The purpose of this qualitative descriptive case study was to explore the teacher/student reading conferences in two first grade teachers' classrooms in one primary school. Sixteen one-to-one reading conferences were recorded and transcribed over a two-month period and coded for content as related to the CAFÉ (Boushey & Moser, 2009) model of…

The purpose of this qualitative study was to describe the perceptions of general education middle school social studies teachers related to their teaching practices and the inclusion of students with Autism Spectrum Disorder (ASD) in their classrooms. More specifically, an in-depth exploration of general education social studies teachers'…

Learning by example is nothing new to the education landscape. Research into think-aloud protocols, though often used as a form of assessment rather than instruction, provided practical, content-specific literacy strategies for crafting the instructional intervention in this study. Additionally, research into worked examples--from the earliest…

Recent research has emphasized the key role of engagement in helping students succeed in school and beyond. Given the academic struggles that many English learners (ELs) face as they transition to middle school, exploring the facets of engagement in middle school ELs is needed. We established reader profiles for eight sixth grade Hispanic ELs and…

Response-to-Intervention (RTI) strategies have been introduced across the country to assist students who demonstrate significant inabilities to achieve grade level competencies in major subject areas. However, despite its implementation in a southern California elementary school, 4th through 6th grade special education students with mild to…

It is well documented that ELLs face significant challenges as they develop literacy skills in their second language (NCES, 2007, 2011). This population is diverse and growing rapidly in Massachusetts and across the nation (Massachusetts Department of Elementary and Secondary Education, 2013; NCELA, 2011; Orosco, De Schonewise, De Onis, Klingner,…

At its most fundamental level, like all instruction, comprehension instruction is composed of moment-to-moment interactions among students and between students and their teacher. Children's competence at making meaning from texts and their motivation to read are shaped by a variety of classroom influences, one of the most important of which may be…