Many seem to believe that researcher-made tests are unnecessary, if not inappropriate, for evaluating reading comprehension interventions. We suggest that this view reflects a zeitgeist in which researcher-made (proximal) tests that align with the researchers' interventions are closely scrutinized and often devalued, whereas commercially developed…

Far too many students worldwide are trapped in a cycle of low performance. The problem addressed in this study was that many third-grade students struggle with achieving the reading comprehension skills needed to be successful academically. The purpose of this qualitative study was to explore teachers' perceptions of integrating Istation…

Purpose: This study examines the narrative language and reading outcomes of monolingual and bilingual students who received instruction with the Supporting Knowledge in Language and Literacy (SKILL) program, a narrative language intervention. Method: The main effects of the SKILL program were evaluated in a randomized controlled trial in which…

The learning losses caused by the COVID-19 pandemic make this an important time to identify strategies that can help students accelerate their learning. The Strategic Adolescent Reading Intervention (STARI) is a year-long supplemental reading intervention that is intentionally designed to address the motivational barriers of middle school students…

The purpose of this article is to describe a 40+ year journey during which researchers have endeavored to design and evaluate an integrated, empirically based reading intervention for secondary students and to chronicle the lessons learned as well as suggest future directions for this type of work. Initial development of the intervention began in…

This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3-5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across…

This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3-5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across…

We implemented an Extension-led language and literacy training and coaching intervention targeting preschool teachers and children in low-income communities in Nevada. Participation in the intervention had a positive influence on the language and literacy instruction skills of preschool teachers and language and literacy skills of children.…

Upon entering high school, students with ID who may be able to read simple texts often have difficulty grasping meaning when required to understand more complex texts. This failure affects their overall academic performance, since at this age, it is no longer just a question of learning to read, but rather of reading to learn, in all disciplines.…

Reading and writing are critical to students' success in and outside of school. Because they draw on common sources of knowledge and cognitive processes, involve meaning making, and can be used conjointly to accomplish important learning goals, it is often recommended that reading and writing should be taught together. This meta-analysis tested…

We investigate the impact of a relatively brief cross-curricular intervention, Word Generation, on middle school students' development of taught academic vocabulary. Students (n = 8382) in forty-four middle schools in three urban districts were randomly assigned to treatment or control conditions. Treatment teachers implemented the program with…

Butterfly Phonics aims to improve the reading of struggling pupils through phonics instruction and a formal teaching style where pupils sit at desks in rows facing the teacher. It is based on a course book created by Irina Tyk, and was delivered in this evaluation by Real Action, a charity based in London. Real Action staff recruited and trained…

Much is known about short-term--but very little about the long-term--effects of reading interventions. To rectify this, a detailed analysis of follow-up effects as a function of intervention, sample, and methodological variables was conducted. A total of 71 intervention-control groups were selected (N = 8,161 at posttest) from studies reporting…

To improve the reading comprehension outcomes of children in high-poverty schools, policymakers need to identify reading interventions that show promise of effectiveness at scale. This study evaluated the effectiveness of a low-cost and large-scale summer reading intervention that provided comprehension lessons at the end of the school year and…

This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading,…