Understanding the factors associated with variation in the implementation of educational programs has emerged as a key research focus, in an effort to identify how promising programs can be scaled up across their targeted contexts. The current study explored demographic-related variation in program dosage using a novel source of implementation…

The purpose of the current study was to examine the dosage and fidelity of EMT en Español strategies that are posited to drive change in child outcomes. The study is a re-analysis of data collected during the National Institutes of Health (NIH) R21 grant "Teaching Spanish-speaking Caregivers to Implement EMT en Español: A Small Randomized…

An emerging body of research suggests that incorporating randomization schemes in single-case research designs strengthens study internal validity and data evaluation. The purpose of this study was to test the utility and feasibility of a randomized alternating-treatment design in an investigation that compared the combined effects of vocabulary…

Research in the UK suggests that multi-componential interventions focusing on language and pre-literacy skills can improve children's reading and language skills. However, simple translations of such programmes may not produce equivalent effects in diverse communities. The reasons for this are multi-faceted and include factors beyond the rationale…

A solid understanding of fractions is the cornerstone for acquiring proficiency with rational numbers and paves the way for learning advanced mathematical concepts, such as algebra. Fraction difficulties limit not only students' educational and vocational opportunities but also their ability to solve everyday problems. Students who exit 6th grade…

Empirical evidence exists that enhancing students' language can promote the mathematics learning of multilingual students at risk, whereas other target groups (e.g., monolingual students, successful students, both with diverse academic language proficiency) have hardly been considered. This cluster-randomized controlled trial (N = 589)…

This study utilized secondary analyses of a randomized controlled trial and investigated the extent to which prestest word identification efficiency, reading fluency, and vocabulary knowledge moderated the effects of an intervention on reading comprehension outcomes for struggling readers in sixth through eighth grades. Given that the experimental…

Deficits in academic vocabulary knowledge plague students who struggle with reading and impact their reading comprehension and performance in content area courses. Experts have developed interventions aimed at improving vocabulary instruction. However, questions remain concerning the effects of vocabulary gains on reading comprehension and content…

This study employed group randomized trials to investigate the effects of self- and peer-monitoring on the academic vocabulary and content knowledge of students with learning disabilities and low achieving students in social studies. Fourth grade students were randomly assigned to either treatment or control groups on a class level. Results…

In this longitudinal study, the cross-language transfer from second language (L2) to first language (L1) was examined among Spanish-speaking English-language learners in an English intervention (Grades 1-3) in the southwest United States. Path analysis revealed statistically significant transfers (ps < 0.05) for the treatment group from English…

Young people from areas of socioeconomic disadvantage (SED) are more likely to present with language difficulties, particularly vocabulary difficulties. Studies have shown the effectiveness of vocabulary interventions for children with language impairment but not for adolescents from areas of SED. This article aims to establish the effectiveness…

This experimental study examined the effectiveness of a text-based reading and vocabulary intervention with self-regulatory supports for 4th graders with low reading comprehension. Students with standard scores on the Gates MacGinitie Reading Test between 1.0 standard deviation (SD) and 0.5 SD below the normative sample were included (N=44) and…

"Leveled Literacy Intervention" ("LLI") is a short-term, supplementary, small-group literacy intervention designed to help struggling readers achieve grade-level competency. The intervention provides explicit instruction in phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and…

Supporting the reading comprehension and content knowledge acquisition of English language learners (ELs) requires instructional practices that continue beyond developing the foundational skills of reading. In particular, the challenges ELs face highlight the importance of teaching reading comprehension practices in the middle grades through…

The Vocabulary Enrichment Full Programme combined three existing programmes--the Vocabulary Enrichment Intervention Programme (VEIP), Sounds-Write and Literacy Plus--and aimed to improve the reading abilities of pupils in Year 7. VEIP is a structured scheme that teaches children new words and encourages them to use these words in speaking and…