Self-regulated learning (SRL) is crucial to students' learning. SRL is characterized by students taking initiative, showing perseverance and adaptively regulating their learning. Teachers play an essential role in promoting and fostering this process. However, several studies have shown that in primary education explicit instruction of SRL…

Many urban schools, throughout the United States of America, experience major academic challenges in preparing Kindergarten students to become proficient readers, to achieve academic success throughout the formal educational process. The purpose of this research study was to examine how the implementation of the Wilson Fundations Program, in an…

Purpose: Many children begin school with limited vocabularies, placing them at a high risk of academic difficulties. The goal of this study was to examine the effects of a vocabulary intervention program, Story Friends, designed to improve vocabulary knowledge of at-risk preschool children. Method: Twenty-four early-childhood classrooms were…

Sounds-Write is a systematic synthetic phonics approach that has been successfully used to teach students to read and spell for the last two decades. This volume brings together twelve case studies -- written by practitioners -- of implementation of the Sounds-Write programme in different settings and geographical contexts (Europe, US, Australia).…

This study sought to examine sustained, school-based professional development (PD) on explicit reading comprehension strategy instruction (ERCSI) and its influence on teacher knowledge and practice and on student outcomes. Eight teachers participated - four first-grade and two teachers each from second and third grade. At the beginning of the…

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.…

We present results of an evaluation of the first year of a multi-year comprehensive middle school reading program. Four public middle schools in rural Virginia with large populations of students with limited reading proficiency participated in a study to determine the reading program's impact. We evaluated 235 students with low reading achievement…

The purpose of this program evaluation was to evaluate the Direct Instruction programs, Reading Mastery and Corrective Reading, from SRA McGraw-Hill Publishing Company, which were being used as a school-wide reading intervention. These programs were implemented at a small elementary school in the Piedmont area of North Carolina beginning in the…

The Foundations of Reading course and the Direct Instruction reading program Corrective Reading are components of literacy instruction designed to meet the needs of struggling adolescent readers. An evaluation of the program's effectiveness within the district has not been conducted, and the impact on student achievement was unknown. The purpose…

The current study was designed to expand on previous research examining the effect of terminology on ratings of intervention acceptability and to investigate the effects of terminology on judgments of outcome data and willingness to implement. Secondarily, this study explored teacher beliefs and instructional style. The sample for this study…

The purpose of this study was to examine the relationship of two implementation variables (source of technical support and time of implementation) to first grade reading achievement across three naturally-occurring conditions over a six-year time span. Two of the conditions involved implementation of Direct Instruction (DI) curriculum programs,…

Low literacy is a challenge facing Indigenous communities across North America and is an identified barrier to school success. Early literacy intervention is an important target to reduce the discrepancies in literacy outcomes. The Moe the Mouse® Speech and Language Development Program (Gardner & Chesterman, 2006) is a cultural curriculum…

"Reading Mastery," one of several curriculum components that constitute the "Direct Instruction" curriculum from SRA/McGraw-Hill, is designed to provide systematic instruction in reading to students in grades K-6. "Reading Mastery," which can be used as an intervention program for struggling readers, as a supplement…

The Louisiana Striving Readers evaluation assessed the implementation and effectiveness of the Voyager "Passport Reading Journeys" (PRJ), a widely used supplemental literacy intervention for struggling adolescent readers that reflects the research-based practices recommended by the National Reading Panel (2000) and other more recent…

Although "Corrective Reading Decoding" has been validated as effective over a wide range of students, there is a lack of information on its effectiveness with older students having intellectual and developmental disabilities (IDD). Thus, the purpose of this investigation was to determine the effectiveness of "Corrective Reading…