National reading data indicate that students with intellectual disabilities (ID) fall behind their peers in reading. Reading is important for academic achievement and learning to read can increase independence in several settings including school, work, home, and community or social (Wilson & Hunter, 2010). Students with ID have historically…

A Comprehensive K-3 Reading Policy establishes support and intensive reading interventions for K-3 students to ensure they read on grade level by the end of third grade. The policy also requires third grade students to demonstrate sufficient reading skills for promotion to fourth grade. For students severely below grade level and who do not…

In the history of reading research, numerous questions arise as educators and researchers ponder existing gaps in learning among English language learners (ELLs) striving to make meaning of the written word. Many scholars have investigated the impact of phonemic awareness, the phonetic code, and reading comprehension. As educators and researchers…

School psychologists regularly use decision rules to interpret student response to intervention in reading. Recent research suggests that the accuracy of those decision rules depends on the duration of progress monitoring, the number of observations available, and the amount of measurement error present. In this study, we extended existing…

In this study, we used Reading Recovery as the context to examine the relationship between three types of contingent teaching (temporal, instructional, and domain contingency) and student outcomes in a one-to-one literacy tutoring setting. We first created a National Teacher Effectiveness Index for all Reading Recovery teachers in the country and…

Content analyses of journals in the field of LD provide a means of surveying research and publication trends, the knowledge of which may inform policy and practice related to future research agendas. As the first decade of the current millennium was particularly contentious for the field of LD, we felt that a content review would be timely. In…

Teaching children to inquire, discuss ideas, and defend thinking about a literary text is a key aim of the common core state standards (CCSS). This article describes how four third-grade, male struggling readers successfully co-constructed meaning during a discussion based reading intervention rooted in philosophical inquiry. Three elements that…

In this study we examined the effectiveness of a reading intervention targeting a group of 24 struggling readers in ten primary schools in Ireland. The intervention consisted of two components; component one consisted of 15-20 minutes delivery of the Toe-by-Toe programme (a well established systematic synthetic phonics programme) and the second…

National and state assessment data indicate that Hispanic students in American schools lag behind their peers in reading. Schools are struggling to meet the educational challenges of the Hispanic subgroup of students. Effective strategies and intervention tools need to be determined. Though the issue has been identified and schools under the…

Project READI defines reading for understanding as the capacity to engage in evidence-based argumentation from multiple text sources of information, situated within a discipline. This definition reflects what is thought of as central competencies needed for success in 21st century society. Yet the evidence indicates that students are graduating…

This study examined the effectiveness of using the online digital reading environment to increase elementary students' comprehension within a reading clinic. Preservice teachers at a four-year university in the Midwest worked one-on-one with 58 fourth-grade students from three schools who were assigned to one of three conditions: print-based text…

An adapted alternating treatments design was used to compare the expressive use of thematic vocabulary by three preschool children with developmental delays during Dialogic Reading, a shared book reading intervention, and Activity-Based Intervention, a naturalistic play-based teaching method. The design was replicated across two early childhood…

This quantitative study examined the data collected from the students who participated in a reading intervention and compared their growth rate after one year of implementation to their growth rate prior to the intervention. The study was conducted in an affluent school corporation located in Indiana. The study evaluated the effectiveness of this…

A novel intervention was developed to teach reading and spelling literacy to 5 to 7 year-old students using explicit instruction of morphology, etymology, phonology, and form rules. We examined the effects of the intervention compared to a phonics-based condition using a cross-over design with a baseline measure. One hundred and twenty children…

To obtain a fuller picture of the efficacy of reading instruction programs for adult literacy learners, gains by individual students were examined in a sample (n = 148) in which weak to moderate gains at the group level had been obtained in response to tutoring interventions that focused on strengthening basic decoding and fluency skills of low…