genetic variation. However, the molecular basis of the heritability of reading-related skills remains narrowly replicated. Genome-wide association…

Researchers disagree about the value of controlling the decodability of texts for students with reading difficulty, specifically what type of text they should read: "decodable texts" (words limited to taught patterns), "nondecodable" texts (those not limited by instruction), or "both." We analyzed the effects 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…

Vocabulary teaching has traditionally focused on word meanings to aid reading comprehension, however evidence also suggests that vocabulary knowledge influences phonemic awareness and word reading. Vocabulary instruction concentrating on the sound structure of new words alongside meaning (combined sound-meaning vocabulary instruction) improves…

Conceptual knowledge goal (CKG) is a typical component of outcome-based learning. However, the contribution of CKG to poor readers' reading comprehension development remains unclear. Following the suggestion of the Simple View of Reading theory for the poor reader category, the current study recruited 90 poor decoders (PD), 76 poor comprehenders…

Researchers have reported that English language learners (ELLs) may be at risk of reading difficulties in the postsecondary setting. Although some students may only require explicit content-related vocabulary instruction and support with comprehension strategies in order to enhance comprehension, others may benefit from targeted shortterm…

Background: Children with low reading skills are less frequently engaged in reading activities and therefore the likelihood of improving their reading skills decreases. Digital game-based interventions have emerged as a promising tool for promoting reading development in children, particularly those with reading difficulties. As syllable-based…

Papua has the lowest literacy rate compared to other Indonesian provinces due to its limited education access. Exacerbated by teachers' absenteeism and lack of available reading resources, improving literacy in Papua is challenging to address. Our study aims to improve students' literacy through school literacy programs. A quantitative approach…

More than fifteen million native Chinese-speaking children are at risk for reading difficulties (RD), making effective Chinese reading interventions crucial for enhancing individual and societal well-being. A total of 51 studies from 2,015 children aged 6 to 13 years were included in the current meta-analysis to examine what works for reading…

When students struggle with reading at the elementary level, their needs are typically met with interventions that focus on word recognition and decoding skills. This same intervention approach is often used to address students who struggle with reading at the middle-school level. The middle school struggling reader accumulates deficits from…

The purpose of the present study was to investigate the effects of a multimodal program, designed for practicing reading, on reading development in struggling readers in two different countries. The research question was whether one specific training method will have a positive effect on pupils' reading development in two different countries with…

Educators often provide students with disabilities reading accommodations to help them access content during instruction, but research has shown that not all students benefit from those accommodations. Given the importance of content area instruction, there is a need for further research on how to efficiently identify reading accommodations that…

The purpose of this study was to examine the effects of a virtual intensive reading intervention embedded with mindset training compared with typical reading instruction in a business-as-usual (BAU) condition delivered to fourth-grade students with or at risk for reading disabilities. After screening, the 59 participants were stratified and…

Many adolescent readers experience difficulties comprehending informational text, which may result from underlying difficulties with foundational skills (e.g., word recognition and fluency), knowledge demands (e.g., background, text structure, and vocabulary), and/or reading motivation. Supplemental interventions for adolescents targeting only…