This paper looks at students' motivation and engagement in the context of the "Read Like a Demon (RLAD)" project across a two-year period, in Melbourne, Victoria. This "RLAD" project was shaped over several years and targeted to students aged between 8 and 11 years. It utilized innovative reading experiences, including the…

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…

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…

The decline of academic achievement during summer is well documented and can result in a one-month loss of skills acquired during the school year. Summer slide can further contribute to a widening gap between low and high achieving readers. This instrumental case study explored a summer class for adolescent readers labeled as struggling.…

This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development-funded large-scale international education interventions in low-…

This study reports on the instruction provided in district-designed intensive summer reading programs. The Tier 3 intervention was provided to 374 students from 24 school districts who were not meeting the end of third-grade reading benchmarks; students were exiting third grade and entering fourth grade. Observations of the 40 classes were…

This article explores the sustainability of donor-supported innovations in the education sector. Accordingly, a case study was conducted of a programme (Primary Reading Programme) implemented in Zambian primary schools which was intended to improve literacy levels. The programme was initially supported by the Department for International…

This brief provides contextual information and descriptions of select programs and practices serving Native students, regarding state identification and support, representation of Native student interest, and locally created examples. The National Comprehensive Center's American Indian and Alaska Native Education Project developed this brief to…

Minnesota Reading Corps is the largest AmeriCorps State program in the country. Its mission is to help every Minnesota child become a proficient reader by the end of third grade. To meet this goal, the Minnesota Reading Corps and its host organization, ServeMinnesota Action Network, engages a diverse group of AmeriCorps members to provide…

This paper considers one challenge from recent emphasis on rigorous research for decision-making in education: the interpretation of non-replicated findings. Under Clinton and Bush, the federal government called for and funded highly rigorous research. The "gold-standard" for research was randomized-control trials (RCTs), which…

This article details the design and implementation of a reading program in a university EFL setting as a strategy to encourage creativity, critical thinking, collaborative learning, and reading for enjoyment (Anderson & Krathwohl, 2001; Richards & Renandya, 2002). This student-centered project challenged ELLs to address issues such as…

In 2012, Oxfordshire County Council commissioned the National Literacy Trust to deliver a two-year campaign, the Oxfordshire Reading Campaign, to address falling Key Stage 1 literacy levels in the county's primary schools, which were amongst the worst in the country. The aims of the campaign were to increase the proportion of children reaching the…

This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the…

This paper is about the interaction between policy and practice, and about how competing policies contributed to a paradoxical tension within that interaction in one school. Within a paradigm of educational renewal, the Singapore Ministry of Education (MOE) has initiated a number of policies designed to give schools autonomy in designing and…

This report presents early findings from the Enhanced Reading Opportunities (ERO) study--a demonstration and rigorous evaluation of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. focuses on the first of two cohorts of ninth-grade students who will…